Bulgarian Comparative Education Society最新文献

{"title":"ESP Teaching at the Institutions of Higher Education in Modern Russia: Problems and Perspectives.","authors":"N. Prudnikova","doi":"10.2139/ssrn.2232203","DOIUrl":"https://doi.org/10.2139/ssrn.2232203","url":null,"abstract":"The author analyses ESP teaching at the institutions of higher education in modern Russia, explains the main problems and suggests the ways of their solving, details the quality control system of the students’ progress improvement, presents the complex approach to interactive ESP teaching and views it as an integral part of up-to-date interdisciplinary training. Reforming Russian higher education system in accordance with the main postulates of Bologna process is in the spotlight of Russian higher education modernization. European integration as well as labor market internationalization leads to unification of demands to graduates’ qualifications in the territory of different European countries. Concepts of the education system of the Russian Federation evolve. The third generation standards of education help to include our country into the unified educational European space. At present in Russia there exist two educational paradigms: the Russian one and the Bologna one [3, p. 344]. They can be described as following: 1) traditional Russian qualifications (specialists – postgraduates and PhDs – Doctors) – frame of reference of the Bologna process (Bachelors – Masters – Doctors); 2) subject-oriented approach – module-oriented approach to curriculum development; 3) approach «knowledge – abilities – skills» – competence approach to assessing students’ progress; 4) National Government education standards – qualification standards valid for the whole Europe; 5) academic activity within one higher educational institution, region, state – academic mobility of students and lecturers; 6) introduction of the one performance assessing system (courses, curricula, lecturers’ workload) in the terms of units clear for both students and lecturers; 7) compulsory subjects – individual curriculum modeling etc. Thus the notion “higher education” is becoming broader due to modernization. Higher educational institutions in Russia compete to each other, the competition being tough because of the labor market underdevelopment, lack of investments and the forecasted decrease of the potential students’ number in connection with demographic problems. Competitiveness of the higher educational institution depends on the quality of education, which must satisfy the target audience’s demands in intellectual, cultural Nadezhda Prudnikova 391 and moral development, i.e. knowledge base and professional and social skills base forming harmonious personality. Development, implementation and maintenance of the education quality management system become the necessary conditions for successful survival of a higher educational institution. Quality is viewed as the degree of correspondence of the actual characteristics to the norms demands. Quality control system of a higher educational institution throughout the world is based on the process-oriented approach. Process means the interconnected activities, transforming inputs into outputs. Thus, managing processes guarantees forecasted qu","PeriodicalId":364894,"journal":{"name":"Bulgarian Comparative Education Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131390276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}