Sample educational programs in the network form of implementation. The practice of using the network form of educational programs implementation in the Russian Federation

Art. 15 Education Law in the latest valid version of December 30, 2012.

There are no new versions of the article that have not entered into force.

The network form for the implementation of educational programs (hereinafter referred to as the network form) provides the opportunity for students to master the educational program using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations. In the implementation of educational programs using the network form, along with organizations engaged in educational activities, scientific organizations can also participate, medical organizations, cultural organizations, physical culture and sports and other organizations that have the resources necessary for the implementation of education, training and industrial practice and implementation of other types of educational activities provided for by the relevant educational program.

The use of the network form for the implementation of educational programs is carried out on the basis of an agreement between the organizations specified in part 1 of this article. To organize the implementation of educational programs using the network form by several organizations engaged in educational activities, such organizations also jointly develop and approve educational programs.

The agreement on the network form for the implementation of educational programs specifies:

• 1) type, level and (or) focus of the educational program (part of the educational program of a certain level, type and focus), implemented using the network form;
• 2) the status of students in the organizations specified in part 1 of this article, the rules for admission to study in an educational program implemented using a network form, the procedure for organizing academic mobility of students (for students in basic professional educational programs) mastering an educational program implemented using network form;
• 3) the conditions and procedure for the implementation of educational activities under the educational program implemented through the network form, including the distribution of responsibilities between the organizations specified in part 1 of this article, the procedure for implementing the educational program, the nature and amount of resources used by each organization implementing educational programs through network form;
• 4) issued document or documents on education and (or) qualification, document or documents on education, as well as organizations engaged in educational activities, which issue these documents;
• 5) the term of the contract, the procedure for its amendment and termination.

SOME ASPECTS OF THE INTRODUCTION OF THE NET FORM OF THE IMPLEMENTATION OF THE EDUCATIONAL PROGRAM

A.A. Voronin

[email protected]

Russian State Vocational Pedagogical University, Yekaterinburg

The article discusses legal framework network form of implementation of educational programs, certain organizational aspects and problems are identified. The legal aspects of the agreement on network interaction are considered.

In the article the lawful bases of the net form of the implementation of educational programs are examined, some organizational aspects and problems are determined. The lawful aspects of agreement on net interaction are examined.

Keywords: network form of implementation of educational programs, network interaction, agreement on the network form of implementation of educational programs.

Keywords: the net form of the implementation of educational programs, net interaction, the agreement about the net form of the implementation of educational programs.

One of the innovations federal law dated December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (hereinafter referred to as the Law on Education) is Art. 13, which provides that educational programs are implemented by an organization carrying out educational activities, both independently and through network forms of their implementation. Art. fifteen

named law. The network form is implemented by establishing network interaction between educational organizations.

The legislator does not give a legal definition of the concept of "network form", however, the analysis of Art. 15 of the law makes it possible to define a network form of educational programs implementation as an activity of educational organizations aimed at providing students with the opportunity to master an educational program using the resources of several organizations engaged in educational activities, including foreign ones, as well as the resources of other organizations.

Many educational organizations have adopted the innovation of the network form of implementation as a guide to action. As a result, any interaction between educational organizations began to be presented as the implementation of the legislative directive. Often carried out social partnership between educational organizations began to be presented as a network interaction, although in fact it is not.

Analysis of the content of Art. 15 allows us to conclude that the network form of implementation of educational programs is not mandatory for educational organizations; given form can be used by educational organizations of any level; foreign educational organizations can also be subjects of the implementation of the network form; the legal form of the network implementation of the educational program is an agreement concluded between subjects - educational and other organizations; the educational program implemented using the network form is developed jointly by the educational organizations-participants.

The network form of implementation of educational programs is a new phenomenon for the Russian education system. Its normative consolidation in the law on education immediately aroused the interest of the participants in educational relations, as well as many questions of a different nature, which is quite justified.

Of course, it is not necessary to talk about the possibility of widespread introduction and use of the network form of implementing educational programs. It seems that this is not necessary. However, in educational organizations and in the educational authorities of the constituent entities of the Russian Federation, active “paperwork” began to organize networking at different levels of the education system. It is noteworthy that general educational institutions and organizations of secondary vocational education are actively involved in this work.

Since one of the tasks of the state policy in the field of education is to ensure an increase in the competitiveness of Russian higher education, it seems that it is universities and, above all, federal universities that should be actively involved in networking on this issue.

However, to say that today federal universities have achieved success in establishing contacts with the aim of implementing a network form of education, on this moment it is forbidden. Work in the direction under consideration

universities are in their infancy. Despite some promise and attractiveness of the network form of implementation of educational programs, the process of organizing and implementing this form of education is too complicated and labor-intensive. Also, not guaranteed. economic effect from such activities.

If we consider the possibility of Russian universities entering the international level within the framework of network interaction, then we should not expect any special results. For most universities, such an opportunity simply does not exist yet. In the future, we see an expansion of network interaction with universities in some states of the post-Soviet space (for example, Kazakhstan, Armenia, etc.).

At the same time, the need for the existence of a network form for the implementation of educational programs is determined by such goals as improving the quality of education; ensuring academic mobility of students; ensuring the possibility of using the resources of other organizations; usage modern technologies and teaching aids; use of international experience; organization of interaction between various educational organizations.

The most realistic is the establishment and expansion of network interaction between Russian universities, which will optimize educational process, increasing its quality, since networking involves the widespread use of best practices and the active participation of highly qualified specialists.

In order for an educational organization to become the subject of a network form of implementing educational programs, it is necessary to have an appropriate academic attractiveness for other participants in educational relations. This can be a highly qualified staff, the availability of a modern material and technical (unique) base, interesting and promising directions preparation, etc.

Considering the real situation in Russian system education, it can be said with confidence that the vast majority of educational organizations of various levels today cannot boast of such academic attractiveness, but this does not mean that participation in projects for the network implementation of educational programs is closed to them. The network form is, of course, promising, and it is necessary to strive to participate in network programs by making certain efforts. At the same time, one cannot agree with the rather widespread position that educational organizations that are not capable of network interaction or do not participate in it are doomed to “squeeze out” with Russian market educational services.

If the organization has signs of academic attractiveness, then it is necessary to start participating in projects on the use of a network form of implementing educational programs by looking for partners in order to establish network interaction. It seems that these can be educational organizations that implement related or similar

educational programs. At the preliminary stage, it is necessary to conclude an agreement on joint activities to organize and provide a network form of training or a cooperation agreement, and there may also be others. legal forms. At this stage, it is necessary to decide on possible organizational matters which will lead in the future to the possibility of concluding an agreement on the implementation of specific educational programs in a network form.

For successful implementation training in educational programs using a network form, an agreement is concluded on a network form for the implementation of educational programs. Such an agreement must contain all the necessary (essential) conditions. The structure of the contract and the requirements for its content are determined by Art. 15 of the law on education:

1) type, level and (or) direction of the educational program (part of the educational program of a certain level, type and direction) implemented using the network form;

2) the status of students in organizations, the rules for admission to study in an educational program implemented using a network form, the procedure for organizing academic mobility of students (for students in basic professional educational programs) mastering an educational program implemented using a network form;

3) conditions and procedure for the implementation of educational activities under an educational program implemented through a network form, including the distribution of responsibilities between organizations, the procedure for implementing an educational program, the nature and amount of resources used by each organization implementing educational programs through a network form;

4) issued document or documents on education and / or qualifications, document or documents on training, as well as organizations engaged in educational activities that issue these documents;

5) the duration of the contract, the procedure for its amendment and termination. Of course, this content of the contract is exemplary, and the parties have the right

specify it at your discretion, including other items, based on the need.

There are at least two parties in the agreement under consideration: the sending educational organization and the receiving one. The responsibility for preparing students for educational programs using the network form lies to a large extent on the side that is the holder of the educational program, i.e. on the sending side. The host party, which organizes training only in a certain part (module) of the program, is responsible for the quality of organization and conduct of the educational process for this part (module).

Despite the fact that the network form is normatively fixed in the law on education, it cannot be considered sufficient for the legal regulation of relations arising from the implementation of the network form. To eliminate legal gaps, as well as for the uniform application of the network form, it seems necessary to adopt at the federal level the Regulations on the network form for the implementation of educational programs.

ABOUT INTERDISCIPLINARY RELATIONS IN TEACHING GENERAL TECHNICAL

DISCIPLINES IN CHOOSING THE TRAJECTORY OF LEARNING

ABOUT INTERDISCIPLINARY CONNECTIONS TEACHING TECHNICAL DISCIPLINES BY SELECTING THE TRACKS OF LEARNING

A.A. Polyakov, N.E. Lapteva, O.S. Kovalev, S.V. Chernoborodov

A.A. Polyakov, N.E. Lapteva, O.S. Kovalev, S.V. Chernoborodova

[email protected]

FGAOU HPE "Ural Federal University named after the first President of Russia B.N. Yeltsin", Yekaterinburg

The article deals with the issues of teaching undergraduate students the following disciplines: strength of materials, physics, hydraulics. The appeal to the topic under consideration was caused by Russia's accession to the Bologna Declaration on Higher Education. This was the beginning of reforms in the domestic education system. Reforming is taking place both in the content and in the organizational areas. As a result, a three-level education was introduced: bachelor, master, postgraduate. The Federal state standards education of the new generation. Innovations are analyzed on the example of teaching disciplines to students of the Construction and Mechanical Engineering Institutes of the Ural Federal University named after the first President of Russia B.N. Yeltsin (UrFU).

This article deals with the teaching of the most important disciplines for undergraduates: strength of materials, physics, hydraulics. Appeal to the topic due to Russia"s accession to the Bologna Declaration on Higher Education. This started a reform of our education system. Reforming occurs both in substance and in organizational directions. As a result, introduced a three-level education: Bachelor, Master and PhD student Federal State Educational Standards of a new generation

were developed and approved. Innovations are analyzed as an example of teaching disciplines for students of the Institute of Civil Engineering and of the Institute of Mechanics and Machine Building of the Ural Federal University named after the first President of Russia Boris Yeltsin (UrFU).

As a result of the meeting of the international council of the 5100 program in Tomsk, the UrFU roadmap was approved and it was decided to allocate additional funds for its development. We managed to take the leading positions thanks to the great scientific and academic work conducted by the university staff.

When compiling the general trajectory of the entire educational process, specific work plans and the schedule of lectures, practical and laboratory classes, it is important to take into account the sequence of studying individual disciplines, and sometimes the sections contained in them.

The first section of hydraulics, devoted to the laws and formulas of hydrostatics, can serve as an illustration. They are derived based on the application of the solidification principle: a fluid at rest is considered to be similar to a solid body, and the equations and theorems of solid mechanics are applicable to its description.

Observations and conversations with students show that the laws of solid mechanics are clearer to students than the laws of hydraulics, which seem complicated to them. The curing principle makes it easier to accept hydrostatics. As well as in the course of resistance of materials, when solving hydrostatic problems on the topic “Pressure force on flat and curved surfaces”, the Varignon theorem is used, which establishes the relationship between the moments of forces of a given system and the moment of their resultant force relative to any center or axis, and the principle D "Alembert, according to which, if inertial forces are added to the given (active) forces acting on the points of a mechanical system and the reactions of superimposed bonds, then a balanced system of forces for a fluid at rest is obtained. As well as in the resistance of materials, the calculation scheme of the problem is used , forces are placed and the magnitude and direction of the resultant force and the point of its application are determined according to the theorem of moments.Students who have previously studied the resistance of materials and theoretical mechanics solve problems without difficulty, as they remember the necessary formulas for the moments of inertia of the main types of sections.

In the resistance of materials, one of the main physical quantities is the moment of force and Hooke's law, all this is introduced in the course of physics. A number of physical quantities such as stresses, elastic constants, strains are tensors. For the first time, students encounter tensor quantities in a physics course, and understanding of these quantities in the first lectures determines the success of using the tensor in master's and postgraduate courses.

When researching physical properties liquid, special attention is paid to its viscosity. Students usually remember well the physics lab "Determination of the viscosity coefficient" with a ball falling in a liquid. Therefore, in the course of hydraulics, if it follows after studying physics,

the relative (conditional) viscosity coefficient, which is used in technology, for example, for marking oils, is considered in more detail.

In the course of general physics, in the section "Statics of liquids and gases", the basic law of hydrostatics, B. Pascal's law, is considered: p p 0 gh.

This is the first form of writing, and in the course of hydraulics, the second form of this equation is given and its physical and geometric sense. B. Pascal in 1642, long before the discovery of the law of conservation of energy, mathematically wrote down the equation for a fluid at rest. In 1756, after developing the foundations of differential and integral calculus, Euler obtained a system of differential equations for a fluid at rest and in motion, for which the Bernoulli equation is central. For a fluid at rest, Bernoulli's equation is transformed into Pascal's equation. Another example of interdisciplinary connections of physical and technical sciences is the use of the laws of conservation of energy and momentum when considering dynamic processes during impact and vibrations and the resonance phenomenon associated with them in the course of resistance of materials.

In this case, it is necessary to pay attention not only to analogies, but also to differences: when constructing diagrams in the resistance of materials, tensile and compressive forces are taken into account, and liquids (with rare exceptions) do not work in tension. This determines the direction of the resultant and its sign on the diagram.

The historical path of development of science and the sequence of scientific discoveries do not always coincide with the logical calculations in modern textbooks. The teacher has two ways of presenting the material: deductive from complex to simple for a more prepared audience (for masters and graduate students), inductive method from particular to general.

AT In connection with the above, we distinguish the following types

interdisciplinary connections:

1. Educational interdisciplinary direct links that arise if the study of one discipline is based on knowledge of another.

2. Research interdisciplinary connections that arise when several disciplines have a common object of study, which is considered from different angles, in different aspects.

3. mental mediated connections that form the same intellectual skills necessary in professional activities and arising from the study of professional and general engineering disciplines. These connections develop professional and intellectual skills. Teachers use the methods of analysis, systemic thinking, spatial imagination, figurative-intuitive thinking, methods for solving heuristic problems.

4. Indirectly applied connections are formed when the terms of one science are used in the study of another.

Interdisciplinary connections are easily established at the level of commonality of scientific terms related by the common meaning of disciplines and teaching methods, eliminate contradictions in the interpretation of the same laws, concepts, phenomena, duplication of material, contribute to the integrity of the scientific and technical knowledge received by students.

In practical activities in the preparation of programs, teachers experience great difficulties in highlighting the main and essential in educational information. There is a rapid growth of information in all branches of scientific knowledge, the emergence of new technologies and progressive forms and methods of work, and it becomes clear that the predicament in which the teacher finds himself in the process of preparing for classes.

The specificity of general technical subjects lies in the presence of a close relationship with industrial training, which means that the theoretical knowledge gained must be integrated into the practical activities of students. Skills and abilities appear in students only when they make the experience accumulated by mankind their own in the course of their own activities. Since general technical subjects are common to entire groups of professions, the main types of knowledge in curriculum will reveal the principles underlying production processes, the theoretical foundations of the device and operation of equipment, the properties of basic materials, knowledge of the system of machines, mechanisms, apparatus, technology and organization of production.

Thus, the appeal in the educational process to the interdisciplinary connections found by the teacher will allow him to change the trajectory of his course. Experience shows that most students are interested in information from the history of science and technology, their motivation to study increases. related disciplines, there is confidence in their abilities, as in the new disciplines for them there are formulas and laws familiar from other courses.

The identification of interdisciplinary connections is perceived by students as a small discovery and forms an outlook on science and the world as a whole. Students during classes become more active, attention increases. This allows you to emotionally color the reading of disciplines from the professional cycle of the Federal State Educational Standards, which helps to create a friendly atmosphere in the classroom between the teacher and students and serves their common goal to study well and achieve high ratings.

REFERENCES

1. 5 100. Where are we going? // The newspaper "Ural Federal", a publication of the Ural Federal University named after the first President of Russia B.N. Yeltsin. No. 15 (6792) dated April 6, 2015, p. 3.

2. Polyakov, A.A. Strength of materials and foundations of the theory of elasticity: textbook. 2nd ed., add. and correct. / A.A. Polyakov, V.M. Koltsov. - Yekaterinburg: UrFU, 2011, - 527 p.

3. Loitsyansky, L.G. Mechanics of liquid and gas: Proc. for universities / L.G. Loytsyansky. 6th ed., revised. and additional – M.: Nauka, 1987. – 840 p.

4. Landau, L.D. Theoretical Physics: Textbook for High Schools. In 10 vols. T. VI. Hydrodynamics. 5th ed., stereo / L.D. Landau, E.M. Lifshits. - M.: FIZMATLIT, 2001. - 736 p.

5. Lapteva, N.E. Remote technologies in teaching hydraulics for part-time students. / NOT. Lapteva, S.V. Chernoborodova // Construction and education. Collection scientific papers. Issue 15. Ekaterinburg: UrFU,

2012, pp. 191–193.

6. Polyakov, A.A. Organization of training in the course "Strength of materials" based on innovative educational technologies / A.A. Polyakov, O.S. Kovalev, I.A. Lyubimtsev // News of the Ural Federal University, series 1, Problems of education, science and culture, 2012, no. 3 (104). WITH. 20–25.

7. Polyakov, A.A. Virtual research laboratory work- the main tool of the educational process in the course "Strength of materials" / A.A. Polyakov, O.S. Kovalev // New educational technologies at the university (NOTV - 2012): collection of materials (IX International Scientific and Methodological Conference), February 8–10, 2012, edited by V.A. Koksharova. Yekaterinburg: UrFU, 2012, p. 283.

8. Kovalev, O.S. Discipline "Strength of Materials" tradition and innovation [ Electronic resource] / O.S. Kovalev, S.V. Chernoborodova // APRIORI. Series: Natural and technical sciences 2014. No. 5. - access mode: http://apriori-journal.ru/seria2/5-2014/Kovalev-Chernoborodova.pdf.

9. Polyakov, A.A. Distance technologies in teaching technical

disciplines / A.A. Polyakov, N.E. Lapteva, O.S. Kovalev, S.V. Chernoborodova // New educational technologies at the university (NOTV 2014): collection of abstracts of reports at the conference, Yekaterinburg, Ural Federal University named after the first President of Russia B.N. Yeltsin, February 18–20, 2014, pp. 1184–1190 .

10. Polyakov, A.A. Socio-psychological training of a civil engineer / O.S. Kovalev, A.A. Polyakov, I.A. Lyubimtsev // Proceedings of the Ural Federal University, series 1, Problems of Education, Science and Culture, 2012, No. 3 (104). pp. 63–68.

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This article addresses issues related to various forms interaction between organizations that pool their resources to implement network educational programs. The following classification of network educational programs is proposed in accordance with their focus: competence-oriented, aimed at the formation of unique competencies for the training of qualified personnel for the priorities of the economy; scientific and innovative, focused on the development of applied research for the needs of enterprises; sectoral, designed to prepare high-quality graduates in priority areas of sectoral, intersectoral and regional development. In accordance with the Law on Education, three models are proposed: educational organization - educational organization; educational organization - an organization that conducts educational activities, including foreign ones; an educational organization is a resource organization. The types of educational activities jointly implemented within the framework of network educational programs are singled out, their minimum volume in credit units and a set of documents confirming the training are determined.

double diplomas

interdisciplinary programs

network form of educational programs implementation

1. Matushkin N.N., Kuznetsova T.A., Pakhomov S.I. On interdisciplinary educational programs for the training of highly qualified personnel// University management: practice and analysis. – 2010.- № 4. – S. 55-59

2. Official site of the Bologna process [Electronic resource]. – Access mode: http://www.bologna.ntf.ru (date of access: 11/12/2013).

3. Decree of the Government of Russia dated March 16, 2013 No. 211 "On measures of state support for leading universities of the Russian Federation in order to increase their competitiveness among the world's leading scientific and educational centers" [Electronic resource]. - Access mode: http://government. ru/docs/818 (date of access: 11/12/2013).

4. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated July 1, 2013 N 499 "On approval of the Procedure for organizing and implementing educational activities for additional professional programs" // Russian newspaper. - August 28, 2013 - federal issue No. 6166.

5. Competitiveness program of the National Research Nuclear University "MEPhI" [Electronic resource]. – Access mode: http://www.mephi.ru/about/competitiveness (date of access: 11/12/2013).

6. Decree of the President of Russia dated May 7, 2012 No. 599 “On measures to implement state policy in the field of education and science” // Rossiyskaya Gazeta. - May 9, 2012 - capital issue No. 5775.

7. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On Education in the Russian Federation // Rossiyskaya Gazeta. - December 31, 2012 - Federal Issue No. 5976.

Introduction

The new stage of the country's socio-economic development sets new challenges for the higher education system. strategic objectives. Decree of the President of Russia No. 599 and Decree of the Government of Russia No. 211 are aimed at entering by 2020 at least five Russian universities into the top hundred of the world's leading universities, according to the world university rankings. Effective September 1st of this year new edition Education Law.

The key activities aimed at promoting universities in international rankings include the implementation of joint educational programs with other foreign universities, the involvement of foreign professors to train our students, the development of international academic mobility for students and university teachers, etc.

The network form of educational programs makes it possible to implement programs of international and domestic academic mobility of scientific and pedagogical workers in the form of internships, advanced training, professional retraining and other forms; introduction of new educational programs in higher education institutions together with leading foreign and Russian universities and scientific organizations; attracting students from leading foreign universities to study at Russian universities, including through the implementation of partnership educational programs with foreign universities and university associations.

National Research Nuclear University MEPhI (NRNU MEPhI) is the winner open competition, announced on May 8, 2013 as part of the implementation of the provisions of the Decree of the President of Russia dated May 7, 2012 No. 599. In addition, NRNU MEPhI is a strategic partner and base university of Rosatom State Corporation in the field of personnel and scientific and innovative support for the nuclear industry, designed to have a multiplier effect on the Russian economy and strengthen its position in world markets. Strengthening the competitiveness of NRNU MEPhI is a scientific and educational part of the development strategy of the State Corporation "Rosatom". One of the key aspects of the development of the university is the active diversification and strengthening of positions not only in the field of nuclear, but also in other technologies, such as nuclear medicine, radiation-resistant electronics, composites, superconducting devices, cybernetic technologies, as well as in the field of management and economics. Diversification will further strengthen the position of NRNU MEPhI as the world's leading multidisciplinary educational and research center.

In this regard, the analysis of various models of interaction between organizations aimed at implementing network educational programs of higher education, including on an international basis, and the formation of a regulatory and methodological basis for interaction is particularly relevant in terms of increasing the competitiveness of not only NRNU MEPhI, but also the entire domestic higher education.

Tasks of network training and network educational programs

In accordance with new version of the Federal Law on Education, the network form for the implementation of educational programs (hereinafter referred to as the network form) provides the opportunity for students to master it using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations.

The main characteristics of the network form of education are the following:

• organized mainly according to promising (unique) educational programs, as a rule, of an interdisciplinary nature in order to train personnel for large industry, scientific and other projects;
• allows you to form unique competencies that are in demand, first of all, in rapidly developing sectors of the economy;
• provides the possibility of using in educational activities, along with the resources of educational organizations, material and human resources of other organizations: scientific, industrial, medical, cultural organizations, etc.

The objectives of network learning are:

• training personnel with unique competencies that are in demand in the labor market of priority sectors of the industrial and regional economy and the labor market;
• improving the quality of education by integrating the resources of partner organizations in priority areas of sectoral, intersectoral and regional development in accordance with international standards;
• introduction of the best examples of domestic and foreign practices in the educational process for the development of applied research for the needs of enterprises in the industry and the region.

The use of the network form for the implementation of educational programs is carried out on the basis of an agreement between organizations. To organize the implementation of educational programs using the network form by several organizations engaged in educational activities, such organizations also jointly develop and approve educational programs.

The agreement on the network form for the implementation of educational programs specifies:

1) type, level and (or) focus of the educational program (part of the educational program of a certain level, type and focus), implemented using the network form;

2) the status of students in organizations, the rules for admission to study under a network educational program, the procedure for organizing academic mobility of students mastering a network educational program;

3) the conditions and procedure for the implementation of educational activities under the educational program implemented through the network form, including the distribution of responsibilities between organizations, the procedure for implementing the educational program, the nature and amount of resources used by each organization implementing educational programs through the network form;

4) issued document or documents on education and (or) qualification, document or documents on education, as well as organizations engaged in educational activities, which issue these documents;

5) the term of the contract, the procedure for its amendment and termination.

In the network form of the implementation of educational programs, according to the law on education, the following can participate:

• educational organizations, i.e. organizations that carry out educational activities on the basis of a license as the main type of activity in accordance with the goals for the achievement of which such an organization was created;
• organizations engaged in educational activities, including foreign ones, i.e. educational organizations and organizations providing training (organizations carrying out, on the basis of a license, along with the main activity, educational activities as additional view activities);
• other (resource) organizations, such as: scientific organizations, medical organizations, cultural organizations, physical culture and sports, etc., i.e. having the necessary resources for the implementation of training, practice, etc.

Based on the foregoing, the following main models of the network form for the implementation of educational programs are proposed for consideration:

• educational organization - an educational organization, when both have licenses for the implementation of higher education programs;
• educational organization - an organization that provides training. In this case, for the second organization, training is not the main activity and it may have a license to implement only additional professional programs. This category also includes foreign organizations engaged in educational activities.
• educational organization - a resource organization that does not have a license to implement educational programs.

The network form of implementation of educational programs is acceptable for all levels of education. In accordance with the Order of the Ministry of Education and Science of Russia N 499, advanced training can be carried out not only for people with qualifications, but for senior students. The most flexible opportunities are provided for the network form at the master's and postgraduate level (residency, adjuncture), since in this case it is possible to issue documents on the assimilation of additional professional programs (retraining).

Network educational program - an educational program jointly implemented by educational, scientific, industrial and other organizations on the basis of an agreement on a unified curriculum. The organization of training in a network educational program can be characterized as follows.

• The goals, objectives, content of the network educational program, the procedure for its implementation are regulated by an agreement (agreement), which is signed by all partner organizations.
• The curriculum of the network educational program indicates the organizers of the partner organizations responsible for specific modules (disciplines, cycles of disciplines).
• Recruitment for the network program is carried out by the base university, which coordinates the activities for the implementation of the program, controls the implementation of the curriculum, and organizes the final certification.
• Based on the results of training, the student is issued a diploma of a basic university. The Diploma Supplement lists the modules, disciplines, practices that the student has completed in other universities or organizations (indicating the number of academic credits).
• The total duration of study at a basic university should be at least 40% of the standard term (labor intensity) for mastering the entire educational program.
• The term of study under the network educational program cannot exceed the terms of mastering the educational program of the corresponding direction of training (specialty).
• In the case of studying under the program of joint or double diplomas, two curricula are drawn up for two different universities, where a number of academic disciplines are mutually counted, and a number of disciplines can be implemented jointly (, graduation qualifying work etc.). Based on the results of training, the student is issued two diplomas. In this case, the duration of study at each university should be at least 40% of the standard period (labor intensity) of mastering the educational program, and the overall increase in labor intensity for the student does not exceed 25% per year.

Focus of network educational programs

For the implementation of network educational programs at the university itself, which concludes partnership agreements, the functionality of innovation and educational centers and departments, including further vocational education, is expanding; educational and methodological councils; centers for advanced training of teachers; regional and industry competence centers; services of marketing and employment of graduates. In their focus, network educational programs can be:

• competence-oriented, aimed at the formation of unique competencies for the training of qualified personnel for priority sectors of the industry and regional economy and the labor market;
• scientific and innovative, focused on the development of applied research for the needs of enterprises in the industry and the region;
• sectoral, designed to train high-quality graduates in priority areas of sectoral, intersectoral and regional development based on international educational and professional standards.

In the case of the creation of competency-oriented network educational programs, partner structures are expanded by centers and divisions of pre-university training, career guidance centers, specialized classrooms and classrooms in order to start the formation of unique competencies as early as possible.

In the case of scientific and innovative network educational programs, the innovative infrastructure being created is very important, when the resources of the university are combined with the resources of educational and research centers, centers for the collective use of scientific equipment, technology parks and business incubators. In this case, an information scientific and educational environment is created, in which the university becomes an integral participant (Fig. 1).

Rice. 1. Interacting organizations within the framework of network scientific and innovative educational programs

To implement branch network educational programs, training and production centers and divisions are created in the structure of the university, including branch (basic) departments; experimental design production and innovation and technology centers of industry orientation. Thus, a laboratory and production base for collaborative learning is being created (Fig. 2).

Rice. 2. Interacting organizations within the framework of network industry educational programs

Joint and double diplomas in the network form of education

From the point of view of international practice, there are several definitions of the concept of "joint diploma". On the official website of the Bologna process, a joint diploma means a certificate of higher education(qualification, degree) issued jointly by two or more universities on the basis of a joint study program. A joint diploma can be issued in the form of:

• separate document issued in addition to one or more national university diplomas;
• a common unified document issued by universities that provided training in this educational program, not accompanied by the issuance of national diplomas;
• one or more national diplomas issued in parallel and at the same time in confirmation of the obtained qualification.

As a rule, such educational programs can be interdisciplinary, based on the principles of integrating the content of education in various subject areas, profiles, areas of training that are at the intersection of branches of knowledge. Such programs are called single-level double (or more) educational programs.

Single-level dual programs are implemented as two educational programs in different areas at the same level of training, while two degrees are awarded in different areas of training. In this case, an integrated curriculum is formed, where the basic disciplines satisfy both areas of training and are interchangeable (mutually creditable). Variable disciplines allow you to develop flexible training programs in two areas at the same time.

The attractiveness of single-level double programs, compared with sequential training in two different programs, is to save training time, deepen universal competencies (general scientific, instrumental) by increasing the volume of fundamental training, expanding professional competencies due to simultaneous specialization in two selected areas of activity, as well as in reducing the financial costs of training.

Types of educational activities of network educational programs implemented jointly by organizations

In accordance with Article No. 15 of the Federal Law on Education, for the implementation of the educational program, organizations enter into a cooperation agreement that has the resources necessary to carry out training, conduct educational and work practice and carry out other types of educational activities provided for by the relevant educational program.

For each educational program, academic (theoretical training) and research components are distinguished. The research component includes the research work of students, various types of internships, preparation of final qualification work, etc. Thus, with a network form of education, taking into account the types of interacting organizations and the availability of educational licenses, we can distinguish the following types of educational activities that can be implemented jointly: theoretical training; research work; training in the form of an internship; practice in the form of an internship; .

The need to introduce internships in this case is due to the fact that organizations that implement additional professional programs can act as a partner of the university: advanced training and retraining programs.

In accordance with the Order of the Ministry of Education and Science of Russia N 499, an additional professional program can be implemented in whole or in part in the form of an internship. The internship is carried out in order to study best practices, including foreign ones, as well as to consolidate the theoretical knowledge gained during the development of professional retraining or advanced training programs, and to acquire practical skills and abilities for their effective use in the performance of their official duties.

An internship in this case is a legitimate type of educational activity, is of an individual or group nature and may include:

• independent work with educational publications;
• acquisition of professional and organizational skills;
• study of the organization and technology of production, work;
• direct participation in planning the work of the organization;
• work with technical, regulatory and other documentation;
• performance functional duties officials(as an interim or understudy), etc.

The content of the internship is determined by the organization, taking into account the proposals of organizations that send specialists for internships, the content of additional professional programs. The terms of the internship are determined by the organization independently, based on the objectives of the training. The duration of the internship is agreed with the head of the organization where it is held. Based on the results of the internship, the trainee is issued a qualification document depending on the additional professional program being implemented.

When implementing additional professional programs, an organization can apply a form of organizing educational activities based on the modular principle of presenting the content of an educational program and building curricula, using various educational technologies, including distance learning technologies and e-learning. The minimum allowable period for mastering advanced training programs cannot be less than 16 hours, and the period for mastering professional retraining programs - less than 250 hours.

The conditions and procedure for the implementation of educational activities within the framework of the network form of interaction are prescribed in the contract being concluded. Namely: the conditions and procedure for the implementation of educational activities under the educational program implemented through the network form are established, including the distribution of responsibilities between organizations, the procedure for implementing the educational program, the nature and amount of resources used by each organization implementing educational programs through the network form; the issued document or documents on education and (or) qualifications, the document or documents on training, as well as organizations engaged in educational activities that issue these documents are indicated.

Model of interaction "educational organization - educational organization"

In this case, both organizations have licenses to implement both higher education programs and additional professional programs. Types of educational activities for which cooperation between the two universities is possible: theoretical training; research work; training in the form of an internship; practice in the form of an internship; research work in the form of an internship, the performance of a final qualifying work.

Using the scenario approach, we determine the minimum values ​​for the duration various kinds educational activities implemented by university partners.

Scenario No. 1 (antisymmetric interaction). This scenario is focused on increasing the mobility of students. We are considering two partners: one is the main university where students are enrolled. The partner is the second university, which provides its resource base for short-term training (Table 1).

Tab. 1. Joint implementation of types of educational activities by two universities with antisymmetric interaction

Types of learning activities	Duration (minimum)
theoretical training	20 credits (term)
research work	20 credits (term)	diploma of retraining certificate of advanced training
internship training
internship practice		certificate of professional development in the form of an internship
research work in the form of an internship	15 credits (8 weeks and certification)	certificate of professional development in the form of an internship

Scenario No. 2 (symmetrical interaction within two areas of training). This scenario is focused on the development of interdisciplinary and applied research for the needs of enterprises in the industry and the region. We are looking for two partners. One is the main university where students are enrolled. The second university also enrolls students in a joint interdisciplinary educational program.

In this scenario, training is carried out in two different areas of training, that is, two different curricula are compiled for two different areas of training. Part of the academic disciplines studied in one program at one university is re-read in the framework of another program at another university. Research work and can take place jointly, under the guidance of two teachers. Based on the results of mastering the educational program, two single-level diplomas of higher education are issued in different areas of training.

In this scenario, it is necessary to determine the extent to which responsibilities are distributed among organizations for each curriculum and how much the volume of the educational program increases for each student.

The increase in the volume of credits to be mastered for each student should not exceed 25% (the norms for intensifying the development of educational programs within the framework of external studies are taken as the basis for calculations). The distribution of the volume of loans sold within each educational program should range from 40% to 60%, taking into account the fact that the research work of students and the preparation of final qualification work can be implemented jointly (Table 2).

Tab. 2. Joint implementation of types of educational activities by two universities with symmetrical interaction in two different areas of training

		Types of learning activities	Document confirming training
40% -minimum 60% - maximum	60% -max 40% - minimum	theoretical training	University Diploma No. 2
jointly	jointly	research work
jointly	jointly	preparation of the final qualification work

Scenario No. 3 (symmetrical interaction within one area of ​​training). This scenario is focused on the formation of unique competencies within one area of ​​training. We are considering two partners: one is the main university where students are enrolled, the second university also enrolls students for a joint educational program in a single area of ​​study. In this scenario, one, unified curriculum is compiled, accredited and validated in both universities. The distribution of responsibilities between universities is carried out on a parity basis in the ratio of limits from 40% to 60%.

Based on the results of mastering the educational program, two single-level diplomas of higher education are issued in one area of ​​training (Table 3).

Tab. 3. Joint implementation of types of educational activities by two universities with symmetrical interaction in one direction of training

		Types of learning activities	Document confirming training
40% -minimum 60% - maximum	60% -max 40% - minimum	theoretical training research work preparation of the final qualification work	University Diploma No. 1 University Diploma No. 2

Model "educational organization - organization providing training"

In this case of partnership agreements, one organization has licenses to implement both higher education programs and additional professional programs. The second organization has a license to implement only additional professional programs or is it a foreign organization that carries out educational activities and issues its national documents. Types of educational activities for which cooperation between the two universities is possible: theoretical training; research work; training in the form of an internship; practice in the form of an internship; research work in the form of an internship.

Using the scenario approach, we determine the minimum duration of various types of learning activities.

Scenario No. 4 (antisymmetric interaction between Russian organizations). This scenario is focused on increasing the mobility of students. We consider two partners: one is the main university where students are enrolled, the second organization provides its resource base for short-term education (Table 4).

Tab. 4. Joint implementation of types of educational activities by the university and the resource organization

Types of learning activities	Duration (minimum)	Document confirming training
theoretical training	20 credits (term)	diploma of retraining certificate of advanced training
research work	20 credits (term)	diploma of retraining certificate of advanced training
internship training	7 credits (4 weeks and certification)	certificate of professional development in the form of an internship
internship practice	15 credits (8 weeks and certification)	certificate of professional development in the form of an internship
research work in the form of an internship	15 credits (8 weeks and certification)	certificate of professional development in the form of an internship

Scenario No. 5 (antisymmetric interaction with an international organization). This scenario is focused on improving the quality of educational programs in priority areas of sectoral, intersectoral and regional development, in accordance with international standards. We are looking for two partners. One is the main university where students are enrolled. The second international organization is implementing a joint educational program.

Currently, the most common forms of implementation of joint educational programs are:

• accredited and validated programs, when one university recognizes the equivalence of the program of another university to its own educational program with the possible issuance of its own diploma to graduates of the partner university;
• franchise programs, when one university transfers to another the rights to implement its educational program while retaining the right to control the quality of training;
• double and joint degree programs, when there is an agreement on curricula and programs, teaching methods and assessment of students' knowledge, mutual recognition of learning outcomes in partner universities, the existence of common program management structures, the issuance of a joint diploma.

In this case, for the network form of implementation of educational programs, the third type of interaction with an international organization is the most acceptable (Table 5).

Tab. 5. Joint implementation of types of educational activities by the university and the international organization

Types of learning activities	Duration (minimum) in an international organization	Document confirming training
Any kind of educational activity	20 credits (term)	1. Two national diplomas 2. Russian diploma + additional document on foreign education and (or) foreign qualifications

Model "educational organization - resource organization"

In this case, only one organization has licenses to implement both higher education programs and additional professional programs. The second organization provides its resource base for training. Scientific organizations, medical organizations, cultural organizations, physical culture and sports organizations, etc. can act as resource organizations. This model is designed to train qualified personnel for priority sectors of the industrial and regional economy and the labor market.

Types of educational activities for which cooperation between the two universities is possible: theoretical training; research work; practice, performance of final qualifying work. The resource organization in this case does not have licenses for educational activities. Therefore, as a result of training, the student receives one diploma of higher education, which indicates which disciplines he studied on the basis of a partner organization (Table 6).

Tab. 6. Joint implementation of types of educational activities by the university and the resource organization

Types of learning activities	Duration (minimum)	Duration of the type of educational activity (maximum)	Document confirming training
theoretical training	3 credits		A free-form document confirming training
research work	3 credits
practice	7 credits (4 weeks and certification)
Final qualifying work	8 credits	without final state certification

Conclusion

Thus, summing up the above, according to the results of training within the framework of the proposed models of interaction between organizations for the implementation of network educational programs, either two diplomas of higher education from different universities in two or one areas of training can be issued as issued documents on education and (or) qualifications, either a diploma of higher education from one university and a diploma of retraining from another university in two different areas of training, or a diploma of higher education and a certificate of advanced training; or a national (Russian) diploma of higher education and documents on foreign education or foreign qualifications in the form of a national foreign separate document in addition to the national diploma.

For the model "educational organization - resource organization", based on the results of training, a student can be issued a diploma of higher education indicating which disciplines were studied on the basis of which resource organizations.

All the considered types of interaction between organizations are aimed at improving the quality of education, the competitiveness of domestic universities, and the mobility of students. The network form of implementation of educational programs is a generally accepted world practice of education and has broad prospects in the system of domestic higher education.

The work was supported by the Federal target program development of education for 2011 - 2015

Reviewers:

Dukhanina LN, Doctor of Pedagogy, Professor, Head of the Department of Pedagogy and Methods of Science Education, National Research Nuclear University MEPhI, Moscow.

Putilov A.V., Doctor of Technical Sciences, Professor, Dean of the Faculty of Management and Economics high technology, National Research Nuclear University "MEPhI", Moscow.

Bibliographic link

Vesna E.B., Guseva A.I. MODELS OF INTERACTION OF ORGANIZATIONS IN THE NETWORK FORM OF IMPLEMENTATION OF EDUCATIONAL PROGRAMS // Contemporary Issues science and education. - 2013. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=10934 (date of access: 09/18/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Law N 273-FZ regulates the use of a network form for the implementation of educational programs. Prior to this, there was no such regulation. Thus, educational programs can be implemented both by one organization and by several interacting organizations. According to Law N 273-FZ, the network form of implementing an educational program is understood as the interaction of an educational organization with other educational organizations, including foreign ones. The network form of implementation of educational programs implies joint activities educational organizations using, if necessary, the resources of organizations of science, culture, sports and other organizations, including through the development and implementation of joint educational programs and curricula.

Educational organizations wishing to implement an educational program in a network form must conclude an appropriate agreement between themselves containing the following information:

Type, level, focus of the educational program, which is implemented through the use of a network form;

The status of students, the rules for admission to training, the procedure for organizing academic mobility of students (for basic professional programs);

Conditions and procedure for the implementation of educational activities;

Information about issued documents on education or qualifications, documents on training, as well as on educational organizations that issue the listed documents;

The duration of the contract, the procedure for its amendment and termination.

┌───────────────────────────────────────┬───────────────────────────────────────┐

│ Law N 3266-1 │ Law N 273-FZ │

├───────────────────────────────────────┼───────────────────────────────────────┤

│ At the legislative level, network │ Article 13. General requirements k│

│forms of implementation of educational │implementation of educational programs │

│programs are not provided. │ │

│ Applied in individual subjects│ 1. Educational programs│

│of the Russian Federation, participating in│implemented by the organization,│

│KPMO (comprehensive modernization project│carrying out educational│

│education), other projects on│activities, both independently and│

│development of education │and through their network forms│

│ │ implementation. │

│ │ Article 15. Network form│

│ │implementation of educational programs │

│ │ 1. Network form of implementation│

│ │net form) provides│

│ │possibility of learning by students│

│ │ educational program with │

│ │using the resources of several│

│ │organizations implementing│

│ │ educational activities, including │

│ │number of foreigners, as well as │

│ │needs using│

│ │resources of other organizations. В│

│ │implementation of educational programs with│

│ │using the online form along with│

│ │organizations implementing│

│ │ educational activities, also │

│ │scientific organizations can participate,│

│ │medical organizations, organizations│

│ │ culture, physical culture and sports and │

│ │other organizations with│

│ │resources needed for│

│ │training, conducting│

│ │ educational and industrial practice and │

│ │implementation of other types of training│

│ │activities envisaged│

│ │corresponding educational│

│ │program. │

│ │ 2. Using the Online Form│

│ │carried out on the basis of an agreement│

│ │between the organizations listed in│

│ │ part 1 of this article. For│

│ │organizations for the implementation of educational│

│ │programs using network│

│ │forms by several organizations,│

│ │carrying out educational│

│ │activities, such organizations also│

│ │ jointly develop and approve│

│ │ educational programs. │

│ │ 3. In the network form agreement│

│ │implementation of educational programs│

│ │ indicate: │

│ │ 1) type, level and (or) │

│ │orientation of educational│

│ │programs (part of educational│

│ │programs of a certain level, type and│

│ │direction) implemented with │

│ │ using the online form; │

│ │ 2) the status of students in │

│ │organizations specified in Part 1│

│ │ of this article, admission rules on │

│ │training according to the educational program,│

│ │implemented using a network│

│ │forms, order of organization│

│ │academic mobility of students│

│ │ (for students on basic │

│ │professional educational│

│ │ programs), mastering │

│ │educational program implemented│

1. The network form for the implementation of educational programs (hereinafter referred to as the network form) provides the opportunity for students to master the educational program using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations. In the implementation of educational programs using network form, along with organizations that carry out educational and scientific and educational activities, research organizations, manufacturing enterprises, medical institutions, cultural organizations, physical culture and sports and other organizations that have the resources necessary for the implementation of training, the conduct of educational and industrial practice and the implementation of other types of educational activities provided for by the relevant educational program.

2. The network form of educational programs makes it possible to implement international academic mobility programs for scientific, pedagogical and scientists in the form of internships, advanced training, professional retraining; introduction of new educational programs in universities together with leading foreign universities and scientific organizations. The main characteristics of the network form of education are the following: it is organized mainly according to promising (unique) educational programs, as a rule, of an interdisciplinary nature in order to train personnel for large industry, scientific and other projects; allows you to form unique competencies that are in demand, first of all, in rapidly developing sectors of the economy; provides the possibility of using in educational activities, along with the resources of educational, scientific and educational organizations, material and human resources of other organizations.

3. The use of the network form for the implementation of educational programs is carried out on the basis of an agreement between the organizations specified in part 1 of this article. To implement educational programs using the network form by several organizations engaged in educational activities, such organizations also jointly develop and approve educational programs.

4. The agreement on the network form of implementation of educational programs shall indicate:

1) type, level and (or) focus of the educational program (part of the educational program of a certain level, type and focus), implemented using the network form;

2) the status of students in the organizations specified in part 1 of this article, the rules for admission to study in an educational program implemented using a network form, the procedure for organizing academic mobility of students (for students in basic professional educational programs) mastering an educational program implemented using network form;

3) the conditions and procedure for the implementation of educational activities under the educational program implemented through the network form, including the distribution of responsibilities between the organizations specified in part 1 of this article, the procedure for implementing the educational program, the nature and amount of resources used by each organization implementing educational programs through network form;

4) issued document or documents on education and (or) qualification, document or documents on education, as well as organizations engaged in educational activities, which issue these documents;

5) the term of the contract, the procedure for its amendment and termination.