Keyword: «network educational programs»

The article deals with the problem of creating lifelong education programs in the «school-university-enterprise» system. The main requirements for network educational programs are determined. The experience of developing and implementing such programs at the Faculty of Physics and Mathematics is described.

The network form of educational programs is becoming increasingly popular, especially in regional universities, as it allows to open new programs in the interests of the region's economy and significantly improve the quality of education by attracting professors from top universities and using the resource base of specialized enterprises. The mechanisms for implementing network programs are defined in sufficient detail in federal regulatory documents, but there are “gaps” in issues of quality assessment. Today there is no normatively established methodology for assessing the quality of network programs; the scientific literature presents the authors’ approaches to the problem, but they, as a rule, consider individual aspects, most often in the field of resource provision. Therefore, the problem of constructing a system for assessing the quality of network programs considered in the article is relevant. The purpose of the study is to develop a model of an internal system for assessing the quality of a network educational program based on a qualimetric approach. The qualimetric approach combines well with network technology, since the latter is considered precisely as a tool for improving the quality of education. As a result of the study, a model of a network program quality assessment system was proposed, built on the basis of the Shewhart-Deming “PDCA” cycle. The model includes four main stages, at each of which the quality of three generalized indicators is assessed: the quality of network interaction, the quality of the educational program and resource provision, and the quality of student training. To monitor the quality of a network program during implementation, a hierarchical three-level system of quality indicators has been developed, a scale and methodology for their evaluation have been defined, including a formula for calculating a comprehensive indicator of program quality and a scale for interpreting the obtained values. The proposed methodology was tested on the network program of the Faculty of Physics and Mathematics of Smolensk State University. The results of the study can be used by educational organizations when developing their own systems for internal assessment of the quality of network educational programs, as well as local regulations governing the implementation of such programs. The results of the study are scientifically novel, as they represent the author's original concept of a comprehensive assessment of the quality of a network program based on a qualimetric approach. The theoretical significance of the study lies in the development of a dynamic iterative model for evaluating the quality of a network program, which can be used in further research on this issue. The practical significance is determined by the prospects of using the developed system of indicators and methods of their determination in building an internal quality assessment system and developing local regulations of an educational organization.

The article discusses the variety of approaches to determining the structure of network educational programs using the example of the bachelor's program 01.03.02 Applied Mathematics and Computer Science. Four main approaches to the stratification of the main components of the curriculum have been identified: competence-based, content-based, activity-based and organizational. Examples of structures and their main elements corresponding to these approaches are given.