Introduction. In the context of the widespread environmental degradation as recorded in UN documents, the issues of environmental protection are under active consideration at the international level; the measures for ensuring ecological safety are taken both within the countries and in the global space. It is possible to resolve these issues vital for further human existence only by forming ecological culture and conscientious careful attitude to the nature and environmental conditions among the population; in turn, the questions listed above could not be undertaken without fundamental re-examination of the content of education.

The aims of the research presented in the publication are the following: to highlight the main directions of education policy in the Euroasian space; to define key problems of education in behalf of sustainable development of society.

Methodology and research methods. Methodological framework of the research is based on the concepts of humanistic pedagogy; holistic and activity approaches to education; principles of nature conformity and co-evolution. The methods of theoretical analysis, synthesis, generalization and modeling were applied in the course of the research.

Results and scientific novelty. The authors define the concept of “sustainable development of society”. The main problems that disrupt such development are identified; the main problem is that the declared statements, scientific-theoretical and scientific-practical results in the sphere of sustainable development and noospherism are in contradiction with the existing system of the industrial civilization. The philosophical and pedagogical foundations for formation of noospheric ideology among new generations as alternatives to destructive consumer anthropocentrism are briefly stated. Against this background, the common objectives of “sustainable” education development for the states of Eurasia are outlined; the conditions with an influence on its qualitative characteristics are singled out. These conditions are related to the basic principles proposed by the International Commission on Education that reflect target educational tendencies of the 21^st century: “learning to know, learning to do, learning to live together, and learning to be”. It is emphasized that only the constant methodological line of development of social and economic consciousness is adherence to the principle of co-evolution – optimum ratio and coherence between co-development of elements within the triad “person-society-nature”. The institute of education is ascribed the primary role in joint creative evolutionary-gradual process as it is intended to bring up and form the identity of the responsible citizen of the Earth. The possibilities for creation of the educational ecosystem environment functioning are shown by the experience of the Republic of Kazakhstan where the Green Economy Transition (GET) is actively implemented.

Practical significance. The authors’ version of an educational ecosystem structure, its way of construction and regulation are demonstrated. It is offered to use anthropo-ecocultural practices-events as educational tools.

Introduction. On the threshold of the era of knowledge-based society, the ongoing change of civilization types of culture, democratic processes in society, new requirements to education system and educational results dictate the need of reconsideration of the traditional, established approaches to training, education and organization of educational process and search for more effective 

didactic and managerial-pedagogical tools that are adequate to socio-economic and technological challenges.

The aim of this publication is to analyze and discuss the possibilities and prospects of the project method in education and work with young people at the present stage.

Methodology and research methods. Methodological framework of the article is based on the concepts of the activity and personally-focused education. The following types of analysis were applied: retrospective and comparative analysis of scientific sources and normative documents, including the local documents (accepted at the level of the general education organizations and the educational organizations of the higher education); qualitative analysis of experience and results of pedagogical activity.

Results and scientific novelty. Origin of the project method is briefly described. The authors’ periodization version of the stage of restoration of this method in the Russian education is presented. The evolution of educational project technology and introduction of its various modifications depending on the purposes, thematic application and education level are observed. The benefits and unique resource potential of the project method for work with children and youth are outlined. In particular, it is stated that project activity regulates the sphere of personal interests of young people and motivates them for active participation in social processes; supports policy of the state on preparation of social and economic personnel reserve; also, project activity is aimed at the development of the social environment of various territories (regions, cities and villages) and improvement of the standard of living of citizens. This type of the practice-focused training contributes to successful socialization, promotes learning of necessary professional competences that provide competitiveness of a future expert; develops independence, commitment, responsibility and initiative.

Practical significance. The present findings can be useful for managerial staff and specialists of the educational system and youth policy. Also, the research findings can be applied to work out and organize large-scale or local educational and social projects.

Introduction. Nowadays, the crisis of engineering education is observed around the world. This crisis is caused by prompt rates of development of science, high technologies and equipment, globalization processes, transition of economies of the developed countries to the innovative way of development and it requires the search for corresponding demands from the society and labour market for effective forms and methods of student education in technical specialties.

The aims of the present publication are the following: to identify features of productive tutorials for future engineers; to describe experiential method of studying of the theory or otherwise the theoretical-focused method.

Methodology and research methods. The methodological framework of the research is based on: practice-centred, person-centred and systemic approaches to education; theories of active and interactive training; methods of generalization and analysis.

Results and scientific novelty. In recent years, the sphere of engineering education and generally the higher school have undergone a number of essential changes. It is shown that the ratio in a traditional dyad “theory – practice” has exchanged; its logic is still declared as basic, but in the reality is not any more. The role and value of lectures as source of educational information are defined. The conclusion is drawn that modern students neither from the psychological point of view, nor in connection with badly developed basic skills and abilities are still not ready to active and rational independent training; according students, they prefer less expensive and more effective lecture-based training provided by full-time attendance. It is noted that the declared principle of the practice-oriented training, which is not supported with theoretical base, does not allow the average university graduate to gain today’s in-demand competencies such as mobility, flexibility and adaptability, readiness for change of the place and activity profile, self-learning ability, and ability to plan and predict the prospects of career development, etc.

Based on the experience of teachers of engineering higher education institution and own pedagogical activity, the author approves phasing out of the 

traditional principles of the organization and implementation of educational process caused by discrepancy of its classical model to challenges of modern times. The author proves implementation of a new, experiential method in the higher engineering education, which is directed to development of the theory and its practical consolidation of knowledge. The options for realization of the method are considered; its benefits and drawbacks are presented. This method has the integrated character; the method updates all the types of student educational activity (thinking, actions, speech, emotional and personal perception of a professional context), thus contributing to more effective interiorization of educational information and its conscious development; adhere to the recommendations of the international engineering communities to preparation of technical personnel and requirements of state standards of the higher education.

Practical significance. The research materials and proposed approaches to training of engineering staff presented in the publication can be used by teachers of higher education institutions in daily practice for student cognitive activity stimulation and enhancing its efficiency.

Introduction. The deficiency of highly skilled professionals meeting the requirements of the modern labour market has become the reason for search of new, more effective regulation mechanisms of vocational training and personnel certification for post-industrial knowledge-based economy. As international practice demonstrates, such mechanisms could be the National Qualifications Systems (NQS), National Qualifications Framework (NQF) and Professional Standards (PS) that are comparable with the European Qualifications Framework (EQF), designed for lifelong education implementation.

Aim. Having analysed the international experience, the aims of the article are to discuss the issues of NQF and PS implementation and to consider the possibility of adaptation of the best models of foreign practice for the Russian realities.

Methodology and research methods. The methods of collecting empirical information, comparative and conceptual-terminological analysis were applied in the course of studying methodological and methodical aspects of construction and functioning of NQS; the methods of generalization, interpretation and modeling were applied.

The results and scientific novelty. The complex of the systemic problems which restrict the process of NQS formation launched in Russia is noted. The revealed reasons are explained by the developed psychological, organizational and methodical stereotypes; the ways of overcoming the current problems are outlined. According to the authors, the key problem is the dichotomy between professional and educational qualifications which does not exist in the international discourse, but is deeply rooted in consciousness of the Russians. Such a distinction involves irrational duplication of procedures for the qualifications assessment and generates a number of other difficulties interfering effective development of NQS and obtaining the maximum benefits from its use. In order to resolve the revealed contradictions and shortcomings, the authors analysed the experience of other countries where national systems of qualifications are implemented. Based on the international practice invariant systemically important parameters and variable characteristics of NQS and NQF are singled out and described. The typology of the qualifications framework and the principles of their design are proved.

Practical significance. The research materials and findings, recommendations and suggestions for integrated improvement of mechanisms of Federal State Educational Standards, introduced PS and the system of independent assessment of qualifications can be useful for professional development of the experts and methodologists participating in design and modernization of NQF, development of professional and educational standards along with the main and additional programs of vocational training.

Introduction. Activation of the process of internationalisation and mobility in Russian Vocational Education and Training (VET) is quite possible by adapting principles and methodology of the European Credit Transfer System for Vocational Education and Training (ECVET). The need to achieve transparency of qualifications, recognition of learning outcomes in view of achieving qualifications, accumulation, comparison and transfer of learning outcomes becomes more apparent and urgent for integration processes of VET systems in Russia and European Union countries and is currently under consideration by the RUECVET project team.

The aimis to adjust application of functional analysis to description of an occupation in terms of work functions with the following conversion of the defined functions into sets of learning outcomes necessary for characterizing a qualification. The ECVET principles and technical specifications form the context of the research in order to develop an adequate VET study programme for achieving the correspondent qualification of level 4 or 5 of the European Qualifications Framework (EQF) in the Russian education environment.

 

Methodology and research methods. The methodology is based on the functional analysis of an occupational sector and the functions performed within it in such a manner that the following identification of the correspondent units of learning outcomes for the relevant qualification can be fulfilled. The research has been conducted by means of the content-analysis, modelling and expert estimation method.

Results and scientific novelty. Comparative analysis of approaches to the design of occupations and qualifications in both national and European environments is presented in the article. The functional analysis is used for allocation of work functions and creation of units of learning outcomes related to a particular qualification. The procedure of applying functional analysis to an occupation as well as the technology of consequent construction of the functional map for the correspondent qualification taking into account the relevant educational and occupational standards and sectoral preferences have been elaborated. The result of the study is adaptation of methodology of functional analysis and verification of the developed procedure when constructing a functional map of the chosen qualification. The procedures are illustrated on the qualification of a lawyer achieved in the VET study programme “Legislation and Social Protection”, equivalent to level 5 of the European Qualifications Framework (EQF). Successful experiments with occupations of welders, electricians, web designers, hospitality managers and others related to the qualifications of level 4 and 5 of EQF have been also completed in RUECVET project, although are not described in the article due to the restricted volume.

Practical significance. The derived procedures are useful for development of a set of detailed learning outcomes from functional mapping by allocating knowledge and skills and using the concept of unit of learning outcomes for compilation of a qualification in accordance with the relevant educational and occupational standards and employers’ understanding how the real work should be performed. The procedures are useful also for identifying units of learning outcomes to build an adequate VET study programme in ECVET context of Russian educational system.

 

Introduction. Physical and psychological parameters of the school space have a significant impact on the motivation of a learning process and its results. Specificity of the school environment, its atmosphere and surroundings determine the meaning and nature of learning, a vector and activity of development and self-development of participants in the educational process, and determine their actions in it. This circumstance makes it necessary to develop reliable diagnostic tools that enable to study the environment of educational organizations, its impact on quality of activity and successful communications of school students and teachers.

The aims of this article are the following: to reveal the possibilities of the comprehensive diagnostics of the school environment and its different spatial zones; to identify and compare the perception of school space by different participants of educational relations.

Methodology and research methods. The main method of the research is Ch. Osgood’s Semantic Differential (SD) modified in the context of the features of the general stages of education. Data processing was carried out using the mid-group analysis, cross-group relations, and cluster and regression analysis using the method of step selection. Student’s t-test, Cronbach’s Alpha and Pearson’s Correlation were applied to test reliability and validity of the method of semantic differential and the received results.

Results and scientific novelty. The level of suitability of a classical measurement technique by Ch. Osgood for the task solution is found out. Dichotomic pairs of characteristics of the subject-spatial environment of the school are singled out; the authors’ version of semantic differential is designed having applied those pairs. The hierarchical organization of the parameters of the subject-spatial environment of the school is proved; the level of comfort acts as the parameter integrating all its characteristics, which, however, is unequally regarded by students and teachers (total number of respondents sample was N = 661). Significant differences in the estimates of the subject-spatial environment in the groups of students and teachers (from p < 0.05 to p < 0.000) are established and described. Regression formulas for each group of participants of educational process are proposed; which can be followed to estimate optimum values of comfortable learning and professional-pedagogical activity as well as to adjust subject space of a certain school.

Practical significance. The developed and approved diagnostic tool makes it possible to attract external and internal experts; to obtain the quantitative data that expand the field of application of mathematical statistics; and also can become a basis of the organization of longitudinal and comparative studies of the subject space of school. Regular monitoring can be considered as a predictor of psychological well-being conditions of an educational institution since the timely and exact estimates provide adoption of operational and effective measures for improvement of the environment of the educational organization in order to strengthen the efficiency of its performance and get better results of educational activity.

Introduction. In the context of the reformation of the higher education system, the shift of academic education towards the practical sphere of future professional activity bring onto focus the quest for new, more objective methods and means of assessing the results of educational and professional activities of students. In this connection, one of those is the portfolio which enables to evaluate not only the level of knowledge, but also the individual progress of the student.

The aim of the publication is to discuss the opportunities and the role of the portfolio in the development of professional competence of university students.

Methodology and research methods. At the theoretical level, the article provides a retrospection of the concept of the portfolio in domestic and foreign science. Empirical research was carried out with the use of such psychodiagnostic techniques as the method of “Motivation of Professional Activity” by K. Zamfir in modification of A. Rean; the questionnaire “Reflexivity” by A. V. Karpov; the questionnaire “Style of Behaviour Self-Regulation” by V. I. Morosanova. The obtained data were processed by means of the methods of mathematical statistics based on the Student's T-Test.

Results and scientific novelty. The article analyzes the advantages of using the portfolio in terms of higher education. It is proved that the process of portfolio development involves not only the demonstration of the student’s efforts and achievements in a particular activity, but also contributes to the development of analytical abilities, by comparing the results of their own activities with the established standards. The use of the portfolio contributes to the solution of significant pedagogical tasks, such as stimulating motivation for learning, striving for a high level of achievement, the development of reflective and evaluation skills. It is highlighted that functionally the portfolio can serve as the tool of both the analysis of educational and professional achievements of students, and forecasting of their professional future. The sample of students of Kuibyshev Branch of Novosibirsk State Pedagogical University demonstrated the relationship between the active use of portfolio technology and the positive dynamics of parameters for professional development of students, namely regulatory, motivational and reflective components.

Practical significance. The results of the study can be considered as a contribution to the scientifically based ideas about the use of portfolio technology in the practice of the Russian higher education. The data obtained in the course of the study can be used by representatives of the vocational education system, tutors engaged in psychological and pedagogical support of university students.

Introduction.The conclusion of the “effective contract” with teachers has recently become one of the innovations at the higher school. According to the drafters of this document, it has to take the position of the economic instrument for increasing the labour productivity of educators and stimulating them to the effective result-oriented activity. However, some qualitative and quantitative indicators of the contract which form the basis of the fixed amount of financial award of teachers lead to confusion. In particular, the number of the students expelled from higher education institution belongs to such indicators.

Aim. Based on the factual material, statistical data and mathematical calculations, the aim of the publication is to prove the absence of direct relationship between the number of the expelled students and the quality of professional activity of the university teacher.

Methodology and research methods. In the course of the research, the review and synthesis of the scientific publications on the discussed problems were used; poll and questioning of students were conducted by means of the T. I. Ilyina’s technique “Motivation for Training in Higher Education Institution”. The obtained data was processed by the method of the correlation analysis; degree of statistical reliability of results was estimated by means of calculation of F-criterion.

Results and scientific novelty. The survey was conducted among full-time students of different years of studies enrolled on the five-year specialty training programme “Train Traffic Management Systems” of the Far Eastern State Railway Communications University. The survey made it possible to identify the common factors and reasons of expulsion from higher education institution among students of all years of studies. Statistical data on motivation of students for training are collected and analysed. Correlations between indicators of expulsion and motives to get higher education are established. The authors provided a reasoned justification for obvious absurdity of the issue about accounting the student contingent retention as criterion of the teacher quality of work. Student expulsion is the indicator that reflects a condition of all education system and includes the following: school, institute of the Unified State Examination (USE), selection criteria in higher education institution, standard legislative base in education, curricula, logistics and equipment, conditions of educational activity, etc., as well as student motivation for training. Therefore, the ordinary teacher can not and must not be responsible for student expulsions.

Practical significance. The authors conclude that the “effective contract” as it drafted encourages not teachers, but a high number of uneducated “professionals” who graduate from higher education institutions, including those who study free of charge. Artificial support of student membership completely contradicts state policy on human resource development of the country; furthermore, it poses threat of destruction both for the system of the higher education, and for national economy in general. It is obviously required to develop other more reasonable approaches that are adequate to the higher school tasks and to the choice of quality criteria for activity of higher education institutions and their employees.

Introduction. The problems of assessment of student achievements as an indicator of the quality of knowledge and skills acquired by them are constantly in the focus of the pedagogical community and scientists involved in the development of education. Currently, the question of the objective measurement of learning outcomes is especially relevant because the priority task of education is the development of the student’s abilities to set independently learning goals, project ways of their implementation, monitor own actions, reflect own successes and failures and correct errors, in other words, the formation of the ability to learn independently. The traditional scoring system of grades is of little use to solve this problem since it is focused primarily on testing the reproductive level of mastering the training material and is aimed solely at external control, rather than improving the learning outcomes. In the new conditions, a new assessment system which includes self-control and self-assessment of students is required.

The aim of the publication is to discuss the existing approaches to the formation of self-evaluation of students and the effective use of this pedagogical tool for monitoring and increasing the motivation to learning in the educational process.

Methodology and research methods. The main research methods are theoretical analysis, synthesis, comparison and generalization of the content of scientific literature of the relevant subject matter.

Results and scientific novelty. A new format for the learning outcomes assessment based on the collection of information on the achievements of the students from various sources and on the regular monitoring of their advancing progress along the individual educational trajectory is considered. Such a prolonged assessment is more informative than the usual marks which are set out in points, so it allows the teacher to promptly regulate the educational process and make timely correct decisions about its correction. In addition, it enables the student to participate in the procedures for assessing his/her own level of knowledge and develops his/her self-assessment skills. According to the initial targets, summative or forming types of self-assessment are identified. Its advantages as a mechanism for managing the educational process are shown: self-assessment contributes to the improvement of metacognitive abilities and the formation of critical (self-critical) thinking of students; activates their self-awareness; increases interest and motivation to learning; encourages to be independent subjects of the educational process, which is extremely important from the point of view of the strategy of lifelong learning.

Practical significance. The materials of the article provide a comprehensive understanding of the phenomenon of students’ self-assessment as an obligatory element of the new educational paradigm, which has just begun to be introduced into everyday pedagogical practice.