环境安全领域专家培训制度的现代要求

Irina Iurevna Matasova
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摘要

本文致力于在向联邦国家教育标准过渡的背景下,在高等职业教育3++培训方向“技术圈安全”的背景下,在考虑到环境安全领域监管法律行为的变化的情况下,引入“环境安全专家(工业)”专业标准。这项研究的目的是确定目前对环境安全领域专家培训制度的要求,同时考虑到管理这一领域的立法的变化。本文采用了以下研究方法:对环境安全领域的规范性法律行为、国内文献资料、部门和教育门户网站资源进行研究分析。研究结果表明,俄罗斯联邦环境安全领域的管制、行政、经济、控制和监督管理方法的根本变化以及国家在线服务的使用决定了环境专家理论和实践培训内容的具体内容。结论是,2020年9月推出的环境安全领域专家专业标准,对“技术圈安全”方向的学士和硕士培训内容的要求应成为大学主要教育专业计划发展的基础(专业能力的选择,课程的形成,实践计划的形成,最终认证计划)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Modern Requirements for the System of Training Specialists in the Field of Environmental Safety
The article is devoted to the issues of training specialists in the field of environmental safety in universities in the context of the implementation of the transition to the Federal State Educational Standard higher professional education 3++ training direction «Technosphere safety», the introduction of the professional standard «Specialist in environmental safety (in industry)», taking into account changes in regulatory legal acts in the field of environmental safety. The purpose of the research is to determine the current requirements for the system of training specialists in the field of environmental safety, taking into account changes in the legislation regulating this area. The following research methods are used in the work: the study and analysis of regulatory legal acts, domestic literary sources, resources of departmental and educational Internet portals in the field of environmental safety. As a result of the study, it was revealed that fundamental changes in regulatory, administrative, economic, control and supervisory management methods and the use of state online services in the field of environmental safety in the Russian Federation determine the specifics of the content of theoretical and practical training of environmental specialists. It is concluded that the professional standard for specialists in the field of environmental safety, introduced in September 2020, the requirements for the content of bachelor's and master's training in the direction of «Technosphere safety» should be the basis for the development of the Main educational professional program by universities (the choice of professional competencies, the formation of the curriculum, the formation of practice programs, the final certification program).
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