Network Form Development To Implement Life-Long Education

Analysis of contradictions in the professional training system

Using scientific methods of analysis, systematization, classification and pedagogical experience study, we highlight the characteristic contradictions associated with the specifics of professional engineering education and consider possible approaches to their solution.

As contradictions of the mismatch arising from the interaction of the educational system with the economy, we highlight the following:

• The contradiction between the tasks of a dynamically developing innovative economy and the content of training. The observed gap between education and knowledge-based production is manifested in the lag of the content of educational programs from the current state of science and technology ( Konovalova, 2013). The elimination of this gap is possible on the basis of mutually beneficial integration carried out by universities and high-tech enterprises in the within the frame of the network form of implementing educational programs, creating a single educational space.

• The contradiction between the need for creative development of the personality in the learning process and the educational process uniformity at the university, focused on the average level of knowledge and cognitive abilities of the student. To resolve this contradiction, it is necessary to find ways to enhance the interaction of subjects and objects of the educational process with enterprises of the economy real sector, and not only in the course of group, but also individual work aimed at the formation of independent, creative thinking.

• The contradiction between the tasks of modern professional education and outdated educational technologies. In resolving this contradiction, the personnel potential of universities, proven methods of open learning, and the potential of scientific and educational centres can be useful.

• The contradiction between the educational standards of higher education and professional standards ( Dementev, 2018). Often, professional standards in the field of knowledge intensive technology do not contain descriptions of the professional activities types that are in demand in modern production. At the same time, professional competencies recommended by educational standards are weakly correlated with the labour functions specified in professional standards. The resolution of this contradiction is possible by ensuring regular systemic interaction between educational and scientific institutions with the structures of the real sector of the economy.

The contradictions of consciousness as internal contradictions of the educational system itself are caused by psychological difficulties in the perception of the new by the subjects of the learning process. That group includes:

• The contradiction between the goals of higher education, focused on academic, fundamental science and professional competencies in demand in high-tech fields of production. The resolution of this contradiction can be facilitated by the variety of forms of organization of production practices, research activities of students, providing them with modern software and technological complexes of enterprises access, the opportunity to experience the value of acquired knowledge.

• The contradiction between the nature of the educational process in a university and the approach to learning in a professional environment. The educational process in the university is largely theorized, and its practical part is not tied to technological solutions that are in demand in production. In enterprises, as a rule, the emphasis in training is on achieving a specific result of professional training, which is important for both the enterprise and the student. In this regard, students are in demand for a continuous increase in their educational level. This contradiction can be resolved by involving students in the implementation of projects relevant to science and production. Motivation can be increased by using the modular construction of educational programs and the inclusion of entrepreneurial content in them ( Marge et al., 2014). At the same time, the practice-oriented or theoretical module selected by the student may not be included in the curriculum but provide for the development of the student’s personal and professional qualities. In particular, upon graduation, he may be issued a diploma of continuing education or the acquisition of a working profession.

In the group of contradictions of external conditions resources , we distinguish the following:

• The contradiction between the needs of enterprises and territories for highly qualified specialists and the resources of universities in the provision of educational services adequate to these needs. One of the options for resolving this contradiction is the development of joint educational programs by universities and their industrial partners (IP), the network form of implementing these programs, and the introduction of dual training ( Listvin, 2016).

• The contradiction between the target orientation on the development of research abilities of students and the insufficient range offered for the development of modern software and technological systems. It is possible to resolve this contradiction by organizing production practices in high-tech industries, involving students in the work of scientific and educational centres created on the basis of universities in partnership with private entrepreneurs, design bureaus, etc.

• The contradiction between the regulated terms for the implementation of educational programs and the need for continuous training in knowledge intensive fields of production. To resolve the above characteristic contradictions as a whole, the authors used methods of systematization and modelling. The network form of CPE implementation can help here.

Modelling the network form of continuing professional education

To find ways to resolve the above characteristic contradictions, the authors used systematization and modelling methods. Within the framework of a systematic approach, a model of a system for the network form of CPE implementation has been developed. When creating this model, we proceeded not only from the form of ownership and sphere of activity of individual institutions and enterprises, but to a greater extent from the functionality of the designed system in terms of solving the problems of professional education modernization in the field of high technology. In accordance with the structural-functional approach, the developed model is characterized from two sides:

• structural - formed from many interconnected elements that ensure the achievement of the goals and objectives of continuing professional education;

• functional - matching the integral properties of the designed system with the functions and relationships of its elements.

The construction of the model included the following steps:

• the formation of the composition of the system basic structural elements and the definition of the corresponding functions;

• determination of the relationship between structural elements;

• formation of a model diagram;

• determination of system functions as integral.

In accordance with the digital technologies capabilities and the professional education goals, the following are among the main elements of the system:

• objects of professional training in the field of knowledge intensive technology;

• subjects of educational activities carried out by universities and entrepreneurship in the frame of the network form of educational programs implementation;

• sources of educational, scientific, and technological information in the whole variety of forms and types of its presentation;

• digital technologies as a necessary means of learning and providing continuing education;

• a modern scientific and technological base as a means for practical training, testing of new technologies and knowledge intensive products;

• institutional structures created by participants in the network form of CPEs implementation as centres for the scientific and production activities organization;

• methodological complex based on the use of modern teaching aids and technological solutions.

Let us consider these elements in terms of their content and functions.

Objects of professional training. The objects in the simulated system are: students, teachers, researchers, engineers, and their joint productive activities in the field of knowledge intensive technologies. The practical implementation of the activity approach ( Lopanova & Lalov, 2017), combined with the importance of the tasks to be solved, is the basis for the formation of professional competencies, the development of personal qualities and creative potential of students. This is decisive in the formation of a strategy for continuing professional education.

The subjects of educational activity. In connection with the practical orientation of the main educational programs implemented by universities in accordance with the requirements of FSES 3 ++, and the applied orientation of continuing education programs, the need for rapid changes in their content, the traditional functions of a teacher are fundamentally changed. In the simulated system, the faculty of universities, researchers, and engineers as subjects of educational activities perform a number of new functions:

• personal mentors, consultants, assisting partners in expanding and mastering the students' independently acquired experience;

• the initiators of creative innovative activity, which is based on the capabilities of new teaching aids and the production and technical base of enterprises;

• by authors of digital educational resources and educational programs that are actively influencing the content of training;

• intermediaries between students, the electronic educational environment, and modern technological and software solutions in the field of high-tech production;

• the organizers of the discussions distributed in time and space in the subject area;

• advisers in choosing the optimal learning path;

• the organizers of the process of lifelong learning in all the diversity of its forms.

In the context of the professional training implementation in the field of knowledge intensive technologies, the role of the teacher as a carrier of professional experience and his personal qualities significantly increases. This necessarily requires continuous improvement and success in the professional sphere of all subjects of the system, so that their achievements represent a guideline for development for students. In contrast to the traditional approach, students are not only an object, but also a subject of the system, productively interacting with educational content, forming their educational route in the procedural and substantive aspects.

Sources of educational, scientific, and technological information. The source of knowledge in the model of the CPEs implementation network form, as well as in the model of traditional education, is educational and scientific publications, technical literature, personal and social experience. However, the forms of presentation of these sources and their complexity for educational purposes are significantly expanding and deepening. This is made possible thanks to the development of online educational modules ( Nazarov & Sergeeva, 2016), new basic educational programs, further professional education programs, e-learning courses ( Uziak et al., 2018), information databases of enterprises, etc. It is important that these sources of information are constantly updated, and access to them can be obtained at any time.

Digital technologies as a necessary means of learning and providing continuing education. The model under consideration expressively reveals the possibilities that digital technologies possess in methodological, didactic and organizational aspects. Let us analyse the main of these functions.

• Ensuring accessibility and rapid dissemination of information resources. The opportunities offered by modern telecommunication technologies make it possible to organize training in various formats, including distance and online ones ( Volungeviciene et al., 2020), at a level that meets modern requirements for the quality and effectiveness of professional education. Along with educational, information resources are becoming available that meet the current state of science and the innovative economy.

• Technical support for the creating digital educational resources process. There is a wide variety of educational platforms (Coursera, EdX, etc.), e-learning platforms (Moodle, Blackboard, CourseLab, etc.), on which the development and implementation of online and offline courses is possible. At the same time, it is possible to organize training in any format: full-time or part-time study in undergraduate programs ( Nazarov & Sergeeva, 2016), master's programs ( Ershova & Nazarov, 2017), further professional education ( Korshunov et al., 2019), independent professional development and etc.

• Ensuring the joint activities of all participants in the educational process, separated by space and time. Thanks to dual training, in which, along with university teachers, subjects and objects of educational activity are employees of enterprises, it becomes possible to quickly adjust educational programs in accordance with rapidly changing conditions and learning objectives ( Andreev et al., 2020).

• Providing learning process flexible management. The formation of individual learning paths is of fundamental importance here. Differentiation of training is achieved through the use of a modern technological base of enterprises, integrated information and analytical systems, e-learning platforms. The optimization of the educational process is possible through the implementation of operational control (self-control) of knowledge and evaluation of the results achieved during training, including in automated or online modes.

• Providing the ability to conduct a remote experiment, work with software systems available in scientific and production centres.

• Providing opportunities for the formation and improvement of students' information culture, development of skills to evaluate the effectiveness and reliability of information obtained from various sources. The use of digital technologies helps to overcome the modern form of social inequality - information inequality, which allows each member of the society to get a professional education and find a job.

Modern scientific and technological base. The tasks of the knowledge-based economy determine the need to combine the personnel, technological and production potential of universities and enterprises. The key here is the development of their training and production base, carried out within the framework of the network form of CPEs implementation, the development and use of methods in which theoretical training and industrial training practice are tightly integrated.

Institutional structures as centres for the scientific and production activities organization. Such structures created by participants in the network form of CPE implementation are designed to provide organizationally and technologically advanced practice-oriented training and design and research activities in the field of knowledge intensive technology. These tasks can be performed by: scientific and educational centres; scientific and pedagogical schools; centres for knowledge intensive technology the development and testing; centres of students and teachers academic mobility; design centres, etc.

Institutional structures as a whole provide the following functions:

• the combination of advanced scientific research and educational programs;

• involvement of teachers and students in planning and design and innovation activity;

• organization of small-scale knowledge intensive production;

• training for the territories;

• creating conditions for ensuring continuing professional education;

• stimulation of universities and enterprises to organize joint educational activities;

• search for sources of joint educational activities financing etc.

Methodological complex of CPE. New forms and means of training predetermine the need to create an adequate methodological complex that ensures the following functions:

• methodological substantiation of the educational material content selection for various forms of its presentation in the educational programs training modules;

• methodological substantiation of the choice and ensuring the tools consistency for the digital educational resources design;

• providing guidelines on the use of digital educational resources for various forms of training and educational programs;

• methodological support for independent, educational, research and innovative activities of students;

• methodological support of practices at knowledge intensive enterprises;

• methodological substantiation of an individual educational trajectory and vocational guidance choice;

• assistance in the implementation of the advanced education concept, focused on living conditions and changes in professional activities;

• widespread use of digital technology in continuing education.

It should be emphasized that a complex of interconnected and mutually reinforcing methods, the functional properties of which as a whole make it possible to form a learning environment that is not limited to a specific university or enterprise is being spoken about.

The relationship between the structural elements of the model

We analyse the relationship between the elements of the model, which are based on the use of modern technologies, methods and teaching aids, human and scientific and technical potential of enterprises and educational institutions.

Firstly, the interconnection of institutional structures, the modern scientific and technological base as the necessary means of organizing and conducting practice-oriented training in the field of knowledge intensive technology and subjects of the educational process. Undoubtedly, the scientific and technological base of enterprises is a necessary element for conducting practices carried out by representatives of employers. But this function is significantly expanded by combining the efforts of individual entrepreneurs and universities. This, in particular, can be achieved through: joint operation and maintenance of educational equipment and technological resources; organization of basic departments at enterprises work; participation in dual training; joint participation in scientific, inventive and rationalization activities; the formation of joint design and scientific-educational centres with the involvement of students in their work; conducting an independent examination of the professional training quality of students both in universities and in enterprises; development of indicators and criteria for assessing the professional competence of students, etc.

Secondly, the relationship of sources of educational, scientific, and technical information, digital technologies with objects and subjects of the educational process. Both teachers and students are actively using digital technology as one of the main means of CPE. At the same time, with the help of digital technologies, the necessary completeness and breadth of the information provided is offered; efficiency in its exchange; communication of training subjects using tools of social networks and messenger applications (VKontakte, Instagram, Facebook, Viber, etc.), participation in thematic video conferences on Zoom, Trueconf platforms, etc .; differentiated access to information; individualization of learning paths.

Thirdly, the interconnection of digital technologies, the methodological CPE complex and learning objects. The methodological system provides the teacher and student with a set of methods, techniques and teaching aids that combines the best achievements of traditional academic and professional education, and innovative online and offline teaching methods based on the use of digital technologies. The possibility of accessing methodological complexes, for example, network educational modules ( Nazarov & Sergeeva, 2016), makes the learning process meaningful, satisfying the tasks of practice-oriented preparation. The interactive nature of training allows to achieve a high degree of diagnostic of the knowledge, skills, and competencies level.

Continuity of professional education in this context means the possibility for subjects to choose a set of tools, techniques and activities that meet the goals of modern education, and the role of digital technology is to accompany variational training within the network form of CPE programs implementing.

System model of a network form for the continuing professional education implementation

The established interconnections made it possible to construct a structural diagram of a system model for a network form of CPE implementing in the field of high technology, which is shown in Figure 01 . It is important that objects of professional activity are in interaction with all structural elements of the system and are its focus.

By the system of the network form of CPE implementation, we mean the set of actively interacting on a regular basis personnel, information-educational and production-technological resources, institutional structures, methodological and program-teaching tools aimed at achieving the continuing professional education goals.

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To identify the effectiveness of the system of the CPE network form implementation, carried out in accordance with the developed model, we used methods of system analysis, questionnaires and monitoring of learning outcomes. For example, during the implementation of further professional education programs, all teachers keep diaries of discipline testing, where they record the activities of students: activity, difficulties, results; perception of educational materials; deviation of time for the planned activities implementation, material and technical resources completeness and adequacy. At the end of each training module study, a survey of students is conducted, and upon entire program completion, as a rule, interviews with the management of the enterprise or company that initiated the development of the program.

Differentiated Learning Approach

This integrative function of the system is manifested in the embodiment of personality-oriented professional training, which was achieved by the transition to flexible learning schemes both in the university and in enterprises. Within the network form of CPE implementation, it was possible to ensure close cooperation between PetrSU and the Fund for Infrastructure and Educational Programs (FIEP) of the RUSNANO group. Modular programs aimed at improving the qualifications of engineering personnel of various profiles have been developed. Six program modules have been successfully implemented in the educational process of PetrSU for the preparation of masters.

As an example, we consider the structure of the further professional education program in the design and production of micro- and nanoelectromechanical systems. Training begins with a general theoretical discipline implemented in the format of a remote module. Further training is provided. During the development of the basic part of the program, depending on the engineering training profile, students learn one of the professional modules. The variable part of the program is formed on the basis of the personal preferences of the students. So, mastering a professional module designed for process engineers, a student, as a variator, can choose an academic discipline from the base part, for example, a program for design engineers.

Practice-oriented approach to professional training

In the process of lifelong learning, situations arise that create the need to acquire new knowledge that is important for an innovative economy and for a particular student. Specifically, the programs implemented by PetrSU together with the FIEP are initiated by the management of a certain enterprise to fill the shortage of qualified employees. The development of the training program takes into account plans for the technological base modernization that specify the production strategy of the enterprise; defines new and / or clarifies the existing labour functions necessary for the implementation of new technological processes, industries, and equipment. All programs are practice-oriented, and the educational activities of their students are relevant and in demand.

For example, in 2018, the further professional program was successfully implemented in the field of hardening technologies for wear-resistant nanostructured coatings used in the Petrozavodskmash plant (AEM-technology JSC Branch in Petrozavodsk). Subsequently, a Welding Centre was opened to improve the qualifications of the company's employees and undergo practical training for students, and the introduction of laser robotic welding began at the enterprises of State Atomic Energy Corporation Rosatom.

The organic connection of motivation, content, and methodology with the science and high technology achievements

Several aspects can be highlighted here. Firstly, the formation of a value attitude to theoretical and practical knowledge as the basis for the creation of innovative technologies. This is achieved by involving leading Russian and foreign scientists and practitioners in the development and implementation of educational programs. For example, A. E. Fedotov, Doctor of Technical Sciences, President of the All-Russian Public Organization “Association of Microcontaminants Control Engineers” developed and conducted training on the professional module “Technologies in Nanoelectronics”. Future engineers studied the Mentor Graphics computer aided design system (CAD) at the Mentor Graphics training and research centre, and Cadence CAD was taught by the official distributor of Cadence Design Systems and the German branch of this company.

Secondly, the opportunities that modern information resources provide to bring the content and methodology of professional education in accordance with the current state of science and high technology. The adaptation of modern scientific knowledge to the educational process is especially significant here. Four distance modules created during the interaction between PetrSU and FIEP were successfully implemented in the educational process of the magistracy in the areas of training "Electronics and Nanoelectronics" and "Instrument Making".

Thirdly, the relationship of the content and methodology of continuing education with the achievements of digital technology. On the one hand, these technologies are important as a means of training, contributing to the improvement of its quality and effectiveness. On the other hand, the adaptation of a man to the information environment, the formation of his digital culture meets one of the most important tasks of modern education modernization. If the first training modules for distance learning were slides with text and pictures, then in the future, animations, videos, virtual simulators, online communication tools, as well as online educational modules developed on e-learning platforms were actively used ( Ershova & Nazarov, 2017; Nazarov & Sergeeva, 2016).

Integral involvement of institutional structures and system actors in the educational process

Here we are talking not only about planned actions related to rational cognition, but about future employment as well. As part of the network form of CPE implementation carried out by PetrSU and FIEP, masters and university teachers were involved in training along with the engineering personnel of the enterprise that initiated the design and testing of a specific program. Three projects were conducted to improve the skills of employees of JS Nanotech JSC, one of the leading microelectronics enterprises in the Russian Federation. As a result, 12 Masters of PetrSU who took part in testing the further professional education program were employed at this enterprise. In 2016, the GS-Nanotech enterprise opened the base department of PetrSU, and then the Nanocenter was opened on the university campus to solve the research problems of an industrial partner.

In 2017-2018, two joint projects in the field of creating solid-state data storage systems and a hybrid technology for the production of multi-chip microcircuits were launched as part of the Federal target program “Research and Development in Priority Directions for the Development of the Russian Science and Technology Complex for 2014-2020”.

Democratic organization of the educational process

In conditions when a student becomes a full-fledged subject of educational and cognitive activity, relations between students and teachers that are qualitatively different from traditional ones are formed. They can be characterized as partnerships, when students are not forced to, but voluntarily, on the basis of their own experience, recognize the stimulating role of teachers who meet modern requirements in terms of their personal and professional qualities. For example, when implementing the further professional education program for the branch of AEM-Technology JSC, initially the students of the program did not believe that it was possible to use laser welding for large objects and argued with teachers. However, after completing a practice at the Vladimir Engineering Centre for the Use of Laser Technologies in Mechanical Engineering at Vladimir State University (VlGU), the students of the program initiated the introduction of laser robotic welding at their enterprise, pushing for the need for this process in defense of final qualification works.

The ability of the system to develop and modernize

The feedbacks existing in the system between its elements provide the ability to control the educational process based on its results.

The ability to modernize is ensured by the participation of subjects of the educational process in the educational environment formation and the capabilities of the institutional structures of the system. For example, based on the results of testing further professional education programs, changes were made both to these programs and to university curricula and academic course working programs; developing the material and technical resources of the university due to the technological base of individual entrepreneurship; Research centres (R&D) of enterprises are being created. In particular, based on the results of studying the professional module “Designing Microelectronics Devices Based on FPGAs”, the discipline “Designing Microprocessor Systems” of the master's curriculum was modernized, and the discipline “Quality Management” is read on the example of the quality system organization of the “JC Nanotech JSC”.

As for the development of the institutional structures of the system, in 2019–2020 the base department of PetrSU was opened at the enterprise Petrozavodskmash Foundry LLC, within the framework of which a metallography laboratory and a mathematical modelling laboratory for thermal processes of cast crystallization were created.