Ludmila Semenova

Order of the Ministry of science and higher education of the Russian Federation № 987 of August 12, 2020 approved the Federal state standard for the area of training 21.05.04 Mining. The development of modern technological production, such as mining and processing, requires high-level personnel training. This leaves an imprint on the process of their learning, the vector of which is determined by the educational standard. This is what makes the issue of analyzing the Federal State Educational Standard 3 ++ in the area of training 21.05.04 relevant: on the one hand, in connection with the introduction of this standard, on the other, with the absence of an approximate educational program in the area of training. The purpose of the work is to identify the main factors that have made it necessary to update the FSES, and a number of innovations in the FSES 3 ++. The leading research methods of the problem are theoretical (analysis of pedagogical literature on the problem) and interpretation methods. The article presents a comparative analysis of FSES 3+ and updated FSES 3 ++ in the area of training 21.05.04 Mining. The authors studied changes in the structure and content of the Federal State Educational Standard in the area of training 21.05.04 Mining, the requirements for its implementation. The article emphasizes that the changes in the Federal State Educational Standard 3 ++ in comparison with the Federal State Educational Standard 3+ in the area of training 21.05.04 Mining reflect the continuity between educational standards. The change in the competences of a specialist was especially noted: universal competences were proposed instead of general cultural competences, the definition of general professional competences was changed, professional competences should be determined by an educational organization with a focus on professional standards. The authors emphasize the increased role of the employer in creating an educational program and developing a list of professional competences in the studied area of training. The practical significance of the work lies in the fact that the presented analysis of FSES 3+ and FSES 3 ++ not only revealed changes in the updated standard, but it should also be taken into account when developing professional educational programs in the direction of training 21.05.04 Mining. The article may be interesting for teachers and heads of educational organizations preparing specialists in the field of mining, as well as scientists conducting research in the field of continuous professional training.

The issues of training a competitive specialist have always been relevant, but they have been especially critical recently in connection with technological and economic changes in the industry. Mining is one of the most difficult areas. Mining companies have faced a number of problems over the past decades that have to be solved immediately. One of the global issues for all the leading Russian mining companies is the so-called “personnel shortage”. The relevance of the article is due to the discrepancy between the level of training of specialists in the field of mining in professional educational institutions and the requirements of production. The purpose of this work is to identify the main problems in the implementation of continuity for the preparation of a competitive specialist in the field of mining. In this article, the author shares her personal experience in the training of technicians and mining engineers (specialists) at the Zheleznogorsk Mining and Metallurgical College, specializing in the areas of training 21. 02.18 “Mineral Processing” and 21. 05.04 “Mining” (South-West State University). Leading research methods are empirical (observation, questioning, conversation, etc.). The author presents the experience of forming a system of continuity between educational institutions of different levels and the employer in the process of training a specialist in the field of mining. As a result of the study, the author identified the main problems of continuity in the training of specialists in the field of mining. First of all, this is the lack of an integrated educational environment between graduates of secondary vocational education (SVE) - higher education institutions - and the employer; unpreparedness of educational institutions graduates to the requirements of employers, and a decrease in the motivational component of SVE system graduates to continue their studies at universities. The article emphasizes: in solving the above mentioned problems, we must remember that the training of mining specialists is a part of the training course at colleges and universities, and this determines the requirements for training specialists and providing continuity between educational institutions of different levels. It is worth mentioning about the results of employers’ questioning, which allowed the author to formulate the requirements for graduates of colleges and universities in the field of mining. This, in turn, will make it possible to continue research on this problem in future and most accurately formulate professional competences necessary for a specialist in the field of mining. The article may be interesting to teachers and heads of educational institutions that train specialists in the field of mining, as well as scientists conducting research work in the field of professional training continuity.

The article is devoted to the problem of developing the creative thinking of specialists in mining. The authors believe that one of the ways to solve this problem is to inspire mining majors (21.05.04 area of training) and refresher courses students of this area to read more.

The author deals with the definition “educational area” and analyzes the play by L. Ulitskaya, using the meth-od of concept card.