What to choose: applied bachelor's degree or academic. What is the difference between an applied bachelor's degree and an academic one?

More and more often we hear about programs "Applied Bachelor's Degree" and at the same time about a complete lack of understanding of this term.

This issue is perfectly covered in an interview with the director of the department of state policy in education of the Ministry of Education and Science Igor Remorenko (Izvestia newspaper).

« Applied Bachelor's Degree" - this is the name of the training program for students of secondary specialized and higher educational institutions, starting this year.

It is expected that students, after studying for four years in this program, will become good practitioners and at the same time have theoretical training at the tertiary level. That is, a kind of hybrid of a technical school and an institute is being created, in which in four years students will become full-fledged specialists. What this program is, says Igor Remorenko, director of the department of state policy in the field of education of the Ministry of Education and Science.

Izvestia: Igor Mikhailovich, an experiment to introduce an applied bachelor’s degree is now beginning. Tell us what it is and where the idea came from?

Igor Remorenko: The idea of the experiment appeared about five years ago. There were several reasons. Firstly, about 70% of children who graduate from specialized secondary educational institutions then enter a university, striving to obtain a higher education. Sometimes they do this not even because of the need for additional education, but because of their status. It turns out that first they study for four years at a secondary specialized educational institution, and then for another three or four years, or even five years, if we talk about two-level education, at a university. At the same time, say, in some regions, graduates of pedagogical schools are rated higher than graduates of pedagogical universities. While the former, instead of working and building a career following fashion, are forced to receive higher education. It turns out that for a fairly large category of people, the period of study is unjustifiably increased, and all because of the formal status of a specialist with higher education.

Secondly, some professions have become significantly more complex in recent years. And if previously technical skills were enough, now it is also necessary to know the theoretical basis, the fundamental principles. For example, in metallurgy the technological process is becoming more complex, which is why one must not only be able to perform specific actions at each stage, but also understand how the entire process works in order to make the right choice between one action or another at the right moment. And as specialties become more complex, the training of specialists approaches the level of higher education. These two circumstances determined the need for the experiment. High-tech specialties were selected, and it was decided to give students the opportunity to receive a full-fledged, and I emphasize, higher education. All this is done with the cooperation of secondary and higher educational institutions.

I: Which specialties were classified as high-tech?

Remorenko: Metallurgy, mechanical engineering, materials processing, and in these training courses elements of nanotechnology appear, which makes the subjects even more complex. Then computer science and computer science, where you need to understand programming trends and new directions. Next is economics and management, where you need to be able to do financial planning, and not just be an accountant. Energy, pedagogy and a number of other specialties are also included in this list. That is, specialists graduating within the framework of an applied bachelor's degree program must have not only competence in a specific field, but also be able to manage technological processes and understand business processes.

When selecting the areas in which the experiment will go, we, firstly, looked at which industries and the corresponding areas of training have established themselves as high-tech. Secondly, departments sent us their proposals, explaining which specialties they were interested in. And thirdly, the transition to new educational standards allows us to see what kind of competencies students need and how they relate to what educational institutions are able to provide. It is important that these new competencies relate specifically to higher education.

I: On what basis were educational institutions selected to participate in the program?

Remorenko: A competition was announced among educational institutions wishing to take part in the program. Each of the institutions formalized the experiment program and justified its actions and intentions. After an expert analysis of the programs, the competition commission selected thirty institutions; now, perhaps, nineteen more will be added to them. The experiment will take place over four years. Students participating in it will receive higher education with a bachelor's qualification.

I: When will the experiment start?

Remorenko: We can say that it has already begun. Applicants will be admitted this summer. Now we are preparing documents, recommendations, preparing questions and answers for educational institutions. We explain, for example, that applicants to an educational institution must be informed about the start of an experiment in such and such an educational program.

I: After the usual, many continue to study further, enrolling in a master's program. Will there be any difficulties with this for students in the applied bachelor's degree program?

Remorenko: Applied bachelor's programs are based primarily on the needs of practical work in production, rather than on the needs of research work. Therefore, it is, in fact, applied. But it must be said that master’s programs are not always research-based. There are master's programs where a person simply masters some serious technologies for their practical application. For example, real estate law, where a narrow segment is studied in great detail. A very practical thing. And in this sense, bachelors will not have any restrictions when entering a master’s program.

I: And for those who decide to engage in research work?

Remorenko: And this is quite possible. After completing a bachelor's degree, you will need to pass an exam to study in a master's program.

I: What are the specifics of the applied bachelor's degree? More practical classes suggest, in theory, that the student should devote a very significant part of his time to becoming familiar with the production process. Where will he do this? At enterprises?

Remorenko: In different ways. Of course, mastering technology is more important here than in regular bachelor's programs. Nowadays, there are often so-called “training grounds” on the basis of educational institutions themselves, where one can study this or that practical activity. In addition, in advanced technical educational institutions, as a rule, the proportion of people coming from enterprises is quite large. They receive a new specialty, higher education, and improve their qualifications. And they have the opportunity to quickly master modern equipment in their production. If there is no training ground, and the students came “from the street,” then contracts will be concluded with enterprises.

I: Will the applied bachelor's degree be free?

Remorenko: We are conducting this experiment for budget funds, and it has nothing to do with the number of places for state employees in other departments of educational institutions.

I: What result, in your opinion, will mean that the experiment was a success?

Remorenko: Firstly, this is an assessment of the quality of training by the employer. They are expected to participate in expert and examination committees, assessing how suitable new specialists are for them. Secondly, we will evaluate the extent to which such programs can be implemented across the entire network of colleges, and not just in a few dozen specially selected ones. It may turn out that out of the 30–40 educational institutions selected, ten are capable of providing a good education within the framework of this program, while the rest are not. But if the majority turns out to be capable, employers will be satisfied, and students will find it interesting and promising to study in such programs, then the applied bachelor’s degree has a great future.

I: And what is this future?

Remorenko: According to today’s data, 15–20% of Russia will be able to provide a higher education diploma based on the results of training in applied bachelor’s programs.

I: What benefits does participation in the experiment give to educational institutions themselves?

Remorenko: It gives you the status of a participant in the experiment, which allows you to use some additional opportunities when positioning your programs to the consumer. Simply put, an educational institution can add an applied bachelor's degree to its list of taught specialties. After all, as a rule, every good institution is now striving to enter the market and find an employer who would place orders with it to improve the qualifications of its specialists, especially with regard to secondary vocational education. The crisis showed this. Quite a lot of organizations improved the skills of their welders, builders, etc. Participation in the experiment is an additional factor that positively affects the image of the educational institution.

I: In Russia they traditionally pride themselves on a good and extensive basic education, based on which a person can choose different areas of activity. Wouldn't it turn out that an applied bachelor's degree with its applied focus will significantly narrow the scope of training?

Remorenko: All over the world there is a process of reducing the number of areas of training. It's the same with us. Education is becoming, on the contrary, more universal. Let's say the data shows that the larger and more general the name of the specialty, the more children with high Unified State Exam scores enter it. That is, say, technical operation and maintenance of electrical and electromechanical equipment will attract fewer applicants than mechanical engineering technologies. Indeed, in the second case, the guys have more opportunities to find something they like among a large set of profiles. In recent years, out of five hundred training areas, we have completed three hundred. A number of areas of training have become profiles. Let's say metal forming. That is, he will be able to handle pressure, but not otherwise. This direction goes into the profile, and the guys enter more general metal processing, starting to specialize in the third year.

I: Will there remain in the applied bachelor's degree subjects that are not directly related to the chosen specialty, but allow for the laying of a fundamental education?

Remorenko: Such objects certainly appear. They will be added to secondary specialized education programs so that such education is a full-fledged higher education. But which disciplines and in what quantities - this remains to be determined during the experiment. Experimental educational programs will be created.

I: Will there be any public commissions created to monitor the experiment?

Remorenko: A competition commission has been created to select educational institutions, and it will monitor this. It includes representatives of the Public Chamber, regions, employers' associations and other organizations.

Modern technologies are developing very quickly, which means that the requirements that employers place on their employees are increasing every day. Many specialties in demand in modern industries require a significantly higher level of qualifications than before. A modern specialist must be able to operate high-tech equipment, understand drawings, be able to read instructions in foreign languages and work with information systems. In fact, this must be a highly qualified specialist with the knowledge of an engineer and the skills of a worker.

Educational programs of technical schools and colleges, aimed primarily at mastering practical methods and techniques of work, cannot provide training for specialists of this level. At the same time, university graduates, having received a good academic base over the years of study, often do not have experience working in real production conditions. Therefore, there was a need to create a new high-quality level of higher education on the basis of secondary vocational and higher educational institutions - an applied bachelor's degree.

What is an applied bachelor's degree?

The concept of “applied bachelor’s degree” began to be actively used only a few years ago - in 2009. This level of education is based on secondary vocational education (secondary vocational education) educational programs, aimed at mastering practical skills in production, in combination with higher education programs aimed at obtaining serious theoretical training. At the same time, the volume of the practical part of the program, including laboratory and practical classes, educational and industrial practice, is at least half of the total time allotted for training. In other words, the task of an applied bachelor's degree is to ensure that, along with a higher education diploma, young people receive a full set of knowledge and skills necessary to immediately, without additional internships, start working in their specialty.

Since, in fact, applied bachelor's degree programs are aimed at in-depth training of workers and specialists for high-tech sectors of the economy, employers are very interested in the experiment being successful. In many regions they are already actively involved in the development of curricula and plans. At the same time, industrial practice is carried out in employing organizations as part of students’ mastery of the main types of professional activities.

Training in applied bachelor's degree programs is provided by colleges, technical schools and higher education institutions (institutes and universities). You can enroll there either after the 11th grade of school (in this case, studying at an applied bachelor's degree will last 4 years), or after receiving specialized secondary vocational education (in this case, training will take place according to a shortened program according to an individual curriculum). At the same time, the applied bachelor's degree does not exclude the possibility of continuing further studies - if desired, its graduates will be able to enroll in a master's program.

About the experiment to create an applied bachelor's degree

On August 9, 2009, the Government of the Russian Federation issued Decree No. 667 “On conducting an experiment to create an applied bachelor’s degree in educational institutions of secondary vocational and higher vocational education.” Participants in the experiment were identified on the basis of a competitive selection organized by the Russian Ministry of Education and Science in 2010 with the aim of testing educational programs, interaction between educational institutions and employers, as well as improving the quality of vocational education in accordance with the needs of the labor market.

To participate in the competition, it was necessary to submit one applied bachelor's degree program developed on the basis of the federal state educational standard. In addition, it was necessary to justify the need for training under this program with the needs of enterprises in the region and support the justification with a cooperation agreement between the educational institution and the employer.

A total of 125 applications were submitted to the competition - 51 from higher educational institutions and 74 from secondary vocational education institutions. After carefully studying the applications, 102 educational institutions (37 universities and 65 colleges) from 47 constituent entities of the Russian Federation were allowed to participate in the competition.

The most applications for the creation of applied bachelor's degree programs were submitted in the following areas: “Metallurgy, mechanical engineering and materials processing” (17 applications), “Informatics and computer technology” (17 applications), “Economics and management” (16 applications), “Education and pedagogy" (14 applications), "Energy, power engineering and electrical engineering" (9 applications). As a result, 49 educational institutions located throughout the country received the right to participate in the experiment to create an applied bachelor’s degree.

It is too early to talk about any results of the experiment. At the moment, work is underway to clarify curricula and plans, mechanisms for interaction with employers are being worked out, and regulations are being prepared that are necessary to give the level of applied bachelor's degree official status. The final results of the experiment on introducing the applied bachelor's degree level will be summed up in 2014.

List of federal state educational institutions of secondary vocational and higher vocational education - winners of the competitive selection to participate in the experiment to create an applied bachelor's degree:

1. Federal State Educational Institution of Secondary Professional Education "Astrakhan College of Computer Science" (Computer systems and complexes).
2. State Educational Institution of Higher Professional Education “Vyatka State University” (Economics).
3. Federal State Educational Institution of Secondary Professional Education "Zheleznogorsk Mining and Metallurgical College" (Technical operation and maintenance of electrical and electromechanical equipment (by industry)).
4. FGOU SPO "Ivanovo Industrial and Economic College" (Automation of technological processes and production (by industry)).
5. FGOU SPO “Kazan Aviation Technical College named after. P.V. Dementyev" (Production of aircraft).
6. State Educational Institution of Higher Professional Education “Kazan State Technological University” (Chemical technology).
7. Federal State Educational Institution of Secondary Professional Education "Kaliningrad State College of Urban Planning" (Economics and Accounting (by industry)).
8. FGOU SPO "Krasnogorsk State College" (Optical and optical-electronic devices and systems).
9. FGOU SPO "Kurgan State College" (Economics and accounting (by industry)).
10. State educational institution of secondary vocational education "Kamensk-Ural Polytechnic College" (Metallurgy of non-ferrous metals).
11. Educational institution Moscow Banking School (College) of the Central Bank of the Russian Federation (Banking).
12. State Educational Institution of Higher Professional Education "Moscow State Institute of Radio Engineering, Electronics and Automation (Technical University)" (Information systems and technologies).
13. Federal State Educational Institution of Higher Professional Education “National Research Technological University “MISiS” (Metallurgy).
14. Federal State Educational Institution of Secondary Professional Education "Neftekamsk Engineering College" (Mechanical Engineering Technology).
15. FGOU SPO "Novorossiysk College of Construction and Economics" (Power stations, networks and systems).
16. FGOU SPO “Novosibirsk Chemical-Technological College named after. D.I.Mendeleev" (Analytical quality control of chemical compounds).
17. Federal State Educational Institution of Secondary Professional Education "Orenburg State College" (Vocational training (by industry)).
18. Federal State Educational Institution of Secondary Professional Education "Pskov Agricultural College" (Electricity supply (by industry)).
19. State Educational Institution of Secondary Professional Education “Rostov-on-Don State College of Communications and Informatics” (Multichannel telecommunication systems).
20. FGOU SPO "Ryazan State Technological College" (Information systems (by industry)).
21. State Educational Institution of Secondary Professional Education “St. Petersburg State College of Physical Culture and Sports, Economics and Technology” (Physical Culture).
22. Federal State Educational Institution of Higher Professional Education "Siberian Federal University" (Psychological and pedagogical education).
23. Federal State Educational Institution of Secondary Professional Education "Smolensk Industrial and Economic College" (Mechanical Engineering Technology).
24. Federal State Educational Institution of Secondary Professional Education “Tver College named after. A.M. Konyaev" (Mechanical Engineering Technology).
25. Federal State Educational Institution of Secondary Professional Education "Tula State Technical College" (Automation of technological processes and production (by industry)).
26. State Educational Institution of Higher Professional Education "Tyumen State Oil and Gas University" (Information systems and technologies).
27. FGOU SPO "Khabarovsk Shipbuilding College" (Mechanical Engineering Technology).
28. Federal State Educational Institution of Secondary Professional Education "Cheboksary Electromechanical College" (Mechanical Engineering Technology).
29. Federal State Educational Institution of Secondary Professional Education "Chelyabinsk Assembly College" (Installation and technical operation of industrial equipment (by industry)).
30. State Educational Institution of Higher Professional Education "Yakut State Engineering and Technical Institute" (Programming in computer systems).
31. State Educational Institution of Higher Professional Education “Academy of National Economy under the Government of the Russian Federation” (Welding production).
32. FGOU SPO "Arkhangelsk Forestry College of Emperor Peter I" (Technical operation and maintenance of electrical and electromechanical equipment).
33. State Educational Institution of Higher Professional Education "Voronezh State University" (Electronics and nanoelectronics).
34. Federal State Educational Institution of Secondary Professional Education “Dmitrov State Polytechnic College” (Economics and Accounting).
35. Federal State Educational Institution of Secondary Professional Education "Kansky Technological College" (Information systems).
36. FGOU SPO "Kursk State Polytechnic College" (Banking).
37. Federal State Educational Institution of Secondary Professional Education "Krasnodar Humanitarian and Technological College" (Vocational training).
38. State Educational Institution of Higher Professional Education “Mari State Technical University” (Computer systems and complexes).
39. State Educational Institution of Secondary Professional Education "Moscow State College of Information Technologies" (Programming in computer systems).
40. State Educational Institution of Higher Professional Education "Moscow State Pedagogical University" (Pedagogical education).
41. Federal State Educational Institution of Secondary Professional Education "Nizhnekamsk Petrochemical College" (Oil and gas processing).
42. State Educational Institution of Higher Professional Education "Penza State University" (Instrument Engineering).
43. State Educational Institution of Higher Professional Education "Russian State Social University" (Psychology).
44. FGOU SPO "St. Petersburg Technical College of Management and Commerce" (Maintenance and repair of radio-electronic equipment).
45. State Educational Institution of Higher Professional Education "St. Petersburg State University of Aerospace Instrument Engineering" (Electrical machines and devices).
46. Federal State Educational Institution of Secondary Professional Education "Saratov Financial and Technological College" (Economics and Accounting).
47. State educational institution of secondary vocational education "Uvarovsky Chemical College" (Information systems).
48. Federal State Autonomous Educational Institution of Higher Professional Education “Ural Federal University named after the first President of Russia B.N. Yeltsin" (Welding production).
49. Federal State Educational Institution of Higher Professional Education “Financial Academy under the Government of the Russian Federation (banking).

Since 2010, about 50 universities and technical schools have been implementing applied bachelor's degree programs as part of an experiment, which should become an alternative to secondary vocational education. During the finalization of Strategy 2020, it was concluded that there is a need for further development of these programs

The head of the Center for Primary, Secondary, Higher and Additional Professional Education of the Federal Institute for Educational Development (FIRO) talks about the ways of this development.

Vladimir Igorevich, when the applied bachelor’s degree was just being conceived, it was about four-year programs, just like for a regular bachelor’s degree. Now, as part of the finalization of Strategy 2020, three-year programs are being talked about. How many years will it take to study for an applied bachelor's degree: three or four?

The reason for this discrepancy is explained by the fluidity of pedagogical concepts - the same case when “the tail wags the dog.” First, the concept of “applied bachelor’s degree” itself appeared, and then it began to be filled with different meanings. Today there are two main approaches to applied undergraduate education. The first is that this is the training of workers with higher education, the second is that this is a full-fledged bachelor’s degree with an expanded applied part, which is primarily focused on employment. We adhere to the second approach, developing an appropriate concept, while the first is largely rumors and speculation.

- What is attractive for students in applied bachelor’s degrees in your interpretation?

The main thing that can attract them is profitable employment. What is a bachelor's degree anyway? This is a degree that very often does not contain specific qualifications. It is not clear who, for example, a philologist or philosopher is - the diploma should contain some other clarifying qualifications. Therefore, an applied bachelor’s degree, from our point of view, is just a bachelor’s program, where the main, basic part is the same as provided for in the standard, and the additional, practice-oriented one leads to a clear qualification.

For example, today a philologist, in order to become a secretary-assistant, needs to take courses, but it will be possible to obtain this qualification at a university, and for free, if a person studies on a budget place. And those people who realized that they are not really philologists, that is, not writers, not critics, that they do not want to take risks in the labor market, will take advantage of this opportunity. If a person graduates from the Faculty of Philology, he writes without errors, speaks foreign languages, and can easily talk on various topics. But if, in addition to this, he knows office work, owns a computer and other items related to supporting the activities of a manager, and if he has completed the appropriate practice, then he can easily work as an assistant for a serious boss. This is the meaning of an applied bachelor's degree.

And this is in great demand on the labor market, because previously secretaries-assistants were trained in vocational schools, in vocational colleges, and they did not have a higher education. And today, if we ask managers whether they need a secretary with a secondary education, everyone will answer in unison: no, only with a higher education! But in current higher education such training is not provided.

- But why four years of study? Can't general education along with applied qualifications be given faster? - We believe that the program should be four years so as not to reduce the overall academic level of the bachelor.

And the idea of three-year programs is connected only with what is proposed to be called applied bachelor’s programs, which are implemented by institutions of secondary vocational education (SVE) - colleges, technical schools. They say, let's rename college programs - and people will be happy to go there. The result will be practice-oriented training without higher education, and will be called the same word “bachelor’s degree” as university programs. We change the name, formally increase the level of education - attractiveness appears, but in reality nothing really needs to be done. Let's take the best colleges, where the duration of study is 3-3.5 years, and we will show this using their example. This idea turned out to be not very viable - this can only create confusion in people’s heads.

I have another version of the origin of the idea of three-year programs. About ten years ago, the possibility of moving to a three-stage higher education system was discussed. We talked about the possibility of introducing a first degree – a two-year degree, followed by a bachelor’s and master’s degree. And this “fork” in the Bologna Agreement still exists. Maybe three years “floated” from there - after completing the first general education cycle of higher education, a person studies for another year at a bachelor’s degree and receives a semi-diploma, what was previously called “incomplete higher education.”

But this approach turned out to be unclaimed – it still makes sense to provide full-fledged bachelor’s training. Again, people will be confused. Today we can’t even really explain who a bachelor is, you ask who an applied bachelor is, and if we introduce the first level, we’ll get completely confused. You shouldn’t plant so many pine trees that you end up wandering around in them.

- In 2010, an experiment in applied bachelor’s degree began. What are its interim results and future prospects?

The experiment is taking place in accordance with government decree - 56 educational institutions, universities and

consortia that include universities along with colleges. There are various intermediate results, including missteps. For example, because the programs are experimental, they are not accredited, and many boys were legally drafted into the military. So in a number of industries - for example, in the information industry - the experiment failed, the groups consisted of only boys, and it is unclear what to do with them after returning from the army.

The National Training Foundation is currently monitoring the experiment. We, for our part, monitor the content part - we look at how the regular part of the program is combined with the applied part, whether all this can be implemented not on the basis of a university, but on the basis of a secondary vocational education institution. After all, universities should not lower the theoretical level, and colleges can give the practical-oriented part. And, it must be said, the most stable system is one where a university implements an applied bachelor’s program without the help of a college. For example, at the faculty one group is ordinary, academic bachelors, the other is applied ones, that is, in the variable part of the standard it is focused on applied learning. But there is also a danger here - that universities will reduce the applied component to nothing and limit themselves to a regular bachelor's degree.

From my point of view, network cooperation between universities and vocational education institutions is very unstable and poorly organized. This is due to financial problems - there are difficulties in mutual settlements. We hope for the new law “On Education” - the article that describes the possibilities of network cooperation between educational institutions.

Why can universities eliminate the applied part? After all, it is in their interests to provide more employment opportunities for students.

The fact is that graduates of many fields and specialties are already in demand in the labor market. No matter how much economists and lawyers are criticized, according to statistics, they are the most successful in the labor market. It makes no sense for universities to do something separate, applied, since industries absorb graduates and further educate them in a certain way. There are areas where, by definition, there cannot be a bachelor’s degree other than an applied one – for example, pedagogy. The school does not need a teacher-researcher, it needs a teacher. We always add more specific qualifications to the Bachelor of Pedagogy qualification - teachers of physics, computer science, etc.

And there are industries for which the structure of training needs to be changed - applied bachelors will be in demand there. The employer’s dream is for his technician with open source software to have a higher level of theoretical training. Here we see successful examples from metallurgists, and in a number of technical fields, specific professional modules are superimposed on regular bachelor’s programs - training in in-demand technologies, with a specific place of employment in the future. There are signs of narrow qualifications based on broad bachelor's education.

- Does this form imply fairly broad cooperation with manufacturing enterprises?

Of course, an applied bachelor's degree in the real sector of the economy makes sense only when there is an employer nearby who knows what equipment he has installed in production now, what technological re-equipment is expected in the next two to three years, what specialists he will need for this equipment. Bachelor's engineers who are ready to immediately begin working on specific equipment will be in high demand. Employers are required to participate not only in word, but also in deed, and first of all this concerns the organization of practical training at work. Unfortunately, so far this idea has not been implemented as successfully as we would like.

It is generally difficult for higher schools to organize such practical training, since there is a systemic problem there - a tendency to theorize. Students must comprehend all practical specifics on their own. Vocational education institutions, on the contrary, are not able to provide theoretical training; for this they do not have a teaching staff, and in order to properly teach students practical things, they again need cooperation with the employer.

Thus, an applied bachelor's degree, being a mass form of education, can “work” only under certain conditions: when there is a specific employer who is ready to participate in the training of specialists. It is best when teachers from a technical school or college work at this enterprise or at least collaborate with it. And then it is beneficial for universities to cooperate with the secondary vocational education system: take over the theoretical training, and leave the organization of practical training and all applied modules to the technical school.

As part of the discussion of Strategy 2020, it was said that in the future, students will have the opportunity to choose an academic or applied bachelor’s degree not only upon admission, but also in the second or third year.

In my opinion, this is how it should be. When entering the first year, not everyone understands what they are really striving for: to pursue an academic career or to quickly enter the labor market. If a person is confident in himself as a theorist, it is, of course, better for him to enroll in a master's program and then graduate school. And if not, then it is better to choose more applied training.

Third generation higher education standards allow a person to independently make his program more applied or more theoretical. For example, within the Economics direction there are 33 profiles - from international economic relations to accounting. Within a number of profiles, there may be application programs - for example, training of tax specialists. A graduate can become not just a bachelor of economics, but also a ready-made official in the relevant service.

What organizational and legal measures need to be taken so that all this can be realized? Nowadays, it is quite problematic for a 2-3 year student to switch from one program to another.

Yes, and this is due to the fact that a modern university, unfortunately, pursues its own interests, and the interests of students are a secondary matter for it: as a rule, for the administration, providing teachers with hours is more important than the quality of teaching. This is associated with such outdated things in our higher education as division into groups. This is simply an attempt to “tie” the student to the schedule, deprive him of choice, and replace choice with a set of special courses. But it should be different: basic compulsory courses that are taught to the general population, and elective courses that the student chooses himself, and groups are formed depending on who has chosen what. To achieve this, we need a full transition to a credit-module system, and not just calculating the workload of teachers.

In addition, we need an institute of tutors - those who would help the student navigate the program, explain what sequence of courses - the educational trajectory - where it will lead him.

Naturally, we need another institute for assessing the qualifications of graduates. The forms that exist today, such as state exams and dissertations, again make sense only for theorists.

- During the discussion of Strategy 2020, the opinion was expressed that employers should participate in the final certification of students. Do you think this is real de facto and not de jure?

I believe that yes, it is possible, and in some cases it is necessary. Where we are talking, for example, about providing a city with teachers or a factory with engineers, the employer and his opinion should come first. But there are free creative professions where training specialists with employers in mind is an optional condition. For example, it is difficult to say who the employer of the future writer is.

The problem is that now the process of final certification of graduates is bureaucratic, there are a huge number of procedures. For example, certification of teachers is in itself, certification of graduates of pedagogical universities is in itself. And what's the point here? Therefore, in my opinion, the first thing that is necessary is the unification of these procedures. I think it is worth highlighting a number of applied industries where employers can and are ready to participate in qualification assessment. There should be a delegation of authority to assess the graduate’s qualifications from the university to the employer.

And now the university itself teaches, evaluates itself, assigns qualifications itself and releases them to the labor market. While diplomas from a number of prestigious universities are still trusted, the same cannot be said about all others. And this once again proves the need for contacts with the employer, his participation in assessing the qualifications of graduates.

- When it came to developing third-generation standards, employers were not very active...

On average, yes, they are not very active. But there are, for example, companies such as the United Aircraft Corporation, where the standards were read carefully and took part in their discussion. To hire a person, this company has its own testing and assessment of qualifications. It would be easier for everyone if these tests could be combined with university procedures. There are also examples when employers willingly cooperate with individual universities - for example, metallurgists with the National Research Technological University “Moscow Institute of Steel and Alloys”. Advanced employers no longer want to hire a “pig in a poke” and are trying to influence personnel training, including through standards.

Interviewed by Ekaterina Rylko

Modern technologies are developing very quickly, which means that the requirements that employers place on their employees are increasing every day.

Many specialties in demand in modern industries require a significantly higher level of qualifications than before. A modern specialist must be able to operate high-tech equipment, understand drawings, be able to read instructions in foreign languages and work with information systems. In fact, this must be a highly qualified specialist with the knowledge of an engineer and the skills of a worker.

What is an applied bachelor's degree?

The concept of “applied bachelor’s degree” began to be actively used only a few years ago – in 2009. This level of education is based on secondary vocational education (secondary vocational education) educational programs, aimed at mastering practical skills in production, in combination with higher education programs aimed at obtaining serious theoretical training. At the same time, the volume of the practical part of the program, including laboratory and practical classes, educational and industrial practice, is at least half of the total time allotted for training. In other words, the task of an applied bachelor’s degree is to ensure that, along with a higher education diploma, young people receive a full set of knowledge and skills necessary to immediately, without additional internships, start working in their specialty.

Since, in fact, applied bachelor's degree programs are aimed at in-depth training of workers and specialists for high-tech sectors of the economy, employers are very interested in the experiment being successful. In many regions they are already actively involved in the development of curricula and plans. At the same time, industrial practice is carried out in employing organizations as part of students’ mastery of the main types of professional activities.

Training in applied bachelor's degree programs is provided by colleges, technical schools and higher education institutions (institutes and universities). You can enroll there either after the 11th grade of school (in this case, studying in an applied bachelor's degree will last 4 years), or after receiving specialized secondary vocational education (in this case, training will take place according to a shortened program according to an individual curriculum). At the same time, the applied bachelor's degree does not exclude the possibility of continuing further studies - if desired, its graduates will be able to enroll in a master's program.

	Classical (academic) bachelor's degree
Main task
Preparation of practice-oriented workers for activities related to the implementation, adaptation, optimization of technologies (including innovative ones) and technological processes.	Training of scientists for research activities of a theoretical and methodological nature
Duration of training
4 years	4 years
Share of practical training
60 units (including practice and research work)	10 points (including research work)
Certificate of completion of the course
A state-issued document on secondary vocational education and (or) a state-issued document on higher vocational education - bachelor's diploma)	Diploma with academic degree (Bachelor)
Opportunity to continue studying in a master's program
It is possible to enter a master's program on the basis of competitive selection, subject to a certain work experience in accordance with the diploma.	It is possible to enter the master's program on the basis of competitive selection

International experience shows: applied bachelor's programs are designed to train specialists with competencies both in a specific area of professional activity and managerial ones - line managers, middle managers. They, as a rule, provide for practice-oriented training and the preparation of a diploma project devoted to solving a production problem of the enterprise where the student is doing an internship. It is their practical focus that is their distinguishing feature.

		Academic bachelor's degree
Final state certification	The diploma project is focused on solving a practical problem of a specific enterprise/industry	The diploma project has a theoretical, scientific orientation
Contents of the educational program	The content (professional profile) is formed together with employers based on the real requirements of the world of work	Content is shaped primarily by the academic community
Forms and methods of teaching	The dominance of the design method in the workplace is the main requirement of this type of program	Dominance of the research-oriented design method

Practice-oriented bachelor's degree programs are effective because they are developed jointly with representatives of employers who formulate requirements for competencies and graduates.

Russia's accession to the Bologna system in 2003 entailed a number of reforms aimed at changing domestic education under European standards. According to this system, you can get a full-fledged education in two stages: first, four years of a bachelor’s degree, and then two years of a master’s degree.

The basis for admission to a bachelor's degree is a school certificate confirming that the applicant has completed secondary education. The shortened form (three years instead of four) can be taken by graduates of colleges and technical schools in “related” specialties.

A bachelor's degree means that the student has mastered the basic knowledge and skills of the chosen specialty. For a more in-depth study of the material intended solve complex professional problems, Master's degree is intended.

What is an applied bachelor's degree?

According to the reform, a division of bachelor's degrees into academic and applied was adopted. Their main difference is that the former receive a “traditional” higher education, and the latter are being trained practical skills and have a narrower focus.

In the eyes of employers, “applied specialists” are most often valued more highly, since, in essence, they are the same “academicians,” but already prepared for professional activities. They have all the necessary skills to work with equipment, understand complex diagrams and drawings, and do not require additional training to start working at the enterprise.

A scheme often practiced is when employers preparing orders for certain specialists to the university, and then together with him participate in the educational process, providing students with their own production as a place to practice their acquired knowledge.

After completing their studies, students have the opportunity to continue working at this enterprise legally. Therefore, such graduates are always employed and have more chances for career growth.

Differences and common features of applied and academic bachelor's degrees

Main differences between these two forms training can be called the following:

The academic bachelor's degree focuses on the theoretical component of learning, and the applied bachelor's degree focuses on developing all the necessary practical skills and abilities.
Academic bachelors have the opportunity to enter a master's program through a competitive process, and applied bachelors only after working in production for a certain number of years. In addition, applied students can interrupt their studies at this stage and not go to the master’s program at all, continuing to work.

It is important to note that in both types of bachelor’s degrees, the initial training program is absolutely the same. This is done so that the student figured out my goals for life and consciously decided which option was more suitable for him.

Thus, these training programs have opposite meanings and do not have much in common. The only common feature is the length of study: both academic and applied bachelor's degrees require four years of study.

Advantages and disadvantages of applied bachelor's degree

Before deciding where to go, you need to weigh the pros and cons, because any decision will have its consequences. The applied bachelor's degree has both advantages and disadvantages, which important to consider before making a choice.

Scientific and technological progress suggests that it is no longer enough for workers to simply have technical skills. Now, in order to do their job correctly, they must have a good theoretical basis.

That is why this training program was created. She combines all the necessary components and is capable of producing highly qualified specialists who have a broad outlook and a lot of practice.

However, not everything is so smooth. In our country, unfortunately, adequate conditions have not been created to fully develop this program.

There is not enough funding, so enterprises are in no hurry to offer their production for internship to novice specialists. However, if the employer is willing to participate in the program, then such activities brings very successful results.

Another disadvantage is that such a program deprives new people of science. Most applied scientists prefer to stop at the bachelor's level and not continue their studies. And this closes their path to research activities.

Conclusion

Recently, domestic and foreign education has undergone many changes.

This happens in order to keep up with the pace of development of science and technology, which require highly qualified specialists who are able to combine a theoretical basis and practical skills. Therefore, the issue of education is very important.