Adapting the Tuning Programme Profiles to the Needs of Russian Higher Education

  • Yevgeniya V. Karavayeva Lomonossov Moscow State University, Russian Federation
  • Yelena N. Kovtun Lomonossov Moscow State University, Russian Federation
DOI: https://doi.org/10.18543/tjhe-1(1)-2013pp187-202
Keywords: Bologna process, higher education reform in Russia, TUNING-compatible programme profiles

Abstract

This article considers how TUNING-compatible programme profiles could be developed in the Russian Federation in the context of: on-going reform of the higher education; introduction of the new generation of Federal State Educational Standards (FSES); development of the new professional standards; implementation of a system of public accreditation of educational programmes; and a complex system of educational quality assessment. It also analyses the results of monitoring of the effectiveness of FSES implementation in the system of Russian higher education by the Association of the Classical Universities of Russia (ACUR) that identified a number of problems in the area of programme design and implementation related to drawbacks within the current FSES. Based on the experience gained during the implementation of the TUNING RUSSIA Project (2010-2013), this article demonstrates the usefulness of the TUNING basic principles and approaches and suggests the ways TUNING profile development methodology might be successfully adapted and applied for designing educational programmes in the course of the Russian higher education reform. Creating TUNING-model degree profiles may be crucial to aid the Russian higher education institutions in the development of the new educational programs. Brief but all-encompassing formulation of the aims and outcomes and specific characteristics of an educational programme, listing competences and learning outcomes could permit higher education institutions to move from trying to comply with standards and requirements, which are sent from above but are foreign to the institutions themselves, to adopting the principle of transparency and designing better and more competitive degrees.

Published online: 4 July 2014

Downloads

Download data is not yet available.

Author Biographies

Yevgeniya V. Karavayeva, Lomonossov Moscow State University, Russian Federation

Yevgeniya Karavaeva is Deputy Vice Rector of Lomonossov Moscow State University (Russia), Executive Director of the Association of the Classical Universities of Russia (ACUR). She has a PhD degree in Physics and Mathematics (Lomonosov Moscow State University). Her research focuses on the modernisation of Higher Professional Education, including the adaptation of the European methodological approaches to the Russian educational environment, and University Management and Quality Control. Between 2005 and 2012 she coordinated more than 10 research projects on innovation in education. From 2006 to 2007, Dr. Karavaeva was a member of the Task Force of the Russian Ministry of Science and Education that designed and developed a new model ‘Federal Educational Standard’. She participates in a number of international projects, including TUNING Project, in the field of higher education and has published more than 50 articles on the development of higher education and innovation in education in Russia and abroad.

Yelena N. Kovtun, Lomonossov Moscow State University, Russian Federation

Yelena Kovtun is Deputy Dean of the Faculty of Philology at the Lomonossov Moscow State University (Russia) and Chair of Slavic and Central European Studies at the Russian State University for the Humanities. Her research activities focus on Slavic culture and literature, theory and history of science fiction, and methodological approaches to the modernization of Russian higher education. She has more than 20 years of experience in working with the Curriculum Development Association in classical university education as the Secretary and Deputy Chair of the Council on Curriculum Development in Philology. Since 2000 she participates in a number of international projects in the field of higher education, including adaptation of the European teaching methods in Russia. She is an expert of the Association of Classical Universities of Russia (ACUR) and participates in the TUNING RUSSIA project. Dr. Kovtun holds a PhD in Philology (Lomonossov Moscow State University, Russia).

References

Baydenko V.I. Designing federal state educational standards of higher professional education: a pilot educational program. Moscow, 2007 (Байденко В.И. Проектирование федеральных государственных образовательных стандартоввысшегопрофессиональногообразования:экспериментальная учебная авторская программа. M. 2007).

European Commission. ECTS Users’ Guide. Luxemburg: European Union, 2009, 64pp. http://ec.europa.eu/education/pub/pdf/higher/ectsguide_en.pdf.

KovtunY.N. Model of creating core educational programs in humanities based on TUNING-ECTS methodology for the implementation of the principles of Bologna process in Russia. HistoryandCulturology. Chelyabinsk: Chelyabinsk State University, 2008. (Ковтун Е. Н. Модель построения основных образовательных программ по гуманитарным направлениям подготовки на основе методологии TUNING-ECTSдля реализации принципов Болонского процесса в России. Направления подготовки ВПО «История» и «Культурология» / Составление и научная редакция Челябинск, Челябинский государственный университет, 2008).

KovtunY.N. Results of the review of the core educational programs of HEIs, developed in accordance with the FSES: analytical report for informational- methodological seminars for HEIs. Saratov: Saratov University Publishing House, 2012. (Ковтун Е.Н. Итоги экспертизы основных образовательных программ вузов, разработанных на базе ФГОС ВПО: аналитическая справка к информационно-методическим семинарам для учреждений высшего профессионального образования / автор-составитель Саратов: Издательство Саратовского университета, 2012).

Lokhoff, Jenneke, Bas Wegewijs, Katja Durkin, Robert Wagenaar, Julia González, Ann Katherine Isaacs, Luigi F. Donà dalle Rose, and Mary Gobbi, eds. A Guide to Formulating Degree Programme Profiles. Competences in Education and Recognition Project (CoRe), Bilbao, Groningen and The Hague: University of Deusto, 2010, 96pp.

Russian Federal Law of 10 July 1992 № 3266-I “On Education” Article 9, p.6.2. (Статья 9 п. 6.2 Закона Российской Федерации от 10 июля 1992 года

№ 3266-I«Об образовании»).

Russian Federal Law of 22 August 1996 N 125-FZ “On higher and post-HEI professional education”, Article 5 p.5. (Статья 5 п. 5 Федерального закона от 22 августа 1996 г. N125-ФЗ «О высшем и послевузовском профессиональном образовании»).

Russian Federal Law of 29 December 2012 N 273-ФЗ “On education in the Russian Federation” Article 2 p. 5. (Федеральный закон от 29.12.2012 N273-ФЗ «Об образовании в Российской Федерации», статья 2 п. 9).

The experience of implementing federal state educational standards by professional education institutions of the Volga federal district (Saratov, 29-30 October 2012). Materials of the seminar compiled by the Association of the Classical Universities of Russian and Saratov State University. Saratov: Saratov University Publishing House, 2012. (Опыт внедрения федеральных государственных образовательных стандартов учреждениями профессионального образования: мониторинг вузов и колледжей: Материалы семинара- совещания для руководящих работников учреждений профессионального образования Приволжского федерального округа (Саратов, 29-30 октября 2012 г.). Материалы семинара-совещания подготовлены Ассоциацией классических университетов России (АКУР) совместно с Саратовским государственным университетом. Саратов: Издательство Саратовского университета), 2012).

Published
2014-04-07
How to Cite
Karavayeva, Yevgeniya V., and Yelena N. Kovtun. 2014. “Adapting the Tuning Programme Profiles to the Needs of Russian Higher Education”. Tuning Journal for Higher Education 1 (1), 187-202. https://doi.org/10.18543/tjhe-1(1)-2013pp187-202.
Issue
Vol. 1 No. 1 (2013): New profiles for new societies
Section
Articles

Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:

1. Authorship:

The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.

2. Copyright and Code of conduct:

a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.

b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).

c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.

d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.

e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.

3. Users:

Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.