Dual Training as a Condition of Professional Competences Development for Bachelors' in Engineering and Technology
| Parent link: | Advances in Intelligent Systems and Computing Vol. 677 : Linguistic and Cultural Studies: Traditions and Innovations, (LKTI 2017).— 2017.— [P. 101-110] |
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| Corporate Authors: | , |
| Drugi avtorji: | , , , , |
| Izvleček: | Title screen According to the Federal Standards of Education 3+ and new demands of employers there is an aim to enhance professional development of bachelors. In the scope of innovative knowledge-driven economy a single unit of training and bachelors' development based on the integration of the system "bachelor-lecturer - mentor" should be introduced. This dialectal interconnection may be fulfilled in the dual organization of bachelors' training where the practical orientation principle plays the key role both in personal development and enhancement of professional competences. The purpose of the research is to increase the quality and level of professional competences. The results are: (1) selected individual educational trajectory for students allows developing general cultural and professional competences; (2) the importance of the concept is proved basing on scientific ideas, competence approach, as well as dual and project approaches; (3) it has been proved that the dual approach of bachelors' training helps to develop flexible and dynamic systems adaptive to the market demands; (4) the dual approach is fulfilled according to the integrational principle which allows studying the same processes many times (teaching and learning processes), but at the new level of development; (5) the system of dual training becomes effective when the university-based theoretical training is combined with practical training at the enterprise. Methods of research: theoretical, empirical, experimental work, mathematical method (Fisher criterion). The key conclusions are: the concept is created, the programmes are written and professional competences are included into the educational profile. The employers require the following professional competences: "ability to organize work and conduct the process of ethylene and propylene polymerisation", "ability to conduct technological process according to the regulatory documentation of an enterprise". It is proven that the dual form of training allows to overcome the gap between theoretical and practical training. Режим доступа: по договору с организацией-держателем ресурса |
| Jezik: | angleščina |
| Izdano: |
2017
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| Serija: | Tertiary Education |
| Teme: | |
| Online dostop: | https://doi.org/10.1007/978-3-319-67843-6_13 |
| Format: | Elektronski Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=656259 |
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| 200 | 1 | |a Dual Training as a Condition of Professional Competences Development for Bachelors' in Engineering and Technology |f G. I. Egorova [et al.] | |
| 203 | |a Text |c electronic | ||
| 225 | 1 | |a Tertiary Education | |
| 300 | |a Title screen | ||
| 320 | |a [References: 7 tit.] | ||
| 330 | |a According to the Federal Standards of Education 3+ and new demands of employers there is an aim to enhance professional development of bachelors. In the scope of innovative knowledge-driven economy a single unit of training and bachelors' development based on the integration of the system "bachelor-lecturer - mentor" should be introduced. This dialectal interconnection may be fulfilled in the dual organization of bachelors' training where the practical orientation principle plays the key role both in personal development and enhancement of professional competences. The purpose of the research is to increase the quality and level of professional competences. The results are: (1) selected individual educational trajectory for students allows developing general cultural and professional competences; (2) the importance of the concept is proved basing on scientific ideas, competence approach, as well as dual and project approaches; (3) it has been proved that the dual approach of bachelors' training helps to develop flexible and dynamic systems adaptive to the market demands; (4) the dual approach is fulfilled according to the integrational principle which allows studying the same processes many times (teaching and learning processes), but at the new level of development; (5) the system of dual training becomes effective when the university-based theoretical training is combined with practical training at the enterprise. | ||
| 330 | |a Methods of research: theoretical, empirical, experimental work, mathematical method (Fisher criterion). The key conclusions are: the concept is created, the programmes are written and professional competences are included into the educational profile. The employers require the following professional competences: "ability to organize work and conduct the process of ethylene and propylene polymerisation", "ability to conduct technological process according to the regulatory documentation of an enterprise". It is proven that the dual form of training allows to overcome the gap between theoretical and practical training. | ||
| 333 | |a Режим доступа: по договору с организацией-держателем ресурса | ||
| 461 | |t Advances in Intelligent Systems and Computing | ||
| 463 | 0 | |0 (RuTPU)RU\TPU\network\22542 |t Vol. 677 : Linguistic and Cultural Studies: Traditions and Innovations, (LKTI 2017) |o XVIIth International Conference, October 11-13, 2017, Tomsk, Russia |o [proceedings] |f National Research Tomsk Polytechnic University (TPU) ; eds. A. Yu. Filchenko, Zh. S. Anikina |v [P. 101-110] |d 2017 | |
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a dual training | |
| 610 | 1 | |a professional competences development | |
| 610 | 1 | |a techniques and technology | |
| 610 | 1 | |a bachelors’ training | |
| 610 | 1 | |a профессиональные компетенции | |
| 610 | 1 | |a бакалавры | |
| 610 | 1 | |a инновационная экономика | |
| 610 | 1 | |a личностное развитие | |
| 610 | 1 | |a работодатели | |
| 610 | 1 | |a практическая подготовка | |
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| 701 | 1 | |a Egorov |b A. N. |g Andrey | |
| 701 | 1 | |a Loseva |b N. I. |g Natalya | |
| 701 | 1 | |a Belyak |b E. L. |g Elena | |
| 701 | 1 | |a Demidova |b O. M. |c Linguist |c Senior Lecturer of Tomsk Polytechnic University |f 1978- |g Olga Mikhailovna |3 (RuTPU)RU\TPU\pers\31682 |9 15813 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет |c (2009- ) |9 26305 |
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