Academic journal article International Education Studies

The Role of University Branches in the Formation of Common Cultural Competences of Students

Academic journal article International Education Studies

The Role of University Branches in the Formation of Common Cultural Competences of Students

Article excerpt

Abstract

The present study describes the capabilities and potential of educational institutions in the formation of common cultural competences of students studying at regional municipalities of the Russian Far East. The study offers the directions and methods of interaction between government and local self-government authorities and training institutions through the system of educational process. Education of moral attitude to social and political activity can be achieved in the process of interaction, on the one hand, between non-government organizations (NGOs), government or municipal authorities and university departments, on the other hand, between public organizations, state or municipal authorities-and student activists of the higher education institutions.

Keywords: student youth, university, common cultural competences, education, regional municipalities

1. Introduction

This article focuses on studying a problem currently important for education-determination of the role of university branches in the formation of common cultural competences as an integral part of future professional identity.

An objective of this study is to detect significance and roles of educational institutions in the formation of youth's common cultural competences.

An object of the study is represented by educational institutions of towns and cities of the Russian Far East in the formation of student youth's common cultural competences and a subject of the study is the role of universities branches in the formation of student youth's common cultural competences.

In the study of the formation of common cultural values of students of regional municipalities the general scientific and specific subject methods are used, such as theoretical methods of cognitive approach, according to which the professional choice is mediated by beliefs, values, attitudes and orientations of the individual consciousness; interaction method that considers establishment of a future specialist through his/her social interaction. The present study is based on functional, systematic and comprehensive approaches, analysis and synthesis, comparison and generalization, abstraction. Study materials are the results of a survey carried out among the students studying at the branch of "Vladivostok State University of Economics and Service" (hereinafter-VSUES) in Nakhodka city (Kalugina, 2010).

2. Methods

We assume that in order to be included into the world education system, in evaluating education quality the Russian system should shift to the competence-based approach, the main criterion of which is an extent of formation of educational institution graduate's competences (Fomin & Ivlev, 2012).

Within the Conception of Russian Education Modernization a competence-based model is considered as the most effective means of achieving the main education aim-training a qualified employee of an appropriate level and specialty, competitive on the job market, with excellent professional skills and familiar with related fields, ready for constant professional growth, social and professional mobility.

First of all, the competence-based approach in education implies creation of conditions for students to acquire a complex of competences which will enable them to reach their full potential and ensure high living standards in the context of current social, economical and political development.

Solving the problem of the role of universities branches in the formation of common cultural competences within the scope of the competence-based approach, we rely on ideas contained in works dedicated to the problem of competences/competency by such researchers as Baidenko, Khutorskoi, and Zimnjaj. Formation of conceptions of the competences/competency phenomenon in the education system is provisionally divided into three stages. The first stage, 1960-1970, is described by introduction of competence notion into the scholarly apparatus, predetermination of dividing competence/competency notions and introduction of communicative competence notion. …

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