Date of accession of the Russian Federation to the Bologna process. The Bologna Process
In June 1999, the Bologna Declaration was signed, the purpose of which was to harmonize the system of higher education in European countries. In fact, this is a voluntary process in which you can join or not. This system was developed in order to increase the level of prestige of European universities, increasing the role of universities in the development of cultural values of citizens. Thus, universities that work in the context of this system are competitive, and specialists who received education in the Bologna process are considered more promising and have higher chances of employment. Diplomas that were obtained in universities where this system operates will allow you to find a job and develop in European countries.
Russia and the Bologna Agreement
In 2003, Russia joined the Bologna Process. Now university students have the opportunity to study up to the degree of "bachelor" and "master" with the right to continue their education in European countries. Opinion among students is different. Someone believes that this system contributes to the fact that qualified personnel will leave the country and work in the countries of the European Union in the lowest positions, while someone sees real prospects in this. The Bologna system involves not only a change in the programs that students will study, but also its complication. At the same time, a completely new assessment system is introduced, to which you need to gradually get used to. It is believed that Russia already has a fairly high level of education, but participation in the Bologna process will allow dividing graduates into two main categories: people with a specific specialty and a formed professional elite.
Pros and Cons of the Bologna Process
A multi-level system of such training allows students to independently work on themselves and on their future. Difficulties in learning and the increase in the cost of education will contribute to the fact that only people who are really capable of it will be able to get an education. If we talk about the advantages of the operation of this system in Russia, the following should be mentioned:
1. By virtue of the fact that a common system for assessing students' knowledge has been adopted, a modular system has been introduced, and students and teachers must work hard to achieve results;
2. Narrow preparation of students for a certain specialty, which implies a clear specialization, allows you not to waste extra time on additional and not always necessary subjects;
3. Students have the opportunity to provide their services in Europe;
4. The accumulative system allows you to automatically get a grade for knowledge control, whether it's an exam or a test. Everything that the student has earned, he can translate into a real mark. This frees you from the need to prepare for exams;
5. Mobility, which the Bologna process implies, allows you to start studying at one university and finish it at another. At the same time, it can be either a university in your native country or any European university.
The main disadvantages can be identified as follows:
1. The Bologna Declaration involves building education in European traditions. Given the differences in mentality and traditions, this is quite difficult to do;
2. There is a high probability that real, qualified specialists will start moving to Europe, due to which the level of education in the country may be reduced;
3. The accumulative system for many of our students becomes something convenient in order not to study, but to write some work for which you can get points and automatic assessment. This really reduces the level of knowledge of students;
4. With the advent of this system in Russia, scientific degrees are changing, and the whole education system, which has been built over the years, is being destroyed.
Home > DocumentStages of a long journey. Bologna process in Russia.
Prepared based on materials provided by the Association of Classical Universities of Russia. T.A.Ekimova, Yu.V.Krasnova, D.V. Kharitonov (GOU VPO ChelGU )
1. Russia's entry into the Bologna process
The 1990s became a real turning point for the Russian system of higher education, because the processes of reforming the political, economic and social life of Russian society naturally and urgently demanded the restructuring of the educational sphere not only in the ideological aspect, but also in terms of content and method, which is called " at all levels". Under such conditions, the transformation of the management system of the Higher School, as well as a change in its legislative framework, was also required. In 1992, the federal law "On Education" (Law of the Russian Federation of July 10, 1992 N 3266-1) was adopted, which became just the legislative basis for further transformations. According to this act, the content of education was recognized as one of the leading factors in the economic and social progress of society (Article 14.1). The educational system was faced with the task of forming such content of education that would provide an adequate world level of the general and professional culture of society, the possibility of integrating the individual into the national and world culture. The process of reforming Russian higher education in accordance with the principles proclaimed in the Law has acquired several distinct features. First of all, we can talk about a sharp change in the ideological foundations of education, the rejection of mono-ideological teaching, primarily in the subjects of the humanities cycle. Secondly, during this period, an active search for new methods and forms of teaching in higher educational institutions begins. Thirdly, attempts are being made to change the administrative basis for the existence of universities. In many ways, the European tradition of higher and, mainly, university education becomes the basis and role model for these processes. Interest in the European experience of educational systems had both political and historical roots. Russian universities at the time of their inception in the middle of the 18th century were created in the "image and likeness" of their European counterparts, who had a longer history, and therefore, the roots, structure, content of activities and modern trends in the development of their leading universities, the domestic university system is very close to European university tradition. Interest in the modern experience of European universities with an appeal to common historical roots was also intensified by political processes. The change in the principles of Russia's foreign policy, the desire of the Russian state to enter the European political, economic and cultural space as a full-fledged and equal partner, forced the critical to perceive and adapt the experience of Europe. To a very large extent, these processes were also catalyzed by economic reasons: in connection with Russia's transition to a market economy, the issue of commercialization of professional training of personnel became relevant both for the country and for foreign countries. The Russian Higher School was faced with the task of taking a worthy / advantageous place in the international market of educational services. In 1994, the first steps were taken in Russia to introduce a system of higher professional education based on two main cycles - bachelor's and master's programs. The multi-level model of higher professional education was introduced by the Resolution of the Committee for Higher Education of the Ministry of Science of Russia dated March 13, 1992 No. 13 "On the introduction of a multi-level structure of higher education in the Russian Federation." The preparation of bachelors was considered as basic and intended primarily for continuing education in the magistracy or training of specialists. Decree of the Government of the Russian Federation "On Approval of the State Educational Standard for Higher Professional Education" dated August 12, 1994 No. 940 clarified the structure of higher professional education: universities were given the opportunity to implement five-year programs for the training of graduates (5 years of study), as well as to introduce bachelor's programs (4 years of study) and masters (6 years of study, including bachelor's degree). The next step in reforming the Russian education system was the adoption of the Federal Law "On Higher and Postgraduate Professional Education" dated August 22, 1996 No. 125-FZ. The main principles of the state policy in the field of higher education were, among other things, proclaimed the continuity and continuity of the educational process and the integration of the system of higher and postgraduate professional education of the Russian Federation while maintaining and developing the achievements and traditions of the Russian higher education in the world system of higher education (Article 2.2. , 2.3). The law expanded the autonomy of higher education institutions (Article 3.2), understood as “the degree of self-government that is necessary for a higher education institution to effectively make decisions regarding its statutory activities”, faculty and students received the right to “academic freedom” (Art. 3.3). In order to ensure the quality of higher and postgraduate vocational education, the unity of the educational space of the Russian Federation, the recognition and establishment of the equivalence of foreign documents on higher and postgraduate vocational education, state educational standards (Article 5) of the “second generation” were introduced, significantly different from the so-called. "first generation standards", created in 1992 - 1996. within the scope of the Law on Education. Within the framework of the Law “On Higher and Postgraduate Education”, a three-stage education system was introduced in higher educational institutions of Russia: bachelor (at least 4 years) - specialist (at least 5 years) - master (at least 6 years). According to this Law, relevant educational programs can be implemented continuously and in stages. It also provides for the possibility of obtaining incomplete higher professional education with a period of study of at least two years. In fact, in practice, implemented two schemes. First provided for five years of training in graduate programs (the most used). Second included the development of a four-year bachelor's program with the possibility of continuing education in a specialist (+ one year) or master's degree (+ two years). The model (four years of bachelor's degree + one year of specialist's degree), enshrined in the Russian legislation on education at the moment, does not fit into the European canons. Undoubtedly, the processes associated with the comprehension of the European experience took into account the provisions of the "Magna Charta Universitatum" (Magna Charta Universitatum), signed in Bologna in 1988. This document reflected the notion of the social and historical role of universities on the threshold of the third millennium. The principles of the existence of universities were named moral and scientific independence from political and economic power (autonomy), the inseparability of the educational process from research activities; freedom of teaching, research and learning; overcoming political and geographical boundaries and the need for mutual knowledge and interaction of different cultures. In the 1980s and early 1990s, within the framework of the European Communities, there was a transition to a single internal market, the defining feature of which is the free movement of goods, services, as well as capital and persons. Higher education was seen as a symbol of the nation state, an internal sphere. In 1983 - 1992, active work was carried out in European countries to clarify the goals, objectives and problems of higher education cooperation in the EU space and its legal aspects: granting students from different countries equal rights in their host countries. Under the slogan "Promotion of the free mobility of teachers, students and researchers", well-known in Russia projects COMET, ERASMUS, LINYUA, TEMPUS were launched. In 1992, the Maastricht Treaty establishing the European Union marked the transition of European countries to an economic, monetary and political union. As a result of this merger, as well as an increase in the number of students, increasing mobility and the expansion of the European labor market, the issue of recognition of qualifications and degrees required an urgent solution, which in turn raised the need for closer cooperation. In this regard, it became necessary to create a common document that would synthesize all previous acts. On April 11, 1997, the Convention on the Recognition of Qualifications Relating to Higher Education in the European Region was signed in Lisbon, aimed at facilitating access to educational institutions of European countries for citizens of other countries in the region. Based on the provisions of the Magna Carta, the Convention recognized the great diversity of education systems in the European Region and expanded the rights of universities in the recognition of foreign diplomas and qualifications. Comparison of higher education diplomas was based not on identifying similarities or differences in the curricula of the compared educational programs, but on comparing the entire body of the applicant's knowledge in terms of his readiness to continue education at a new, higher level. A significant achievement of the Convention was the creation on its basis of a permanent Committee for the recognition of qualifications related to higher education in the European Region. The network of national information centers ENIC (European Network of National Information Centers on Academic Mobility and Recognition), established in 1994 under the auspices of the Council of Europe and UNESCO, was approved as a mechanism for implementing the Convention. On May 25, 1998, at the Sorbonne (Paris, France), the ministers of Great Britain, Germany, France, Italy signed a joint declaration "On the harmonization of the architecture of the European system of higher education", which became the prologue of the Bologna process. The main strategic goal for the development of higher education in Europe was the creation of the European Higher Education Area. Its construction was to be based on equivalent training cycles, the use of a credit system, and the recognition of the provisions of the Lisbon Convention. The above documents and the practice of implementing their main provisions became the basis for the signing on June 19, 1999 in Bologna of a joint ministerial statement education 29 countries"European Higher Education Area". It was in this document, which became the starting point of the Bologna process, that the main goal was formulated - the creation of a unified educational zone in Europe, the ways to achieve which were called: the use of an understandable and comparable system of degrees with the issuance of the Diploma Supplement; introduction of a training structure based on two main cycles, respectively, the first and second levels (bachelor's and master's programs); application of the system of accumulation and transfer of credits - according to the ECTS model; ensuring the mobility of students, graduate students, teachers and administrative staff by removing obstacles to their free movement; support for European cooperation on quality assurance in education; supporting the required level of higher education in partner countries. The main goal of the Bologna Process is to establish by 2010 a single European Higher Education Area. The fulfillment of this key task is reflected in 10 well-known positions, which are defined by the main documents of the Bologna process. Since the beginning of the 21st century, the number of countries that have recognized/signed the Bologna Declaration has steadily increased. To date, 45 countries are participating in the Bologna process.December 29, 2001 by Order of the Government of the Russian Federation No. 1756-r after public discussion and consideration at meetings of the State Council and the Government, the Concept for the Modernization of Russian Education for the period up to 2010, prepared by the Ministry of Education of Russia, was approved and put into effect. In the Concept of Modernization, which fixes the directions of the state policy in the field of education, however, there is no mention of either the Bologna Declaration or other documents of the Bologna process. However, if we compare the text of the Concept with the provisions reflected in the documents of the Bologna process, then it is easy to notice a certain similarity between them. First of all, the recognition of the importance education as the most important factor in the formation of a new quality of the economy and society. Recognizing the ability of the Russian education system to compete with the education systems of advanced countries, the Concept points to the need for broad public support for the ongoing educational policy, the restoration of responsibility and the active role of the state in the educational sphere, and a deep and comprehensive modernization of education. Summing up the results of 2002 and defining the tasks of the education system within the framework of the Modernization Concept for 2003, V.M. Filippov, in his speech at the final Board of the Ministry of Education of the Russian Federation on February 26, 2003, does not mention entering the Bologna system as a priority task in the development of the Russian system of higher education. As tasks for 2003, which to a certain extent correlate with the requirements of the Bologna system, we can single out the goal of completing the development of a model of state standards for bachelor's and master's degrees in all specialties in the field of engineering and technology. In Russia, the first direct references to the documents of the Bologna process occurred only in the first years of the 21st century, that is, in fact, when the basic principles had already been formulated, a system of cooperation and mechanisms for monitoring the course of the process had been created. The impetus for turning to the ideas of the Bologna Process was the recognition of the need to create an educational system that, being included in the activities of market mechanisms, could act on an equal footing and even compete with the European one. For this, according to statesmen and representatives of university corporations, it was necessary to create conditions and find ways for the recognition of Russian documents on education in European countries. The first working group was assembled in March 2001 on the initiative and under the leadership of the Deputy Minister of Education V.D. Shadrikov. The main interest in the work of this group was the question of the introduction of a two-level system of education as a way to take worthy (and profitable) place in the international market of educational services and the problem of mutual recognition of documents on higher education. In November 2001, the Ministry of Education of the Russian Federation issues Order No. N 3561 "On the practice of mutual recognition and establishing the equivalence of education documents in the Russian Federation and foreign countries." In accordance with this document, the Department of International Education was to complete the study of issues during 2002 to analyze the state of affairs in the education systems of the CIS member states with which the Russian Federation did not have agreements on the mutual recognition of documents on education and determine the feasibility of concluding relevant agreements with them. , and also, when preparing annual plans of priority work, provide for areas of activity aimed at developing the export of Russian educational services and the recognition of documents on education in foreign countries. In 2002, the Ministry of Education of the Russian Federation initiates an experiment to introduce a system of credits in universities. On July 2, 2003, the Ministry issues Order No. 2847 « On conducting an experiment on the use of credit units in the educational process, according to which, in order to improve the planning and organization of the educational process, increase the role of independent work of the student and optimize the teaching load of teaching staff in Russian universities in 2003-2005, an experiment was conducted on the application of the system of credit units and credits within the framework of teaching certain specialties. The list of experimental universities included 22 educational institutions in Russia. In the appendix to the order of the Ministry of Education of the Russian Federation No. 215 dated July 29, 2005 “On the innovative activity of higher educational institutions in the transition to a system of credits”, 39 universities participating in the experiment were named. The leading university for the study and introduction of the credit system (ESTS), designed to carry out a systematic analysis and generalization of innovative activities, is the Peoples' Friendship University of Russia. In the same year, the “Methodology for calculating the labor intensity of the main educational programs of higher professional education in credit units” was developed and sent to all Russian universities (Letter of the Ministry of Education of Russia dated November 28, 2002 No. 14-52-988 in \ 13). This Methodology took into account the peculiarities of the Russian education system and recommended to universities a certain procedure for calculating credits, compatible with ECTS. Since 2002, the interest of the university community in all aspects of the Bologna process has been growing. In the course of discussions on the problem of reforming the system of higher education in Russia, the need was recognized to make it more open, and, consequently, comparable with the systems of university education adopted in other countries. The reasons for moving in this direction were the need to ensure greater accessibility and competitiveness of higher education in Russia and the need for a preventive response to the problems of education that await Russia in the course of its inclusion in the globalization of markets (including the market for educational services and the market for skilled labor). Particular attention should be paid to the problem of Russia's accession to the 1999 Bologna Declaration. Based on the foregoing, St. Petersburg State University came up with the initiative to actively include our country in the Bologna process. On the initiative of St. Petersburg University, in December 2002, the Ministry of Education of the Russian Federation (Order of the Ministry of Education of October 14, 2001 No. 3582) held the First International Seminar "Integration of Russian higher education into the European system of higher education: problems and prospects." The seminar was attended by experts from the Council of Europe, UNESCO and other international organizations, representatives of the legislative and executive authorities of the Russian Federation, rectors and vice-rectors of Russian universities, representatives of public organizations. The following main issues were discussed at the seminar:- goals, objectives and mechanisms for creating a common European system of higher education; conditions and criteria that determine the readiness of national higher education systems to enter the Bologna process, the possibility of a flexible approach to these conditions and criteria; the degree of Russia's readiness to join the Bologna Declaration, taking into account the historical traditions and characteristics of the national higher education; the role of classical Russian universities in Russia's integration into the European system of higher education; mechanisms for the implementation of the Lisbon Convention in the Russian Federation; a program of legislative, organizational, scientific and methodological measures aimed at Russia's accession to the Bologna Declaration and the implementation of its basic principles.
- the current legislation provides for the possibility of implementing a multi-stage structure of higher professional education, moreover, a number of universities already have a multi-stage structure of basic educational programs; on the territory of Russia, experiments are being conducted to organize the educational process in universities on the basis of credit units; In Russia, the state system for assessing the quality of higher professional education is being actively improved, and intra-university education quality management systems are being formed.
- ensure accessibility for citizens and students of foreign countries of information about the Russian education system, about the structure of qualifications, diplomas and about the processes of modernization of higher professional education in Russia; develop proposals for optimizing the composition and structure of the List of areas of training and specialties of higher professional education, taking into account the need for Russia's integration into the pan-European and world educational space; intensify interaction with the ministries (departments) of the Russian Federation to expand the practical recognition of the qualification (degree) "bachelor" at enterprises, institutions and organizations of specific industries; develop a methodology for the modular construction of educational programs of higher professional education; develop recommendations for the formation of state educational standards for higher professional education of the next generation using credit units; develop a system of graduation documents compatible with the pan-European Diploma Supplement; speed up the adoption of decisions on initiating the connection of the Russian Federation to the Bologna process.
- in order to effectively prepare students for higher education, profile education is mandatory in high school, and pre-profile education in the 9th grade (it was supposed to be introduced from September 2005); a new basic curriculum and standards are being developed, taking into account the characteristics of the specialized school (to be introduced from September 2006); the system of higher education should be brought into line with the "multilevel system" of Europe, described in the documents of the Bologna process; it is necessary to expand distance education (ie distance education, using the Internet and branches of central universities); a single supplement to the diploma should be developed; to solve the problem of integration into the Bologna process of secondary specialized education, it is planned to create educational institutions of a "mixed type"; the problem of postgraduate education (the status of doctoral and candidate of science degrees) will presumably be solved as follows: candidates will be equated in status with masters, and doctors (ours) will be equated with European doctors of science (PhD); basic curricula should be fundamentally reduced, because students are heavily overloaded, and in the EU countries mass education does not involve many of the topics that are mandatory in Russia; to speed up the introduction of the Unified State Examination as a single criterion for entering a university (completely in 2005/2006.)
- intensification of work in the field of improving the content and structure of education; extensive development of the process, the inclusion in it of a larger number of higher educational institutions of all regions; organization of a wide explanatory work.
- development of a new generation of higher education standards, in particular, with a full-scale transition (except for medical and creative specialties) to a multi-level system of higher education (within 3-4 years); study and testing during the year by all universities of the country (at least within 1-2 specialties) of the system of "credits" - "credit units" and the module-rating system of organizing the educational process as a more flexible, more stimulating system for organizing the educational work of students and departments; in 2004-2005 finally decide and start creating, in accordance with the all-European requirements, an all-Russian system of attestation and quality control, independent of the educational authorities, with the creation of appropriate regional structures. At the same time, it is necessary to begin work on building intrauniversity quality control systems in accordance with pan-European requirements; in order to solve the problem of the quality of education, the education authorities, together with the councils of rectors, need to organize their work more systematically.
- analysis of the implementation of the Bologna principles for the development of higher professional education in the Russian Federation; development of recommendations for the implementation of the Bologna principles in the Russian Federation and in Europe; coordinating the activities of the federal governing bodies of higher professional education of the Russian Federation on the development of the Bologna process in Russia.
- transformation of the bodies of the federal administration for education and scientific research into the Ministry of Education and Science (Decree of the President of the Russian Federation of March 9, 2004 No. 314 "On the system and structure of federal executive bodies"); giving the Ministry of Education and Science of the Russian Federation the functions of developing state policy and legal regulation in the field of education, scientific, scientific, technical and innovative activities (Decree of the Government of the Russian Federation dated April 6, 2004 No. 158).
- activities to create a procedure for crediting the mastering of the content of state educational standards of higher professional education by university students; development and approbation of an approximate provision on the organization of the educational process in universities using the credit system (proposed for use in the higher education system by letter of the Ministry of Education of Russia dated March 9, 2004 No. 15 -55 357in/15); Since 2004, the Peoples' Friendship University of Russia has been researching the introduction of the European Diploma Supplement in the Russian Federation. The pilot project for the introduction of the European Diploma Supplement in 2003-2004 involved the Chelyabinsk State University and the Tyumen State University.
- amendments to the legislation conducive to the implementation of the Bologna process - amendments and changes to the laws “On Education” and “On Higher and Postgraduate Vocational Education”; informing universities about the principles and directions of the Bologna process (publication of all official documents of the Bologna process in Russian as a separate book; mass media and thematic publications; holding national and regional thematic seminars (conferences); interaction in the implementation of the Bologna process with the general public, legislative and executive authorities; cooperation with Western European bodies for the coordination of the Bologna process, using the experience of Western European countries that have solved similar problems on the way to joining the Bologna process.
- ensuring the availability of higher education for persons who have served military service under a contract in the Armed Forces of the Russian Federation for at least three years; the introduction of a unified state exam, which is aimed at improving the quality of education, ensuring the availability of high-quality general education, improving the system of final certification of students in general education institutions and entrance examinations for admission to institutions of secondary and higher professional education.
- Persistence of perception of the bachelor's degree by the labor market. The unwillingness of a part of Russian higher education to act as an equal partner in mobility programs (insufficient funding, poor knowledge of foreign languages). Excessive regulation - lack of flexibility, adaptability of curricula Unpreparedness of many universities for the formation of new competencies of graduates aimed at mobility in the labor market.
2. Program for the development of education until 2010
The priority directions for the development of education in the Russian Federation are set by the Federal Target Program for the Development of Education for 2006-2010, approved by Decree of the Government of the Russian Federation No. 1340-r of September 3, 2005. The main condition for strengthening the political and economic role of Russia and improving the welfare of its population ensuring the growth of the country's competitiveness. In the modern world following the path of globalization, the ability to quickly adapt to the conditions of international competition becomes the most important factor for successful and sustainable development. The main advantage of a highly developed country is associated with its human potential, which is largely determined by education. The main strategic goal of the Program is to provide conditions for meeting the needs of citizens, society and the labor market in quality education by creating new institutional regulatory mechanisms in the field of education, updating the structure and content of education, developing the fundamental and practical orientation of educational programs, and forming a system of continuous education. The provisions of the Concept of the Federal Target Program for the Development of Education, concerning the prospects for the development of modern Russian education, deserve special attention, which indicate that “in the absence of such a program, the possibilities of creating uniform conditions in the Russian Federation for the development of mechanisms in the field of education that are adequate to the state of economic development will be limited, the gap between the requirements of the labor market and the quality of educational services, the principle of equal opportunities and access of citizens of the Russian Federation to receive quality education will not be really ensured, Russia's entry into the Bologna process will be significantly hampered…”. The achievement of the strategic goal and the solution of the tasks of the Program are ensured through the implementation of a system of program activities:- introduction of new state educational standards for general education based on a competency-based approach; introduction of models of continuing professional education, providing each person with the opportunity to form an individual educational trajectory for further professional, career and personal growth; introduction of a new list of areas of training (specialties) and professions of vocational education and relevant state educational standards developed on the basis of a competency-based approach in order to form educational programs that are adequate to world trends, the needs of the labor market and the individual; implementation of a system of measures to ensure Russia's participation in the Bologna and Copenhagen processes in order to increase the competitiveness of Russian professional education in the international market of educational services and to ensure the participation of Russian students and graduates of educational institutions in the system of international lifelong education. improvement of the state system for evaluating the activities of educational institutions and organizations; improvement of mechanisms for recognizing the equivalence of educational documents to increase academic mobility, increase the export of educational services, which will contribute to Russia's integration into the world educational space.
- during 2005 to submit to the Government of the Russian Federation a draft federal law "On Amendments to the Law of the Russian Federation "On Education" and the Federal Law "On Higher and Postgraduate Education"" in terms of establishing two levels of higher education; during 2005, submit to the Government of the Russian Federation a draft federal law "On Amendments to the Legislative Acts of the Russian Federation" in terms of granting the right to representatives of employers' associations to participate in state forecasting and monitoring of the labor market, the formation of lists of areas of training (specialties), the development of state educational standards for vocational education and procedures for quality control of vocational education; in 2005 - 2006 The Ministry of Education and Science should develop models for the training of bachelors and masters, taking into account the specifics of training profiles in HPE, as well as a list of areas of training (specialties) of HPE, taking into account Russian and world labor market needs; for 2007 - 2008 it is planned to develop, approve and put into operation the SES VPO of the third generation, formed on the basis of a competency-based approach and a system of credits.
- during 2005 – 2010 prepare information materials for universities on the practice of using credit units and the course of the experiment on the use of credit units in the educational process, carried out in accordance with the order of the Ministry of Education of Russia dated July 2, 2003; this includes: an analysis of the experience gained by universities that have already switched to a credit system, a generalization of the results of an experiment on the use of a credit system in Russian universities, the expansion of innovative activities of universities in the transition to a credit system, the introduction of modular technologies for building HPE educational programs and the transition to an asynchronous organization of educational process. in 2005 - 2006 to form the methodological base of the accumulative system of credits (credits) in the HPE of Russia; in 2008, a general transition to the credit system is planned.
- to develop a sample diploma supplement based on the unified system of classification of educational programs of professional education of the Russian Federation, methodological recommendations for filling out the diploma supplement; it is also necessary to translate into English the disciplines of the federal components of the SES VPO and their publication;
- resolving the issues of recognition of foreign documents on education in the states parties to the Bologna Declaration based on the development of guidelines for the academic and professional recognition of Russian documents on education in the states parties to the Bologna Declaration, as well as improving the system of recognition of foreign documents on education on the territory of the Russian Federation; creation of a system for training retraining of personnel on the issues of recognition on the territory of the Russian Federation of foreign documents on education.
- by 2006 - creation of a system of comparable criteria, methods and technology for assessing the quality of education in order to ensure the harmonization of the Russian system for assessing the quality of education with European systems; development of technology for state accreditation of individual educational programs of higher education; creation of an infrastructure for the recognition of the Russian system for assessing the quality of education by other countries participating in the Bologna process, the creation of a database of educational programs of Russian and foreign universities licensed in the Russian Federation, and the results of their assessment during accreditation; involvement of foreign experts in the work of expert commissions to assess the quality of education; participation in the work of international organizations (networks); facilitating Russia's entry into the European Network of Education Quality Assurance Agencies (ENQA); organizing and holding workshops of the International Network of Agencies for Quality Assurance in Higher Education INQAAHE (2008) and the Network of Accreditation Agencies of Central and Eastern Europe CEENET (2007) in Russia; creation of the Eurasian network of bodies for assessing the quality of education (CIS and Baltic countries) and ensuring joint activities.
- regulatory and legal support for the implementation of academic mobility of students and teachers; creation of a system for providing institutional and individual grants to ensure domestic and European mobility of Russian students and teachers.
3. History of three generations of standards
Having become a member of the Bologna Process, Russia and Russian higher education inevitably had to be integrated into the pan-European system of higher education, and we should talk about not about embedding or rigging under the European education systems, and about harmonization systems and modernization of higher education in Russia. This led to the need to create a new generation of educational standards for level education (bachelor's degree - master's degree). Bachelor's, master's and specialist's programs "grow" in Russian higher education from traditional (mono-level, integrated) educational programs. The State Educational Standard as a document regulating the formation of basic educational programs was introduced by the Law of the Russian Federation "On Education" in 1992. In accordance with this law, in the period from 1994 to 1996, the first generation of state educational standards for higher professional education was developed and put into effect ( Further– GOS VPO), the federal components of which included:- mandatory minimum content of basic educational programs; the maximum amount of teaching load of students; terms of the program implementation; requirements for the level of training of graduates.
- general requirements for basic educational programs (BEP); requirements for the mandatory minimum content of the BEP, for the conditions for their implementation, including educational and industrial practice, for the final certification of graduates, the level of training of graduates; the timing of the development of the BEP; the maximum amount of student workload.
- consistency with the tariff-qualified characteristics of the Ministry of Labor of Russia; harmonization of requirements for graduates and the content of education with federal executive bodies that act as employers; simultaneous development of state educational standards for all levels of higher education, including magistracy, which increased the manufacturability of documents and their introduction into practice.
- pronounced competence character; development of a package of standards in areas as a set of educational programs for bachelor, specialist and master, united on the basis of the commonality of their fundamental part; substantiation of requirements for the results of mastering the main educational programs (outcomes of education) in the form of competencies; the absence of a component structure (federal, national-regional, university) with a simultaneous significant expansion of the academic freedoms of higher educational institutions in terms of developing basic educational programs; establishment of a new form of calculation of labor intensity in the form of credits (credits) instead of hourly equivalents.
- main educational program - a set of educational and methodological documentation regulating the goals, expected results, content and implementation of the educational process in this area of training (specialty) of higher professional education; direction of training - a set of educational programs for bachelors, masters, specialists of various profiles, integrated on the basis of the commonality of fundamental training; profile - a set of main typical features of any profession (training, specialty) of higher education, which determine the specific focus of the educational program, its content; competence - the ability to apply knowledge, skills and personal qualities for successful activities in a particular area. module - a part of an educational program or a part of an academic discipline that has a certain logical completeness in relation to the established goals and results of training, education; credit unit - a measure of the complexity of the educational program; learning outcomes - acquired knowledge, skills and mastered competencies.
4. Activity by competencies and modules
The Lisbon Convention "On the Recognition of Qualifications Relating to Higher Education in the European Region" of 1997, which Russia joined in 2000, formulated the concept of international recognition of the results of education and put forward a requirement for the academic community to develop convertible, generally understandable criteria for such recognition, the new methodology was called competency-based approach. Since the competence-based approach is directly related to the idea of comprehensive training and education of the individual not only as a specialist, a professional in his field, but also as an individual and a member of a team and society, it is fundamentally humanitarian. The goal of liberal education is, as is known, not only to transfer to the student a body of knowledge, skills and abilities in a certain area, but also to develop an outlook, interdisciplinary instinct, the ability to make individual creative decisions, to self-learning, as well as the formation of humanistic values. All this is the specificity of the competence approach. In Russian higher education, in recent years, there has also been a sharp reorientation of the assessment of the result of education from the concepts of "preparedness", "education", "general culture", "education", to the concepts of "competence", "competence" of students. That is, a significant bet is made on the competence-based approach in education. There are several groups of competencies. 1. General competencies. Instrumental competencies that include cognitive capabilities, the ability to understand and use ideas and considerations; methodological capabilities, the ability to understand and manage the environment, organize time, build strategies for learning, decision-making and problem solving; technological skills skills associated with the use of technology, computer skills and information management capabilities; linguistic skills, communicative competencies: the ability to analyze and synthesize; the ability to organize and plan; basic knowledge in various fields; thorough training in the basics of professional knowledge; problem solving; decision making, etc. Interpersonal competencies, that is, individual abilities associated with the ability to express feelings and attitudes, critical reflection and the ability to self-criticism, as well as social skills associated with the processes of social interaction and cooperation, the ability to work in a team, make social and ethical obligations; the ability to perceive diversity and intercultural differences; ability to work in an international environment; adherence to ethical values, etc. Systemic competencies, that is, a combination of understanding, attitude and knowledge that allows you to perceive how the parts of the whole relate to each other and evaluate the place of each of the components in the system, the ability to plan changes in order to improve the system and design new systems. These include: the ability to apply knowledge in practice; research skills; ability to learn; ability to adapt to new situations; the ability to generate new ideas (creativity); leadership; understanding the cultures and customs of other countries; ability to work independently; development and project management; initiative and entrepreneurial spirit, etc. 2. Special (professional) competencies. The bachelor is required to:- demonstrate knowledge of the foundations and history of their core discipline; clearly and logically present the acquired basic knowledge; evaluate new information and interpretations in the context of this knowledge; demonstrate an understanding of the general structure of a given discipline and the relationship between its subordinate disciplines; demonstrate understanding and be able to implement methods of critical analysis and development of theories; accurately implement discipline-related methods and technologies; demonstrate an understanding of the quality of research relevant to the discipline; demonstrate an understanding of the experimental and empirical testing of scientific theories.
- have a high level of knowledge in a specialized area of a particular discipline. In practice, this means familiarity with the latest theories, interpretations, methods and technologies; be able to practically comprehend and interpret the latest phenomena in theory and practice; be competent enough in the methods of independent research, be able to interpret the results at a high level; be able to make original, albeit limited, contributions to the canons of the discipline, such as preparing a dissertation; demonstrate originality and creativity in terms of discipline; have developed competence at a professional level.
- the competence of the bachelor should extend to the chosen area of humanitarian knowledge, the master's - to a wide area of professional activity and leadership of professional and interdisciplinary teams; the competence of a bachelor and master should be checked on the basis of those competencies that are included in their qualification characteristics, since the competence (professionalism) of a specialist is determined by the experience of successful activity, which is practically absent from a graduate.
- basic modules, that is, groups of subjects that make up the core of the relevant science; supporting modules, for example, for business and management, these are mathematics, statistics and information technology); organizational and communication modules, eg time management, group work, rhetoric, foreign languages; specialized modules, that is, optional, but expanding and deepening competencies in the chosen field, optional; portable modules, such as projects, dissertations, business games, internships, modules that build a bridge between theory and practice.
5. Ministerial experiment on credits
European Credit Transfer System (ECTS) – The European system for the transfer and accumulation of credits, or credit units. Credits are a conditional value, they indicate the ratio of various parts of the educational program to each other and their relation to the program as a whole and depend only on the amount of labor spent on studying the discipline. .A single educational space implies mutual transparency (understandability) of the educational practices of different countries and universities in relation to each other. Therefore, according to the document on the completion of a certain stage of education and according to the content of a specific educational program, it should be clear what exactly, how exactly and at what level (with what depth) a particular person was trained. Moreover, if a student received part of his knowledge and skills in another educational institution, and not in the one that issued him a diploma, the leadership of the “native” university should be able to understand what exactly their student learned during the foreign internship - and not require that he re-learn the same or similar academic disciplines. Officially, the task of "implementing a system of credits according to the ECTS type" was set for the educational authorities and the academic community in the Action Plan for the inclusion of the Russian system of higher professional education in the Bologna process for 2005-2010. Among other things, projects implemented by the UMO on classical university education within the framework of the departmental program of the Russian Ministry of Education and Science "Development of the scientific potential of higher education" were directed to the development of methods for the use of credit units. Active work on the creation of "technological lines" for the implementation of ECTS in Russian conditions was also carried out in the regions of the Russian Federation over the past 3-4 years within the framework of the TEMPUS / TACIS program and a number of other joint European projects with the financial support of the Russian Humanitarian Science Foundation (research project No. 04-06-83602а/U). According to the logic of most documents, in the course of the experiment, at the university, two types of organization of the educational process should function simultaneously, within the same educational programs: .d. and 2) the declared credit-modular - with a fundamentally different set of schemes, criteria, requirements, terms. It is clear that these two systems do not correspond to each other and their symbiosis is viable only on paper. The ministerial experiment on credit units involved both capital and peripheral universities of Russia. What did they offer? The undoubted advantages of the path chosen by the Ural State University include the detailed elaboration of each action carried out as part of the experiment. The experiment was conducted at the Faculty of International Relations of USU. To achieve the main goal of using the credit system, USU offers the following tasks: 1 . Structuring a three-block curriculum: Block I - compulsory general professional disciplines (OPD); II block - disciplines of specialization (DS; a student can choose a certain number of disciplines for a certain amount of credits for this block); Block III - electives (F; the list of disciplines in this block may change annually depending on the educational tasks and staff of the faculty - for example, depending on the invitation of Russian and foreign lecturers to read certain courses). A student can choose 2-3 electives, the credit "cost" of all disciplines of this block is the same. 2 . Definition of disciplines included in the lending system. When transferring the plan to a credit system, it is proposed not to take into account the cycles of social, humanitarian and natural science disciplines that are mandatory for all specialties, since they are not comparable with the structures of the curricula of related or close specialties and areas of European universities. Only disciplines of senior (3-5) courses are included in the credit system, since the first two courses mainly provide extended training in the disciplines of blocks that are not included in the calculation of credits. In a foreign language, it is necessary to introduce a separate credit accounting system. 3. Calculation of labor intensity in credits. Credits at USU are calculated by dividing the total load by the number of subjects in blocks of general education, DS and F. The proportionality of the distribution of loans by disciplines within the block is determined empirically, taking into account the labor intensity of the discipline. The price of a loan in the 5th year increases significantly due to the increase in the complexity of disciplines. The general professional block is equal to 142 credits; A block of disciplines of specialization is equivalent to 24 credits; Block of additional and optional disciplines - to 25 credits. The experiment showed that these figures may vary in different specialties. And yet, the methodology of USU cannot be considered worked out to the end. No explanation was given on how to deal with the calculation of the credit complexity of electives, and they create, albeit insignificant, but the variability of education. In practice, this methodology is not suitable for converting the master's load into the system of credit units, which should be calculated according to a slightly different scheme. The currently implemented translation formulas are a mechanical way of converting the labor intensity of the curriculum into credits, without taking into account the specifics of each discipline that determines the professional training of a specialist. The Russian State Vocational Pedagogical University (RSVPU), in its experiment, was one of the first to introduce a mathematically verified system for calculating labor intensity in credit units. The methodology for applying credit units is based on the idea of equivalence of student labor costs in different universities when mastering similar components of related educational programs. The creators of the development tried to assign the values of credit units to the components of the educational program, based on the currently available data on labor costs. A student studies 14 disciplines during the academic year and undergoes a qualifying practice in a working profession for 4 weeks. The correction factor for calculating credits is 60:1984 = 0.0302. Further, by multiplying the amount of labor costs for each component of the educational program by 0.0302, you can get the exact value of the number of credits for each discipline and practice. These values are then rounded to a whole number, although such an order has not yet been established in Russian education, and in European countries rounding is used both to a whole number and to 0.5. The applied result of the experiment should be the creation of a universal methodology for assigning credit units to various components of the content of professional educational programs in areas and specialties of higher professional education based on the normative elements of the SES. At the Chelyabinsk State University (ChelSU), the introduction of ECTS into educational practice began on January 1, 2006 in accordance with the Order of the Ministry of Education and Science No. 215 of July 29, 2005 "On the innovative activity of higher educational institutions in the transition to a credit system." The starting principle for the calculations was taken from the above Information Letter of the Ministry of Education and Science of Russia: 1 credit unit (hereinafter referred to as Z) corresponds to 36 academic hours of total labor input lasting 45 minutes (or 27 astronomical hours). Credits were also awarded for completing term papers and internships. 1 credit unit equaled 1 week of practice. Accordingly, the calculation of the labor intensity of each discipline was made by dividing the hours allotted for this discipline in the curriculum by 36. However, deviating from the logic of the ministerial document, when establishing the number of credits, the place of the discipline in the curriculum was taken into account, i.e. the importance of the subject for professional training . This was done in accordance with the structure of the current SES VPO, which divide the academic disciplines into several cycles: - humanitarian and socio-economic; - natural sciences; - general professional - special. In accordance with the logic of professional training, more credits were allocated to the disciplines of the 3rd and 4th cycles. And when determining the complexity of each discipline, its type was taken into account: introductory, general professional or special. As in the European practice of using ECTS, in one semester a student could receive 30 Z, a bachelor (4 years of study) - 240 Z; specialist (5 years of study) – 300 Z; master (6 years of study) - 360 Z. Credit units, as in Europe, were awarded to students who successfully passed a test or exam in a given discipline, and did not depend on the grade received. In this experiment, a calculation was made to reduce the amount of teaching load in Z in the disciplines of the GSE group and, accordingly, to increase the number of Z in disciplines from the GPE group. The credit calculation methodology was based on the corrective principle. The methodology proposed by ChelSU is more flexible than the ministerial one, however, its pronounced disadvantage is the lack of strict mathematical validity of decreasing / increasing coefficients for blocks of disciplines. The methodology of the Peoples' Friendship University of Russia (PFUR) is closest to the requirements of the Bologna Process, although, like the previous one, it describes the structure of the new curriculum rather than justifies it mathematically. When designing an educational program in the form of a curriculum, it is necessary, according to RUDN experts, to designate only the lower and upper boundaries that establish the level of compliance with the standard in terms of content, labor intensity, as well as the natural-logical sequence of reading disciplines. It is better to present the studied courses in the form of certain trajectories indicating the sequence of disciplines, the possession of the tools of which is necessary to understand all the connecting elements. Thus, on the basis of the curriculum, an array of trajectories along which students are taught should be formed. The principles for revising curricula can be summarized as follows: Use of three forms of curriculum for each area (specialty):- basic curricula - general in direction (specialty), serve to determine the content and overall labor intensity of each student's work; individual curricula - different for each student, determining his educational trajectory; work plans - plans for the formation of the annual schedule of the educational process and the calculation of the teaching load of teachers.
- studied necessarily and strictly sequentially in time; studied necessarily, but perhaps not consistently; studied at the choice of the student.
- load per 1 student - total (classroom + independent work) number of credits for the period of study - 60 credits for 1 year of study number of credits required for issuing a diploma (respectively: certificate of incomplete higher education - 120; 180; bachelor - 240; specialist - 300; master - 360).
6. Existing methods in Russia for converting hours into credits
In order for learning outcomes to be comparable, they must be evaluated within a common system. In Europe it is ECTS. The European Credit Transfer System (ECTS) is a student-oriented system for recording the labor costs of educational work required for the development of an educational program. An essential feature of the ECTS system is that credits are not units in themselves, but always describe work done as part of the curriculum. Consequently, credits accumulate as part of a sequential program of study, reflecting a certain amount of work successfully completed at a certain level for qualification recognition. ECTS credits can only be credited after successful completion of all assigned study work and proper assessment of learning outcomes. Student performance is determined using the local (national) grading scale. At present, in the course of a ministerial experiment in Russian higher education, several methods for calculating the labor intensity of the main educational programs of higher professional education in credit units have been developed. Basically, they start from the principles proposed in the Information Letter of the Russian Ministry of Education and Science dated November 28, 2002 No. 14-52-988in / 13. In this letter, “when calculating the labor intensity of the main educational programs of higher professional education in credit units,” it is proposed to proceed from the following: 1 credit unit corresponds to 36 academic hours of total labor intensity lasting 45 minutes (or 27 astronomical hours). The maximum student workload per week is 54 academic hours, that is, 1.5 credit units. The calculation of the labor intensity of the discipline in credit units is based on the division of its labor intensity in academic hours by 36, rounded to whole numbers or up to 0.5 according to the established rules. The credit for the discipline and the laboriousness of course projects (works) are included in the total laboriousness of the discipline in credit units. One week of practice is expressed in 1.5 credit units. One semester exam is expressed as 1 credit unit (3 days of preparation and 1 day for the exam). For the main educational programs implemented in accordance with the State Educational Standards of Higher Professional Education, in which the labor intensity of the discipline in hours includes the labor intensity of intermediate certifications, the calculation of the labor intensity of the discipline in credit units is based on dividing its labor intensity in academic hours by 36, rounded to whole numbers or to 0, 5 according to the established rules, without taking into account paragraph. 5 of this Methodology. The complexity of the final certification is calculated based on the number of weeks allotted for it: 1 week corresponds to 1.5 credits. The proposed method for converting hours into credits is based on the principle of mechanical conversion of academic hours into credits. As a result, this algorithm turned out to be poorly adapted to the realities of the existing educational process. In the course of the ministerial experiment on credits, which is analyzed above, it becomes clear that none of the above approaches, apparently, can be considered unconditionally suitable for general use. At the same time, it is clear that in the near future Russian universities will need some kind of universal methodology for the transition to ECTS. This methodology should not, of course, strictly regulate the number of credits allocated to the same (or similar) disciplines in all Russian educational institutions. It is advisable that each university calculates the labor intensity of training in credits independently and fixes these calculations in agreements concluded with partner universities for academic mobility of students and teachers.In September 2003, at the Berlin Conference of Ministers of Education of the countries participating in the Bologna process, by that time already 33rd, the Russian Federation, represented by the Minister of Education of the Russian Federation Vladimir Mikhailovich Filippov, signed the Bologna Declaration, thereby pledging to implement the main principles of the Bologna process.
Even before the official accession of Russia to the Bologna Declaration, the country's higher education began to move towards international standards of vocational education. Already in the Law of the Russian Federation “On Higher and Postgraduate Vocational Education”, adopted in 1996, a multilevel system of higher education was provided in principle. Over the past years, many universities (including Tomsk State University) have accumulated significant experience in preparing bachelors and masters in a number of areas.
Despite this, Russian higher education actually remained on the same level. The point is that the mentioned law is essentially eclectic, it implements a kind of mixture of the traditional Russian education system with the Anglo-American one. Having introduced bachelor's and master's degrees, the law nevertheless left the opportunity to obtain the qualification "certified specialist" that is familiar to Russia, but completely incomprehensible abroad. As a result, even in those universities where the bachelor's degree was introduced, its graduates who did not get into the master's program continue their education under the specialist training program. An insignificantly small part of graduates (2-5%) leave the university with a bachelor's degree, while employers look at them as dropouts expelled for poor progress.
In general, the attitude of the Russian higher education community towards the Bologna process was and still remains very wary. Many teachers are sincerely convinced that the domestic system of training graduates is the best in the world, any interference with established traditions is fatal. This attitude is explained not only by the real successes (mainly in the past) of Russian scientists and engineers, but also by the low awareness of the real state of affairs in higher education abroad (in Europe and the USA). For many decades, Russia has been fenced off from the rest of the world by the Iron Curtain, and only in recent years has a real opportunity appeared to give a comparative assessment of the domestic and foreign education systems.
Universities that are more interested in developing international relations and attracting foreign students were the initiators of the exit of higher education in Russia from self-isolation and entry into the international space of higher education: St. process for Russia, many articles on this topic have been published in specialized journals (see the bibliography on the Bologna process http://www.kubsu.ru/files/inects.doc). The Ministry of Education of Russia encouraged this activity by issuing, in particular, an instruction letter dated November 28, 2002 No. 14-52-988in / 13 (Appendix 4) and an order dated July 2, 2003 No. 2847 “On conducting an experiment on the use of credit units in the educational process "(Appendix 5).
On an experimental basis, universities began to implement certain provisions of the Bologna Declaration: accounting for the labor intensity of subjects in credit hours, the European grading system, the European Diploma Supplement, etc.
After Minister of Education V. M. Filippov signed the Bologna Declaration on behalf of Russia in September 2003, the official history of the Bologna Process in Russia began. However, the change of government that followed in 2004 and the reorganization of the ministry itself slowed it down for some time, there were no visible actions on the part of higher education authorities, skeptics even argued that the Bologna process had “gone out of fashion” and would remain only on paper. An end to doubts and hesitations was put by the order of the newly organized Ministry of Education and Science dated February 15, 2005 No. 40, which approved a specific action plan for the implementation of the main directions of the Bologna Declaration until 2010 (Appendix 6),
The following order related to the Bologna process is dated April 22, 2005 (Annex 7). It defines a list of institutions and universities responsible for coordinating work on the implementation of this action plan. A matrix scheme is envisaged, in which the head universities are fixed both in terms of content (the main directions of the plan) and geographical (federal districts) principles. In particular, TSU and NSTU have been identified as coordinating universities for the Siberian Federal District. Thus, the oldest and largest classical Tomsk University in Siberia, which has always been distinguished by a certain conservatism, found itself at the epicenter of the events of the Bologna process.
In all developed countries, similar trends are observed in higher education, so some of the urgent changes in Russia objectively coincide with the recommendations of the Bologna Declaration. The problems stimulating the Bologna process are in many respects typical for Russia as well. It is also obvious that self-isolation from the global educational space can have negative consequences for any national educational system. In this regard, efforts should be combined to develop education, while maintaining national achievements and traditions. This will make Russian higher education more competitive. It is necessary to develop international integration, keeping the best of our own experience.
Higher education in Russia has one fundamental feature that is not found either in Europe or in America - it is the concentration of elite universities in Moscow, St. Petersburg and in a number of academic centers. This creates a fundamental problem of training modern-level specialists in the regions. The low level of mobility associated with the low level of income of the population contradicts one of the key directions of development outlined in the Bologna Declaration.
In connection with the new economic conditions in Russia, priority funding for universities has ceased.
Participation in the Bologna process does not mean the unification of higher education systems. It denotes the desire for comparability of education systems, to make both the labor market and the higher education system more dynamic and responsive to the needs of the time.
Among the tasks of the Bologna process, the main one for Russia is the transition to a two-tier system. The introduction of a two-tier system provides for:
§ first stage - bachelor's degree (at least three years);
§ second step - master (two years).
The first step is that the training must last at least three years. The degree awarded after the first stage must be in demand on the European labor market as a qualification of the appropriate level.
The second step must lead to a master's degree and/or a doctorate (Ph.D), as is the custom in many European countries.
With the introduction of a two-stage system, an artificial distinction arises in parallel programs. Therefore, in the process of adaptation, a peculiar eclectic system was implemented everywhere with the following features:
§ the same preparation in the first four years both in the specialty and in the direction;
§ almost all bachelor graduates enter the fifth year;
§ both bachelors and graduates (for the second year) enter the magistracy, that is, graduates are formally of the same level as masters.
This three-tier system proved to be flexible, as it retains the traditional elements (5 years) and ensures alignment with the European system (bachelors - masters).
The transition to a bachelor's degree should not be allowed to mean higher education for the poor at three years. Russia should not abandon the principle of the fundamental nature of our education, which favorably distinguishes our education system. In this sense, much depends on the curriculum, and not on how many years we devote to it. In the Soviet period of the heyday of our education system, students actually studied for less than 5 years in general. Therefore, in order to further preserve and develop our fundamental education, it is necessary to revise programs, curricula and methodological resources, to consider the possibilities of intensifying and optimizing the educational process.
The introduction of a three-year or four-year bachelor's degree as the first level of higher education is not an attempt to save money on higher education, which is often lamented by critics of the Bologna system in Russia. Those bachelors who wish or, due to objective reasons, will be forced to stop at this level will do so for purely pragmatic reasons. If it happens that, purely hypothetically, one hundred percent of bachelors turn out to be ready to study further, for a master's degree, the Russian higher education system should be ready to finance their education.
Comparison of educational programs is carried out with the help of a credit system, which has long been used in Western European and American universities. The credit system makes educational programs transparent and, most importantly, comparable, which makes it possible to increase the academic mobility of students. Credits are an important component of the pan-European education system within the framework of the Bologna process. In accordance with this principle, for each academic discipline, depending on the amount of work, its significance in terms of mastering the future profession, experts determine a credit score, an assessment. In the case of successful mastering of each discipline, the student "gains" credits, the total amount of which allows him to obtain a bachelor's or master's degree.
Comparability of curricula allows students to choose programs in different universities that correspond to the qualifications they receive, which, if successfully completed, are counted as passed material at their university. Credits reflect the amount of work required to complete each course in relation to the total amount of work required for a full academic year program at the university, including seminars, lectures, practical exercises, self-study, exams and tests. In the European credit transfer system, 60 credits represent one academic year, 30 - a semester, 20 - a trimester. To participate in the system, universities prepare annually updated information packages with a complete description of the content, training requirements, assessment system, teaching methods, departments that conduct training. The information should also include a complete plan for that level of training and details of the administrative procedures for enrolling in the program.
Achieving greater compatibility and comparability of higher education systems is also facilitated by the adoption of a system of understandable and comparable degrees. Currently, there are significant discrepancies in the systems of scientific degrees. In Europe there are three of them, in Russia there are four: bachelor, master, candidate and doctor.
Despite the ambiguous assessments of the European educational space and the heterogeneity of domestic higher education, it is obvious that the development of the Bologna process is a tool for harmonizing the higher education systems of the participating countries and can be a mutually beneficial way to form a single European market for highly qualified labor and higher education. Russia's participation in this process can make it possible to achieve an equal position of our universities and specialists not only in the European, but also in the world community, solve the problem of recognizing Russian diplomas and strengthen our positions in the global market of educational services. It is advisable to consider Russia's participation in the Bologna Convention as a way to reform the domestic education system, its convergence with the European one, provided that the fundamental values and features and competitive advantages of the domestic education system are preserved.
If we talk about the development of the Russian higher education system in the context of Bologna, it is worth trying to highlight the potential benefits that are present in it for Russia.
1. Thanks to the Bologna innovations, Russian education will become more adequate to the real challenges of globalization. Together with other European countries, Russia will fully participate in the creation of a transnational pan-European education system.
2. Russia has a fairly efficient and quite competitive system of higher education. If the Russian education system confirms its status as competitive, capable of being open to training programs for foreign students and teachers, then its benefits and influence on international education will grow. If shortcomings are revealed, it will be necessary to carry out without delay the really necessary reforms in the field of education.
3. Within the framework of the Bologna process, it will be possible to solve in a new way general questions about the role and place of higher education in modern society, about its rational scale, about the desirable proportion of citizens with higher education in the country's population, about the real needs of society in university graduates with bachelor's degrees and master. As Europeans predict, in the course of the Bologna reforms, the role of universities in society will increase.
4. In line with the expected growth in the competitiveness of European higher education, the competitiveness of Russian higher education will also increase. By virtue of European recognition, Russian higher education will become more attractive to foreign students. Russia will get an additional chance to beat competitors in the fight for foreign students. Along with European universities, Russian universities will be able to "attract talent from all over the world."
5. The Bologna process will help the Russian pedagogical community to redefine the role and place of the Ministry of Education in the higher education system, adopt the experience of European universities that interact with their ministries of education, while maintaining university autonomy and observing reasonable accountability to state structures. It will contribute to the approval of new forms of certification: in addition to the often formal state certification, a much more demanding corporate one will also be used, ensuring recognition of the success of a particular university by the professional community.
6. The content of higher education will naturally continue to evolve. In the single European space of higher education, it will be possible to define requirements for qualifications that are common for European countries, including Russia, create pan-European subject associations of universities (networks of universities in areas of training), and adapt curricula to the requirements of modern society.
7. According to the authors of the Bologna process, European students should receive such qualifications that will enable them to effectively study further (after the bachelor's degree in the master's program and then in the doctoral program) and work throughout Europe. The Bologna process will make it possible, on the basis of a soft consensus, to "find a common denominator of European education." Together with other participating countries, Russia will develop comparable qualifications in areas of training for the whole of Europe.
8. The prestige of higher education in the country will grow, in particular, under the influence of the opportunity to find a highly paid job in Europe in their specialty - young people will have an additional incentive to study at a university. In addition, while studying at European universities under mobility programs, Russian students will be able to personally get acquainted with the real conditions of life and work in the West, which to a greater extent will allow them to avoid mistakes when deciding to look for work abroad.
9. The scope and quality of Russian students' and teachers' knowledge of foreign languages will noticeably increase. The stay of representatives of Russian universities in the language environment during the implementation of academic mobility programs, often among native speakers, will make their linguistic skills much more pragmatic. This, undoubtedly, will eventually have an impact on the methodological systems of teaching foreign languages in Russia, which are still, albeit in an implicit form, being influenced by the consequences of seventy years of life behind the Iron Curtain. Students will have direct access to the most relevant lexical and grammatical layer of the studied foreign languages.
10. The promotion of Russian culture will be an undoubted benefit from the Bologna process - a much larger number of Europeans will have the opportunity to study the Russian language, get acquainted with Russian culture, with the pedagogical traditions of our higher education, which will be organically distributed among foreign students and teachers arriving in Russia under academic programs. mobility.
11. The general cultural level of the country will increase. Academic mobility will significantly increase the opportunities for Russian students, teachers and university administrators to get acquainted with the cultural values of European countries. During their stay abroad, Russian students will get acquainted with national and cultural characteristics, cultural monuments.
12. Russia will increasingly begin to feel like a full-fledged and full-fledged European country. Thanks to the Bologna Process, Russian universities, together with universities from other European countries, will be able to participate "in enriching the concept of European citizenship", proceed from common European values, and develop the cultural dimension of Europe. Russian citizens will begin to form the psychology of a European citizen, who is characterized by religious tolerance, breadth of ideological views, understanding of the natural diversity of national cultures and traditions and their respect. The ideological foundations of interethnic hatred and aggressiveness on ethnic grounds will be undermined.
We agreed that the segmentation of European higher education in Europe hinders the development of science and education. They signed the Sorbonne Declaration. Sorbonne Joint Declaration, 1998). . The purpose of the declaration is to create common provisions for the standardization of the European Higher Education Area, where mobility should be encouraged both for students and graduates, and for staff development. In addition, it was supposed to ensure that qualifications meet modern requirements in the labor market.
The goals of the Sorbonne Declaration were reaffirmed in 1999 with the signing of the Bologna Declaration, in which 29 countries expressed their willingness to commit themselves to enhancing the competitiveness of the European Higher Education Area, emphasizing the need to maintain the independence and autonomy of all higher education institutions. All provisions of the Bologna Declaration were established as measures of a voluntary process of harmonization, and not as rigid legal obligations.
Main objectives of the Bologna process
Main Goals of the Bologna Process: Expanding Access to Higher Education for Students and Teachers and the Labor Market. Accession of Russia
Main provisions of the Bologna Declaration
The purpose of the declaration is to establish a European Higher Education Area, as well as to activate the European system of higher education on a global scale.
The Declaration contains seven key provisions:
- Adoption of a system of comparable degrees, including through the introduction of a Diploma Supplement to ensure the employment of European citizens and increase the international competitiveness of the European higher education system.
- Introduction of two-cycle education: preliminary (undergraduate) and graduation (graduate). The first cycle lasts at least three years. The second must lead to a master's degree or a doctorate degree.
- Implementation of a European work-intensity credit transfer system to support large-scale student mobility (credit system). It also provides the student with the right to choose the disciplines studied. It is proposed to take ECTS (European Credit Transfer System) as a basis, making it a funded system that can work within the concept of "lifelong learning".
- Significant development of student mobility (based on the implementation of the two previous points). Increase the mobility of teaching and other staff by offsetting the period of time spent by them working in the European region. Setting standards for transnational education.
- Promoting European cooperation in quality assurance with a view to developing comparable criteria and methodologies
- Implementation of intra-university education quality control systems and involvement of students and employers in the external assessment of the activities of universities
- Promoting the necessary European attitudes in higher education, especially in the areas of curriculum development, inter-institutional cooperation, mobility schemes and joint programs of study, practical training and research.
Accession to the Bologna Process
Countries join the Bologna process on a voluntary basis through the signing of a relevant declaration. At the same time, they assume certain obligations, some of which are limited in time:
Members of the Bologna Process
The Bologna process includes 47 countries (2011) and the European Commission. Thus, Monaco, Belarus and San Marino are the only members of the Council of Europe that are not involved in the process. All countries - members of the European Union are involved in the process.
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Ministerial Conference
As part of the Bologna Declaration, ministerial conferences are held every two years, ministers express their will through a communiqué.
AT Prague Communiqué, from 2001, the number of member countries was increased to 33, and there was also an expansion of goals, in terms of continuing education, to increase the attractiveness and competitiveness of the European Higher Education Area. In addition, ministers committed themselves to ensuring the further development of national qualifications frameworks and the quality of education. This goal was supplemented by provisions on lifelong learning as one of the important elements of higher education, which should be taken into account when creating new educational systems. The topic of public control of the learning process was also first raised in the Prague Communiqué.
The next ministerial conference was held in Berlin in 2003, Berlin Communiqué increased the number of countries participating in the Bologna Process to 40. The main provisions of this communiqué consider expanding the goals, in terms of linking the European Higher Education Area into the European Research Area. European Research Area), as well as measures to promote quality learning. Another important issue addressed in the Berlin Communiqué was the creation of new structures to support the processes initiated within the framework of the two ministerial conferences. Based on this, the Bologna Group, the Bologna Council and the Secretariat were created. In this communiqué, the ministers also agreed that appropriate national structures should be established in each of the participating countries.
Second Organizational Bologna Forum was held in Vienna in March 2010 and was attended by 47 countries and eight advisory members, as well as third countries and non-governmental organizations. The main topics of discussion were the following questions: how higher education systems and institutions respond to growing needs and expectations, ensuring a balance between cooperation and competition in international higher education. Also, most participants recognized the need to create contact methods for each of the participants in the process, such as the appointment of responsible contact persons for each participating country who will act as a link, will help improve information exchange and coordination of joint actions, including the preparation of the next organizational Bologna Forum . The need to promote and develop a global dialogue between students from all countries was also recognized.
Advantages and disadvantages
Benefits of the Bologna process: increasing access to higher education, further improving the quality and attractiveness of European higher education, increasing the mobility of students and teachers, as well as ensuring successful employment of university graduates by ensuring that all academic degrees and other qualifications should be oriented to the labor market. Russia's accession to the Bologna process gives a new impetus to the modernization of higher professional education, opens up additional opportunities for the participation of Russian universities in projects funded by the European Commission, and for students and teachers of higher educational institutions in academic exchanges with universities in European countries.
According to Russian education experts, Russia's accession to the Bologna process may lead to temporary confusion with curricula. Employers who studied during the Soviet era should be informed that all modern degrees of higher education are full-fledged, but some degrees are more intended for scientific and pedagogical activities at a university, for example, a master's degree and a doctor of philosophy. There is no specialist degree in the EU and most of the countries that participate in the Bologna Process. The Bologna process gave a lot to the development of education in Russia, in particular, it forced us to seriously and critically consider what we have, and outlined certain steps to move and change this system.
One of the serious problems of integrating the Russian education system into the Bologna process is the lack of awareness of officials both about the current state of affairs in Russian and European education, and about the goals of the Bologna process.
According to the majority of Russian experts in the field of higher education, as well as leading Russian scientists, Russia's transition to a two-tier system will lead to the final collapse of the entire domestic system of higher education.
see also
Notes
- "European Higher Education Area"
- Kazakhstan joined the Bologna Declaration. Vesti.kz (March 12, 2010). Archived from the original on August 24, 2011. Retrieved July 24, 2010.
- The Sorbonne Declaration - The Sorbonne Declaration
- The Bologna Declaration - The Bologna Declaration
- The Bologna process in the universities of the Russian Federation
- Members (English) . About Bologna Process. The official Bologna Process website 2010-2012. Archived from the original on August 24, 2011. Retrieved March 10, 2011.
- The official Bologna Process website - Members.
- The Prague Communique - the Prague Communique
- The Berlin Communique - The Berlin Communique
- The Bergen Communique - The Bergen Communique
- The London Communiqué 2007 - the London Communiqué
- Communiqué drawn up in the city of Leuven (2009) - the Leuven/Louvain-la-Neuve Communiqué (English)
- the Budapest-Vienna Ministerial Conference
- The first Bologna Policy Forum
- The Second Bologna Policy Forum
- V. N. Embulaev. Unified State Exam (Ege). Bachelor's and Master's
- Alfiya Bulatova Sly bolonization // STRF.ru - December 23, 2008
- European Higher Education
Literature
- Bologna process: problems and prospects / ed. MM. Lebedeva. - Moscow: Orgservice-2000, 2006. - ISBN 5-98115-066-1
- Dialogue of organizational cultures in the creation of a pan-European space of higher education: Implementation of the principles of the Bologna process in international educational programs with the participation of Russia / S. V. Lukov (supervisor), B. N. Gaidin, V. A. Gnevasheva, K. N. Kislitsyn, E K. Pogorsky; Moscow humanit. un-t, In-t foundation. and example. research; International acad. Sciences, Dep. humanit. Sciences Rus. sections. - M.: Publishing House of Moscow. humanit. un-ta, 2010. - 260 p. - 100 copies. - ISBN 978-5-98079-651-8
- Implementation of the Bologna process in the Tempus countries (2009/2010) . - Brussels, 2010. - T. 2.
Links
- New official site (English)
- Old official site (English)
- Bologna process on the website of Tomsk State University
- Rastko Mochnik. Why Protect Public Education and Health Care
- Vladimir Unkovski-Koritsa.
1. Russia's entry into the Bologna process
The Bologna Process is a movement whose goal is to create a unified educational space. The Russian Federation joined the Bologna Process in September 2003. at the Berlin Conference, pledging by 2010 to put into practice the basic principles of the Bologna process.
Its beginning can be traced back to the mid-1970s, when the EU Council of Ministers adopted a Resolution on the first cooperation program in the field of education. The official start date of the process is considered to be June 19, 1999, when in the city of Bologna at a special conference the Ministers of Education of 29 European states adopted the declaration "European Higher Education Area", or the Bologna Declaration. The Bologna Process is open to other countries to join.
Currently, the Bologna Process brings together 47 countries. It is assumed that its main goals should be achieved by 2010.
Countries join the Bologna process on a voluntary basis through the signing of a relevant declaration. At the same time, they assume certain obligations, some of which are limited in time:
1. Starting from 2005, to start issuing free of charge to all graduates of universities of the countries participating in the Bologna process European supplements of a single sample to bachelor's and master's degrees;
2. By 2010 reform national education systems in accordance with the main provisions of the Bologna Declaration.
The formation of a pan-European system of higher education within the framework of the Bologna process is based on the commonality of the fundamental principles of the functioning of higher education. The proposals considered under the Bologna Process are as follows:
1. introduction of two-level education;
2. introduction of a credit system;
3. quality control of education;
4. increased mobility;
5. ensuring the employment of graduates;
6. ensuring the attractiveness of the European education system.
Since 2002, the interest of the university community in all aspects of the Bologna process has been growing. In the course of discussions on the problem of reforming the system of higher education in Russia, the need was recognized to make it more open, and, consequently, comparable with the systems of university education adopted in other countries. Causes movements in this direction were called the need to ensure greater accessibility and competitiveness of higher education in Russia and the need for a preventive response to the problems of education that await Russia in the course of its inclusion in the process of globalization of markets (including the market of educational services and the market of skilled labor). Particular attention should be paid to the problem of Russia's accession to the 1999 Bologna Declaration. Based on the foregoing, St. Petersburg State University came up with the initiative to actively include our country in the Bologna process. On the initiative of St. Petersburg University, in December 2002, the Ministry of Education of the Russian Federation (Order of the Ministry of Education of October 14, 2001 No. 3582) held the First International Seminar "Integration of Russian higher education into the European system of higher education: problems and prospects." The seminar was attended by experts from the Council of Europe, UNESCO and other international organizations, representatives of the legislative and executive authorities of the Russian Federation, rectors and vice-rectors of Russian universities, representatives of public organizations.
The seminar participants noted that the Russian Federation has already created the prerequisites for the entry of the system of higher professional education into the Bologna process:
1. The current legislation provides for the possibility of implementing a multi-stage structure of higher professional education, moreover, a number of universities already have a multi-stage structure of basic educational programs;
2. On the territory of Russia, experiments are being conducted to organize the educational process in universities on the basis of credit units;
3. In Russia, the state system for assessing the quality of higher professional education is being actively improved, and intra-university education quality management systems are being formed.
Bottom line The work of the seminar was the development of a whole series of recommendations addressed to the Ministry of Education of Russia:
1. when implementing the program for the modernization of the domestic system of higher professional education, take into account the prospects for the entry of the Russian Federation into the World Trade Organization, as well as the provisions of the Bologna Declaration and its accompanying documents;
2. ensure that citizens and students of foreign countries have access to information about the Russian education system, about the structure of qualifications, diplomas, and about the processes of modernization of higher professional education in Russia;
3. develop proposals for optimizing the composition and structure of the List of training areas and specialties of higher professional education, taking into account the need for Russia's integration into the pan-European and world educational space;
4. intensify interaction with the ministries (departments) of the Russian Federation to expand the practical recognition of the qualification (degree) "bachelor" at enterprises, institutions and organizations of specific industries;
5. develop a methodology for the modular construction of educational programs of higher professional education;
7. develop a system of graduation documents compatible with the pan-European "Diploma Supplement" (Diploma Supplement);
8. speed up the adoption of decisions on initiating the connection of the Russian Federation to the Bologna process.
Thus, the First International Seminar outlined the main directions of Russia's movement towards Bologna process taking into account already existing achievements and paying attention to the specific features of the Russian educational system in its economic and social practice. In addition, at the initiative of St. Petersburg State University, an appropriate working group was created, headed by the Deputy Minister of the Russian Federation, the Chairman of the Committee on Education and Science of the State Duma and the Rector of St. Petersburg State University. The group included rectors of leading universities, experts on international cooperation.
On September 17-19, 2003, a delegation of the Ministry of Education of Russia visited Berlin (Germany) to participate in the conference of Ministers of Higher Education of European countries, held within the framework of the Bologna Process. The conference was attended by the ministers of higher education of 33 states that had signed the Bologna Declaration by that time and the ministers of 7 states - candidates for joining it, including the Russian Federation. At the meeting of Ministers of Education, on the initiative of France, supported by representatives of Italy, Great Britain and Germany, it was unanimously decided that Russia would join the Bologna Declaration.
At the end of September 2003, the scientific and pedagogical community was informed about the accession of the Russian Federation to the Bologna process at a meeting of the Council for Pedagogical Education. Keynote speaker – Minister of Education V.M. Filippov drew attention to the need to reform the education system in order to enter the European educational community by 2010. Then the main plans of the reformers, as presented by Filippov, looked like this:
1. In order to effectively prepare students for higher education, profile education is mandatory in high school, and pre-profile education in the 9th grade (it was supposed to be introduced from September 2005);
2. a new basic curriculum and standards are being developed, taking into account the characteristics of the specialized school (to be introduced from September 2006);
3. The system of higher education must be brought into line with the "tiered system" of Europe, described in the documents of the Bologna Process
4. it is necessary to expand distance education (ie distance education, using the Internet and branches of central universities);
5. A single Diploma Supplement should be developed;
6. To solve the problem of integration into the Bologna process of secondary specialized education, it is planned to create educational institutions of a "mixed type";
7. The problem of postgraduate education (the status of doctoral and candidate of science degrees) will presumably be solved as follows: candidates will be equated in status with masters, and doctors (ours) will be equated with European doctors of science (PhD);
8. Basic curricula should be fundamentally reduced, because students are heavily overloaded, and in the EU countries mass education does not involve many of the topics that are mandatory in Russia;
9. to speed up the introduction of the Unified State Examination as a single criterion for entering a university (completely in 2005/2006.)
The signing by the Russian Federation of the documents of the Bologna process automatically imposed on the country the obligation to implement its principles until 2010 of the year. In this regard, the public attitude towards the Bologna process in Russia is changing, and the discussion of the problem of "Russia and the Bologna process" takes on a new color. At the Second International Seminar "Russia and the European Higher Education Area: Plans and Prospects after the Berlin Conference", organized by the Ministry of Education of the Russian Federation, the Committee on Education and Science of the State Duma of the Russian Federation, the Council of Europe and St. Petersburg State University, was held on October 29-30, 2003 within the walls of St. Petersburg State University, which was attended by representatives of the Council of Europe and UNESCO, ministries and departments of the Russian Federation, rectors of leading higher educational institutions of Russia, representatives of education systems from neighboring countries, the main attention was paid to the intermediate results of the integration of Russian higher education into the pan-European educational space, the dynamics of development in this direction and the prospects for Russia's participation in the Bologna process.
It was at this seminar that the Minister of Education of the Russian Federation V.M. Filippov outlined the main goals and objectives facing the system of higher education in Russia as part of the work in the Bologna process. The Minister stressed that Russia's entry into the single educational space is not only the next step in the process of pan-European integration, but also meets the internal needs of the Russian market of educational services. In connection with the signing of the Bologna Declaration, Russia will have to solve a number of important tasks that will require significant changes and modernization of Russian education. The first of these tasks is the creation of a multi-level system of higher education: "Bachelor's-Master's". The introduction of two-stage training of specialists in Russian higher education began as an experiment in 1992, and compared to some other “Bologna Process countries”, Russia is much closer to its full-fledged implementation. One of the problems in the final development of the two-stage system of training specialists is the search and adoption of appropriate decisions regarding the recognition of bachelor's qualifications after four years of training in the labor market. Another problem is related to the development of a new generation of state standards and their implementation by 2006. Among the priorities were also the introduction of a credit system - "credit system", the development and implementation of the Diploma Supplement, the creation of an attestation and quality control system learning.
Describing the state of affairs on each of the issues, the minister noted that Russia is already conducting an experiment to introduce a system of credits in twenty universities of the country, but Russia is not yet ready to introduce a system of "credits" in Russian higher education and change the Russian diploma of higher education. At the same time, the minister stressed that a model must be developed that is compatible with the European system of credit units, while taking into account the traditional features of Russian education. Having dwelled in detail on the problem of developing a Diploma Supplement comparable with the pan-European system, the Minister noted that it is possible to expect the introduction of such an appendix at a number of universities not earlier than all the same 2006, but it is very important to ensure that “the graduates of 2008-2010 already receive diplomas of the European sample with the corresponding Appendix.
Summing up the results of the activities of the Russian education system in 2003, on February 25, 2004, the Board of the Ministry of Education of the Russian Federation (Decision of the Board of the Ministry of Education of the Russian Federation of February 25, 2004 N 3) noted that the main tasks set for the Russian education system within the first period of its modernization were completed.
In general, the modernization of the Russian professional school, first of all, the higher one, should be considered as an adequate response to the challenges of the real process of globalization of the educational services market, Russia's integration into the pan-European and world educational spaces. One of the most important tasks within the priority directions of development for 2004-2005 was the Collegium's opinion that Russian higher education should join the Bologna Process. Activities in this area should have been intensified, primarily in the following areas:
1. intensification of work in the field of improving the content and structure of education;
2. extensive development of the process, the inclusion in it of a larger number of higher educational institutions of all regions;
3. organization of a wide explanatory work.
The concretizing provisions of this plan were formulated by the Minister of Education of the Russian Federation V.M. Filippov at the final expanded meeting of the collegium of the Ministry of Education of Russia “On the priorities of the development of the education system in 2004-2005. and results of the first stage of modernization of Russian education”. As part of achieving the main goal - ensuring accessibility, improving the quality and efficiency of higher education and in the context of work within the framework of the Bologna process - it is necessary to consider 2004 as the first year of systematic work in higher education in Russia to implement the following principles of the Bologna process:
1. development of a new generation of higher education standards, in particular, with a full-scale transition (except for medical and creative specialties) to a multi-level system of higher education (within 3-4 years);
2. study and testing during the year by all universities of the country (at least within 1-2 specialties) of the system of "credits" - "credit units" and the module-rating system of organizing the educational process as a more flexible, more stimulating system for organizing the educational work of students and departments;
3. in 2004-2005 finally decide and start creating, in accordance with the all-European requirements, an all-Russian system of attestation and quality control, independent of the educational authorities, with the creation of appropriate regional structures. At the same time, it is necessary to begin work on building intra-university quality control systems in accordance with pan-European requirements;
4. In order to solve the problem of the quality of education, the educational authorities, together with the councils of rectors, need to work more systematically.
March 9, 2004 The Ministry of Education of Russia issues Order No. 1291 "On the Working Group for the Implementation of the Pan-European (Bologna) Principles for the Development of Higher Professional Education in Russia", which will become invalid a few months later due to the restructuring of the education authorities: June 15, 2004 Government The Russian Federation approves the Regulations on the Ministry of Education and Science of the Russian Federation.
In October 2004, the Ministry of Education and Science of the Russian Federation, by Order No. 100 of October 25, 2004, creates a group for the implementation of the Bologna principles in Russia. In accordance with this order, in order to intensify and coordinate work on the entry of the Russian system of higher professional education into the European educational space, expand contacts with working groups and other structures of the Council of Europe, UNESCO and other organizations, the group should work on solving the following tasks:
1. analysis of the implementation of the Bologna principles for the development of higher professional education in the Russian Federation;
3. coordination of the activities of the federal bodies of higher professional education of the Russian Federation on the development of the Bologna process in Russia.
The leadership of the group was entrusted to the Deputy Minister of Education and Science of the Russian Federation A.G. Svinarenko. It included 28 people, including representatives of universities, a number of ministries, the Union of Rectors and the association of non-state universities, and other organizations. Each member of the group is responsible for the implementation of various aspects of the Bologna process in accordance with the agreed plan. The creation of this group was the first step in the process of holistic and consistent implementation of the provisions of the Bologna system in Russia.
In the National Report of the Russian Federation on activities for 2004-2005, prepared for the meeting of the Ministers of Education of the countries participating in the Bologna Process (Bergen, 2005), the following changes in Russian legislation were named, initiated by Russia's accession to the Bologna Process:
1. transformation of the bodies of the federal department of education and scientific research into the Ministry of Education and Science (Decree of the President of the Russian Federation of March 9, 2004 No. 314 "On the system and structure of federal executive bodies");
2. assigning to the Ministry of Education and Science of the Russian Federation the functions of developing state policy and legal regulation in the field of education, scientific, scientific, technical and innovative activities (Decree of the Government of the Russian Federation dated April 6, 2004 No. 158).
The most significant events related to the accession of the Russian Federation to the Bologna Process were described in the Report as follows:
activities to create a procedure for crediting the mastering of the content of state educational standards of higher professional education by university students; development and approbation of an approximate provision on the organization of the educational process in universities using the credit system (proposed for use in the higher education system by letter of the Ministry of Education of Russia dated March 9, 2004 No. 15 -55 357in/15);
Since 2004, the Peoples' Friendship University of Russia has been researching the introduction of the European Diploma Supplement in the Russian Federation. The pilot project for the introduction of the European Diploma Supplement in 2003-2004 involved the Chelyabinsk State University and the Tyumen State University.
By 2004, the legal framework for the system for assessing the quality of education in the Russian Federation was formed, which included the Law of the Russian Federation "On Education" (dated July 10, 1992 No. 3266-1 with subsequent amendments and additions) and the Federal Law "On Higher and Postgraduate Vocational Education" (dated August 29, 1996 No. 125-FZ), as well as the Decrees of the Government of the Russian Federation "On State Accreditation of a Higher Educational Institution" (dated December 2, 1999 No. 1323) and "On Licensing Educational Activities" (dated October 18, 2000 No. 796 ).
Noting the main strategic directions for the further development of the Bologna process in Russia, the developers of the Report highlighted the following:
1. change in legislation that promotes the implementation of the Bologna process - the introduction of amendments and changes to the laws "On Education" and "On Higher and Postgraduate Professional Education"; informing universities about the principles and directions of the Bologna process (publication of all official documents of the Bologna process in Russian as a separate book; mass media and thematic publications; holding national and regional thematic seminars (conferences);
2. interaction in the implementation of the Bologna process with the general public, legislative and executive authorities;
3. cooperation with Western European bodies for the coordination of the Bologna process, using the experience of Western European countries that have solved similar problems on the way to joining the Bologna process.
Recognizing the undoubted progress in the implementation of the ideas of the Bologna Declaration, the Report also noted the possibility of financial, organizational and infrastructural difficulties, however, they were not described in more detail.
An important stage in the implementation of the provisions of the Bologna Declaration in Russia was 2005 and 2006, when, in order to implement a set of measures to develop the system of higher professional education, proposals and additions to the legislation of the Russian Federation were developed and changes were made to the regulatory framework for education regarding:
Ensuring the availability of higher education for persons who have served military service under a contract in the Armed Forces of the Russian Federation for at least three years;
The introduction of a unified state exam, which is aimed at improving the quality of education, ensuring the availability of high-quality general education, improving the system of final certification - students in general education institutions and entrance examinations for admission to institutions of secondary and higher professional education.
Order of the Ministry of Education and Science of Russia dated April 25, 2005 N 126 "On the head universities and organizations in the Russian Federation for the implementation of the main goals of the development of the system of higher professional education in accordance with the Bologna Declaration" approved, among other things, head universities for introduction of an appendix to the diploma of higher professional education compatible with the pan-European Diploma Supplement as a tool for academic mobility
In 2005, within the framework of the Federal Target Program for the Development of Education for 2006-2010. a project was implemented related to the study of the experience of implementing programs double diplomas Russian universities.
On July 18, 2006, the Federal Law No. No. 113-FZ “On Amendments to Articles 12 and 20 of the Federal Law “On Higher and Postgraduate Professional Education”, in terms of the management of higher educational institutions (for example, the introduction of the position of President at a university).
A draft federal law “On Amendments to the Law of the Russian Federation “On Education” and the Federal Law “On Higher and Postgraduate Professional Education” (in terms of establishing levels of higher professional education) has been developed, providing for the introduction of levels of higher professional education in the Russian Federation : undergraduate(first level ), magistracy or specialist training (second level). At the same time, unlike the existing practice, in which the main educational programs of higher professional education can be implemented continuously and in stages, the draft law considers bachelor's and master's programs or specialist training as independent educational levels of higher education with separate state educational standards, independent final certification, according to the results of which the qualification (degree) "bachelor" or "master", or the qualification "specialist" is appropriately assigned. Licensing, certification and state accreditation of higher education institutions for undergraduate, graduate and specialist training programs are also proposed to be carried out separately.
Among main problems which the Russian higher education system faces on the way to implementing the principles of the Bologna Declaration for 2007, the National Report for 2005-2007 indicated the following.
1. The inertia of the perception of the bachelor's degree by the labor market.
2. The unpreparedness of a part of Russian higher education to act as an equal partner in mobility programs (insufficient funding, poor knowledge of foreign languages).
3. Excessive regulation - lack of flexibility, adaptability of curricula
4. The unpreparedness of many universities for the formation of new competencies of graduates aimed at mobility in the labor market.
On May 18, 2007 in London, within the framework of the regular meeting of the Ministers of Education of the countries participating in the Bologna process, a communiqué was adopted "Towards a European Higher Education Area: Responses to the Challenges of a Globalized World", which formulated the main development tasks for the next three years: to concentrate efforts on completion of works within the Agreed Measures, including the current priorities for the development of the three-cycle diploma system, quality assurance and recognition of periods of study. Efforts should in particular be concentrated on the following areas of activity: mobility; social dimension; data collection; employment opportunities. Reflecting on 2010 and beyond, the Ministers stated that as the European Higher Education Area continues to evolve, it will continue to meet the challenges of globalization, and therefore the need for cooperation will continue beyond 2010. In this regard, 2010 is considered. first of all, as a year of summing up certain results, as a year of transition from the Bologna process to the European Higher Education Area and at the same time as a period that provides an opportunity to reformulate and correct the attitudes that prompted the launch of the Bologna Process in 1999, and to continue the development of the European Higher Education Area based on values and vision that go beyond structures and mechanisms.
2. Program for the development of education until 2010
The priority directions for the development of education in the Russian Federation are set by the Federal Target Program for the Development of Education for 2006-2010, approved by Order of the Government of the Russian Federation No. 1340-r dated September 3, 2005.
The main condition for strengthening the political and economic role of Russia and improving the well-being of its population is ensuring the growth of the country's competitiveness. In the modern world following the path of globalization, the ability to quickly adapt to the conditions of international competition becomes the most important factor for successful and sustainable development. The main advantage of a highly developed country is associated with its human potential, which is largely determined by education.
The main strategic goal of the Program is providing conditions to meet the needs citizens, society and the labor market in quality education by creating new institutional regulatory mechanisms in the field of education, updating the structure and content of education, developing the fundamentality and practical orientation of educational programs, and forming a system of continuous education.
The provisions of the Concept of the Federal Target Program for the Development of Education, concerning the prospects for the development of modern Russian education, deserve special attention, which indicate that “in the absence of such a program, the possibilities of creating uniform conditions in the Russian Federation for the development of mechanisms in the field of education that are adequate to the state of economic development will be limited, the gap between the requirements of the labor market and the quality of educational services, the principle of equal opportunities and access of citizens of the Russian Federation to receive quality education will not be really ensured, Russia's entry into the Bologna process will be significantly hampered…”.
The achievement of the strategic goal and the solution of the tasks of the Program are ensured through the implementation of a system of program activities:
1. introduction of new state educational standards for general education based on a competency-based approach;
2. introduction of models of continuing professional education, providing each person with the opportunity to form an individual educational trajectory for further professional, career and personal growth;
3. introduction of a new list of areas of training (specialties) and professions of vocational education and relevant state educational standards developed on the basis of a competency-based approach in order to form educational programs that are adequate to world trends, the needs of the labor market and the individual;
4. implementation of a system of measures to ensure Russia's participation in the Bologna and Copenhagen processes in order to increase the competitiveness of Russian vocational education in the international market of educational services and ensure the possibility of participation of Russian students and graduates of educational institutions in the system of international continuing education.
5. improvement of the state system for evaluating the activities of educational institutions and organizations
6. Improving the mechanisms for recognizing the equivalence of education documents to increase academic mobility, increase the export of educational services, which will contribute to Russia's integration into the global educational space.
One of the areas in which the social effects obtained in the process and as a result of the implementation of the Program are assessed is integration into the European educational space, increasing the mobility of vocational education, increasing the export of educational services, including expanding cooperation with European countries in the field of ensuring the quality of education (increasing the number of universities that have passed institutional and specialized accreditation and have implemented quality management systems based on international standards); introduction of a system that ensures the comparability of diplomas, through the introduction of easily comparable degrees, Bologna student documents (European report card, Diploma Supplement), ECTS credits in a cumulative transfer "format" (increase in the number of universities using these tools); increase in the number universities that meet international requirements (having validation); growth of academic mobility of students, academic and administrative staff (increase in the number of loans and grants issued to financially support academic mobility of students and teachers, increase in the number of citizens of the Russian Federation under the age of 30 participating in international exchanges ); growth in the export of educational services (an increase in the number of citizens of other states studying in vocational education institutions of the Russian Federation).
The document clarifying and concretizing the areas of activity within the framework of the Bologna process was Order of the Ministry of Education and Science of the Russian Federation dated February 15, 2005 "On the implementation of the provisions of the Bologna Declaration in the system of higher professional education of the Russian Federation" and "Action plan for the implementation of the provisions of the Bologna Declaration for 2005 - 2010". The following tasks are formulated in these documents.
Task 1: Development of the system of higher professional education (HPE) at two main levels - bachelor's and master's programs. To achieve this goal, the following activities are planned:
during 2005 to submit to the Government of the Russian Federation a draft federal law "On Amendments to the Law of the Russian Federation "On Education" and the Federal Law "On Higher and Postgraduate Education"" in terms of establishing two levels of higher education;
during 2005, submit to the Government of the Russian Federation a draft federal law "On Amendments to the Legislative Acts of the Russian Federation" in terms of granting the right to representatives of employers' associations to participate in state forecasting and monitoring of the labor market, the formation of lists of areas of training (specialties), the development of state educational standards for vocational education and procedures for quality control of vocational education;
in 2005 - 2006 The Ministry of Education and Science should develop models for the training of bachelors and masters, taking into account the specifics of training profiles in HPE, as well as a list of areas of training (specialties) of HPE, taking into account Russian and world labor market needs;
for 2007 - 2008 it is planned to develop, approve and put into operation the SES VPO of the third generation, formed on the basis of a competency-based approach and a system of credits.
Task 2: The study and introduction of the credit system (ECTS), for which it is necessary:
during 2005 – 2010 prepare information materials for universities on the practice of using credit units and the course of the experiment on the use of credit units in the educational process, carried out in accordance with the order of the Ministry of Education of Russia dated July 2, 2003; this includes: an analysis of the experience gained by universities that have already switched to a credit system, a generalization of the results of an experiment on the use of a credit system in Russian universities, the expansion of innovative activities of universities in the transition to a credit system, the introduction of modular technologies for building HPE educational programs and the transition to an asynchronous organization of educational process.
in 2005 - 2006 to form the methodological base of the accumulative system of credits (credits) in the HPE of Russia;
in 2008, a general transition to the credit system is planned.
Task 3. Introduction of an HPE Diploma Supplement compatible with the European Diploma Supplement. To solve this problem, you need:
to develop a sample diploma supplement based on the unified system of classification of educational programs of professional education of the Russian Federation, methodological recommendations for filling out the diploma supplement;
it is also necessary to translate into English the disciplines of the federal components of the SES VPO and their publication;
Task 4: Creation and maintenance of a comparable system of recognition of foreign documents on education in the Russian Federation and Russian documents in the member states of the Bologna Declaration. In light of this, the following is relevant:
resolving the issues of recognition of foreign documents on education in the states parties to the Bologna Declaration based on the development of guidelines for the academic and professional recognition of Russian documents on education in the states parties to the Bologna Declaration, as well as improving the system of recognition of foreign documents on education on the territory of the Russian Federation;
creation of a system for training retraining of personnel on the issues of recognition on the territory of the Russian Federation of foreign documents on education.
Task 5: The problem of the quality of education and the development of comparable methodologies and criteria for assessing the quality of education. In this direction, the following is planned:
by 2006 - creation of a system of comparable criteria, methods and technology for assessing the quality of education in order to ensure the harmonization of the Russian system for assessing the quality of education with European systems;
development of technology for state accreditation of individual educational programs of higher education;
creation of an infrastructure for the recognition of the Russian system for assessing the quality of education by other countries participating in the Bologna process, the creation of a database of educational programs of Russian and foreign universities licensed in the Russian Federation, and the results of their assessment during accreditation;
involvement of foreign experts in the work of expert commissions to assess the quality of education;
participation in the work of international organizations (networks);
facilitating Russia's entry into the European Network of Education Quality Assurance Agencies (ENQA);
organizing and holding workshops of the International Network of Agencies for Quality Assurance in Higher Education INQAAHE (2008) and the Network of Accreditation Agencies of Central and Eastern Europe CEENET (2007) in Russia;
creation of the Eurasian network of bodies for assessing the quality of education (CIS and Baltic countries) and ensuring joint activities.
Task 6: Assistance in the development of academic mobility of students and university teachers. For this you need:
regulatory and legal support for the implementation of academic mobility of students and teachers;
creation of a system for providing institutional and individual grants to ensure domestic and European mobility of Russian students and teachers.
3. History of three generations of standards
Having become a member of the Bologna Process, Russia and Russian higher education inevitably had to be integrated into the pan-European system of higher education, and this should not be about embedding or adjusting to European education systems, but about harmonizing systems and modernizing Russian higher education. This led to the need to create a new generation of educational standards for level education (bachelor's degree - master's degree). Bachelor's, master's and specialist's programs "grow" in Russian higher education from traditional (mono-level, integrated) educational programs.
The State Educational Standard as a document regulating the formation of basic educational programs was introduced by the Law of the Russian Federation "On Education" in 1992. In accordance with this law, in the period from 1994 to 1996, the first generation of state educational standards for higher professional education (hereinafter referred to as GOS HPE) was developed and put into effect, the federal components of which included:
1. obligatory minimum content of basic educational programs;
2. the maximum amount of teaching load of students;
3. terms of the program implementation;
4. requirements for the level of training of graduates.
The first generation standards were developed for training programs bachelor and specialist in different periods and often with different approaches, which greatly complicated the technology of organizing the educational process in universities.
The standards of the first generation, according to the tradition that has developed in Russian education, rigidly fixed the requirements for the educational process (and not for the result of education) and its "linear" character. They had a block system of structure with a list of compulsory disciplines: GSE - general humanitarian and socio-economic disciplines, UNM - general mathematical and natural science disciplines, ODS - general professional disciplines, SD - special disciplines. Each block included elective disciplines established by a university or faculty, that is, a combination of federal and university components.
Along with the requirements for the level of training of graduates in the professional field, they also contained general requirements for the development of the individual, which, in fact, was ahead of today's European trend towards the formation of national qualifications frameworks. The list of higher professional education in the first generation included 92 directions and 422 specialties. In 1996, the Federal Law "On Higher and Postgraduate Professional Education" was adopted, in accordance with Art. 5 of which the federal components of the SES VPO were to include:
1. general requirements for basic educational programs (BEP);
2. requirements for the mandatory minimum content of the BEP, for the conditions for their implementation, including educational and industrial practice, for the final certification of graduates, the level of training of graduates;
3. the timing of the development of the BEP;
4. the maximum amount of student workload.
In accordance with this law, in 2000, the next generation of the State Educational Standards of Higher Professional Education were put into effect. To positive features SES VPO of the second generation must be attributed to:
1. consistency with the tariff-qualified characteristics of the Ministry of Labor of Russia;
2. harmonization of requirements for graduates and the content of education with federal executive bodies that act as employers;
3. Simultaneous development of state educational standards for all levels of higher education, including the master's degree, which has increased the manufacturability of documents and their introduction into practice.
In the second generation of educational standards, clearly defined structural blocks of disciplines: federal component, national-regional (university) component, disciplines of the student's choice and optional disciplines. Disciplines and elective courses were supposed to supplement the disciplines indicated in the federal component of the cycle.
The second generation standard already has fundamentally different settings, European oriented standards education and requiring the university to ensure that students receive a full-fledged and high-quality professional education, professional competence, the ability to acquire new knowledge, the opportunity for students to choose an individual education program.
According with the current The list in the HPE system currently has 240 training standards bachelors and masters .
Despite the fact that state educational standards of both the first and second generations significantly expanded the academic freedom of universities in the formation of educational programs, they did not fully change the culture of designing the content of higher education, since, firstly, they retained their focus on the information and knowledge model of higher education. vocational education, in which the main emphasis is on the formation of a list of disciplines, their scope and content, and not on the requirements for the level of mastering educational material, and, secondly, did not overcome the separation from the developing economy of the country and individual regions when designing a university component that provides training of a specialist for a specific consumer. In addition, they did not “fit in” very well with European educational practice and did not imply student mobility in the educational process, when the student could freely choose an individual training program for himself and study at other specialized universities and even abroad without wasting time, re-taking disciplines in your university, etc.
Taking into account the negative experience of preparing the state educational standards, HPEs of the first and second generation, as well as taking into account the already signed Bologna Declaration, the third generation GEFs are being prepared “against the background” of a broad discussion of the problems of modernizing higher education in the context of the main provisions of the Bologna process, in the course of practical experiments in individual universities of the country. A peculiar result was the decision of the Collegium of the Ministry of Education and Science of Russia dated February 1, 2007 on the issue “On the development of a new generation of state educational standards and a phased transition to tiered higher professional education, taking into account the requirements of the labor market and international trends in the development of higher education.”
Federal state educational standards were intended to become new generation standards that ensure the further development of tiered higher professional education, taking into account the requirements of the labor market. Distinctive features of the Federal State Educational Standard of Higher Professional Education are:
1. pronounced competence character;
2. development of a package of standards in areas as a set of educational programs for bachelor, specialist and master, united on the basis of the commonality of their fundamental part;
3. substantiation of requirements for the results of mastering the main educational programs (outcomes of education) in the form of competencies;
4. the absence of a component structure (federal, national-regional, university) with a simultaneous significant expansion of the academic freedoms of higher educational institutions in terms of developing basic educational programs;
5. establishment of a new form of calculation of labor intensity in the form of credits (credits) instead of hourly equivalents.
The drafts of these standards use terms and definitions in accordance with the Law of the Russian Federation "On Education", the Federal Law "On Higher and Postgraduate Professional Education", as well as with international documents in the field of higher education:
main educational program- a set of educational and methodological documentation that regulates the goals, expected results, content and implementation of the educational process in this area of training (specialty) of higher professional education;
direction of training- a set of educational programs for bachelors, masters, specialists of various profiles, integrated on the basis of common fundamental training;
profile- a set of basic typical features of any profession (training, specialty) of higher education, which determine the specific focus of the educational program, its content;
competence- the ability to apply knowledge, skills and personal qualities for successful activities in a particular area.
module- a part of an educational program or a part of an academic discipline that has a certain logical completeness in relation to the established goals and results of training, education;
credit– a measure of the complexity of the educational program;
learning outcomes acquired knowledge, skills and mastered competencies.
Learning outcomes are assessed through competencies. The logic of this concept in relation to the field of higher education is as follows. The student receives at the university in the chosen profile of education: a) a certain required amount of basic (theoretical) knowledge; b) a set of methodologies and techniques for applying this knowledge in practice; c) a certain experience of such application (during educational, production and other practices, laboratory work, independent research, etc.). All these parameters should be evaluated equally, so they are all united by the term "competence". Competences are divided into professional (specialization in certain areas of activity) and universal (necessary for an educated person, regardless of the training profile).
SES establishes level differentiations between the bachelor and master in the field of "knowledge and understanding", in the field of "application of knowledge", in the field of forming judgments, in the field of communication.
So, for example, the main educational program for the preparation of a bachelor of philology provides for the study of the following study cycles:
B.1 - humanitarian, social and economic cycle;
B.2 - mathematical and natural science cycle;
B.3 - professional cycle;
B.4 - practice and / or research work;
– final state certification
- Physical Culture
Each training cycle of disciplines has a basic (mandatory) part and a variable (profile) part, established by the university. The variable (profile) part makes it possible to expand or deepen the knowledge, skills and abilities determined by the content of the basic disciplines, allows the student to continue education at the next level of higher education to obtain a master's qualification (degree) in accordance with the obtained profile, to obtain in-depth knowledge and skills for a successful professional activities. Master's specialized training programs for each profile are introduced by the decision of the Academic Council of the higher educational institution in agreement with the customer of the personnel. The main educational programs of the master may have training profiles and specialized training programs within the profile.
To control and take into account the educational material mastered by the student, "quantitative" comparison of individual modules, the principle of determining labor intensity is applied, in other words, the effort, time and money spent by the student on the development of a particular module. However, from now on, labor intensity will have to be measured not only in academic or astronomical hours (this traditional method is primarily focused on classroom studies, while modern education requires an emphasis on the student's independent work), but in special conventional units - credits.
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