Keyword: «professional standards»

The article described the process of professional and creative development of students as the leading content-methodological component system of personal and professional development of future professionals. The necessity of integrating the requirements of GEF IN and professional standard, defined initial methodological postulates of specialist training in higher education, ensuring the effectiveness of professional and creative development of the personality of the future specialist, proposed and experimentally tested system of gradual progressive, progressive development of the creative potential of the individual, analyzed the dynamics of development of professionally significant personality traits of students on an example of the direction of training "Social work".

Quite recently, we could see students of engineering universities to neglect such subject as a foreign language completely. The students were not motivated to study this subject absolutely, they felt it was not among the basic subjects that would be useful in their future life and work. Now we can observe the opposite trend. The world is changing and it issues new challenges. Now a highly qualified specialist is not only an expert in his field, but he is also presumed to know at least one foreign language. The learning of languages now becomes interesting not only for those who study the humanities, but also for students who have basic technical disciplines. In this regard, the article discusses those requirements that the society sets for future specialists (based on the Federal Education Standards and professional standards) on example of the Ural State University of Railway Transport students.

At present time, technical higher educational establishments of the Russian Federation have to respond quite actively and promptly to the reforms in the system of education. Ever-changing federal state educational standards of higher education define the necessity of conceptually new approaches to the problems of the education content as well as the ways of their solving. The problem of choice of course books for teaching English at a technical university is not just the exception but is of great importance, as one of the main employer requirements to a competitive engineer is well-developed linguistic competence aimed at successful social and professional communication. Thus, the aim of presented research is to analyze the structure and contents of Russian and foreign course books and their correspondence to modern course book criteria developed by the authors after having observed the opinions of some methodologists as well as taking into consideration the own experience in this area. The notion of a course book is formulated in the paper, the research results to the selection of the content and structure of a modern course book are demonstrated. The authors present some positive aspects of analyzed foreign and Russian course books in accordance with federal state educational standards of higher education and specificity of a technical university. During the research work the authors were using the analytical method (quantity and quality analyses, interpretation of the received results, formulation of conclusions and practical recommendations). The research results are presented in the form of formulated criteria and requirements to both structure and content of a modern English course book, in the form of positive aspects and comparative characteristics of Russian and foreign course books, as well as in the form of some recommendation to their use. Practical relevance of the analyses conducted is authors’ try to search for the solution of the problem of choosing the appropriate course book structurally and contextually aimed at successful development of linguistic, social, cultural and professional competences of a future engineer.

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 article discusses the features of achieving the quality of personnel on the basis of professional and public accreditation of educational programs. It is noted that the quality of services provided in the service sector largely depends on the qualifications of performers, which is confirmed during accreditation. Using the example of the activities of the Council for Professional Qualifications in the Beauty Industry, eight stages of professional and public accreditation are shown, six criteria are given that the evaluated organizations must meet, and indicators for evaluating their human resources are proposed.