Prospects for the application of the network form of the implementation of educational programs in the field of pedagogical education. Some aspects of the implementation of the network form of the implementation of educational programs Network education and project competencies

Proposed by the legislator in the provisions of Art. 15 of the Federal Law 273-FZ "On Education in the Russian Federation" dated December 29, 2013 (hereinafter - the Federal Law "On Education"), the network form of the implementation of educational programs (hereinafter - the network form) is a contractual model for harmonizing the wills and interests of different subjects representing spheres of education and economics. Despite the dichotomy of the circle of subjects of the network form, which predetermines the interaction both exclusively of organizations carrying out educational activities and together with organizations that do not represent this sphere, at the legislative level, at first glance, it is precisely the network contractual grounds for the implementation of educational programs with the collaboration of subjects that are obligatory. ... However, this conclusion seems to us premature. Indeed, the provisions of the Federal Law "On Education" do not mention any other agreements allowing two organizations carrying out educational activities to implement an educational program, not to mention pooling the resources of organizations in different fields. On the other hand, the provisions of Art. 15 of the aforementioned legislative act cannot be interpreted as obliging to conclude exclusively an agreement on the network form in the case of the implementation of an educational program by two or more entities, only one of which is an organization carrying out educational activities. It seems that the legislator's motivation was the desire to streamline the situation, first of all, of the so-called "joint educational programs" existing in the framework of cooperation of two or more organizations carrying out educational activities. And only the second motive can be considered the acquisition of a legal form for relations between educational organizations and other organizations, as they are described in the provisions of Art. 15 of the Federal Law "On Education".

First of all, we note that the literal content of the network form in the provisions of Art. 15 of the Federal Law "On Education" indicates that there is no obligation for organizations to network interaction. Consequently, the goal of the network form is not achieved as a result of network interaction of the parties to the agreement, which leads to the absence of network interaction procedures at the normative level. Some authors draw attention to this pattern, however, only in the context of the consequences - the absence of procedures. At the same time, some normative legal acts point to the implementation of network interaction as a result pursued by the legislator when formulating the network form in the provisions of the aforementioned law: “… effective use of existing premises (including through network interaction)”. The two organizations have pooled resources in certain proportions, but this imposes an obligation on the implementation of the educational program only on the entity vested with the right in accordance with the Federal Law "On Education". A participant in the online form, which is an organization carrying out educational activities, does not have the right to limit itself to the implementation of the program, but is obliged to take part in its development and approval. Within the meaning of the provisions of Part 1 and Part 2 of Art. 15 of the Federal Law "On Education", any of the parties to the agreement on the network form cannot single out their participation solely in the form of "approval" of the educational program. An indirect confirmation of the absence of regulatory limits for the parties to the network form agreement is presented in the provisions of the Decree of the Government of the Russian Federation dated October 28, 2013 No. 966 "On licensing educational activities", indicating such a mandatory licensing requirement as the existence of a network form agreement and jointly developed and approved educational programs. This regulation applies, of course, to the parties to the agreement on the network form, which are organizations carrying out educational activities. In a situation of agreement between such an organization and another organization, the fulfillment of the licensing requirement is reduced to the existence of an agreement that determines the resource basis of the activity. Moreover, if the joint development and approval of an educational program is imposed only on organizations that carry out educational activities, participating in a network form, then the implementation of the program is also entrusted to another organization with its participation as a party to such an agreement.

Today, Russian educational legislation does not demonstrate a special procedure for the development and approval of educational programs implemented in a network form. As a result, depending on the situation, the parties to the agreement on the network form understand differently their degree of involvement in both stages of the program preparation. And the interpretation of the appropriate degree of participation of the subjects is carried out at the level of law enforcement authorities. At the same time, we note that the proposed by the courts, albeit based on a literal interpretation of the provisions of Art. 15 of the Federal Law "On Education", positions are isolated examples, which does not mean the absence of problems that cannot be brought to the level of judicial practice. So, in law enforcement practice, the following situations received a legal assessment. Firstly, the absence of jointly developed and approved by organizations carrying out educational activities, educational programs, which is a violation of the requirements of Part 2 of Art. 15 of the Federal Law "On Education". The absence of the status of joint programs is confirmed by the totality of facts of the absence of information on the title page of the program and the indication of the date of their approval, earlier than the date of the start of their implementation in the online form. Note that this violation for organizations that carry out educational activities and are commercial organizations, forms the objective side of the administrative offense, represented by Part 3 of Art. 14.1 of the Code of Administrative Offenses of the Russian Federation - carrying out entrepreneurial activities in violation of the requirements and conditions provided for by a special permit (license). Secondly, the absence in the agreement on the network form of the conditions and procedure for the implementation of educational activities by programs, constituting a violation of paragraph 3 of part 3 of Art. 15 of the Federal Law on Education. This condition should be included in any contract on the network form, regardless of its parties. In the case under consideration, an agreement was concluded between an educational organization and another organization, which did not exclude the need to detail educational activities within the network form, that is, the procedure for implementing the program. At the same time, another organization that is not formally endowed with the right to develop and approve an educational program is obliged to participate in the implementation of the program, which means that it will be necessary to describe its role in the implementation of educational activities (for example, the provision of resources to ensure students undergo practical training in the educational process). Partly related to the previous problem is the question of determining among the organizations that carry out educational activities and implement the program, responsible for issuing a document on education, which is also an essential condition of the agreement on the network form. For the legislative reasons indicated by us earlier, the issuance of a document cannot be assigned to an organization that does not carry out educational activities. This means that the real responsibility applies only to the organization of the education sector. Thirdly, violation of the requirements for the subject composition of the agreement on the network form. As follows from the provisions of Part 1 of Art. 15 of the Federal Law "On Education", the parties to the contract can be organizations, but not individual entrepreneurs who carry out educational activities directly. Consequently, even the actual availability of resources necessary for the implementation of an educational program in a network form cannot be the basis for an extensive interpretation of the provisions of Part 1 of Art. 15 of the aforementioned legislative act in order to include individual entrepreneurs in the circle of "other organizations", although they are entitled to carry out educational activities directly.

Along with the questions raised, the problem of the responsibility of the second participant, who does not represent the education sector, for the provision of educational services, compliance with the requirements of licensing and state accreditation of educational activities, arises. Following the legislative concept of the network form, in all three cases the appropriate subjects of administrative, civil liability will be the organization that implements the educational program. Such a state of affairs would be excluded in a situation of direct normative indication of the purpose of the network interaction of subjects, that is, the implementation of the educational program by all participants of the corresponding agreement on the network form. However, this regulation is possible only together with systemic changes to the Federal Law "On Education", expanding the range of subjects entitled to implement educational programs. The issue of responsibility remains open in relation to the head of an organization that carries out educational activities under the program in an online form. The current normative legal regulation does not take into account the peculiarities of the implementation of the agreement on the network form, which involves the attraction of resources from other parties, and therefore affects, in general, educational activities and, in particular, the provision of educational services. As a result, the administrative responsibility of the head of an organization carrying out educational activities is excluded only if other participants in the network form fulfill their obligations. Hypothetically, it is possible to exclude the grounds for holding the manager accountable by formulating the terms of the agreement on the network form, accurately distributing obligations between the parties and specifying the timing of their performance. Nevertheless, the responsibilities of the head of an organization carrying out educational activities in a network form seem to us to be unreasonably broad at the present stage of regulation of this legal institution.

Having considered the terms of the contract, presented in the provisions of Part 3 of Art. 15 of the Federal Law "On Education", it can be noted that this list needs clarification. We agree with the authors who consider it superfluous to highlight the procedure for organizing academic mobility of students, when the agreement should take into account the conditions and procedure for the implementation of educational activities in an educational program, including academic mobility. Another issue is related to the focus of the agreement on the network form only on the implementation of the educational program, but not the profile of the program. Currently, the profiling of programs is quite popular, which can be seen by referring to the websites of the leading educational organizations in Russia. Let's not forget that the profile, as follows from the provisions of Art. 2 of the Federal Law "On Education" determines not only the orientation of the program to the subject-thematic content, but also the types of educational activities and requirements for the results of mastering the program. Therefore, in our opinion, the legislator, offering the opportunity to implement the program in a network form, assumed its extension to any program profile. Thus, the situation of the implementation of one program in the classical form and its profile in the network form is consistent with the current regulatory legal regulation.

As you can see, the formal equality of the parties to the agreement on the network form is accompanied by the actual differentiation of their degree of participation. For example, in the legal literature one can find publications, the authors of which reasonably criticize the distribution between the parties of the network form of the statuses of different partners. The real differentiation of the roles of the subjects predetermines their inequality, which contradicts the idea of ​​the network form as an equal interaction of organizations in order to implement educational programs. This situation has developed, in many respects, due to the lack of legal regulation of the status of a participant in the agreement on the network form. Indeed, the legalization of the legal status of the network partner would allow to remove several of the raised questions. For example, defining the problem of the status of a foreign organization carrying out educational activities, or another organization as participants in a network form. Today, their participation in contractual relations regarding the network form of the implementation of educational programs encounters difficulties in connection with licensing due to the requirement to indicate the address of the relevant organization. Perhaps there is a way to overcome this problem, but it is not indicated at the normative level. On the other hand, if there is a license to carry out educational activities according to a certain program, the licensing process for a similar program, but planned for implementation in a network form, should take place, it seems, in a simplified manner.

Having considered some of the problems of joint development, approval and implementation of educational programs in a network form, we can draw the following conclusions.

First, the requirements for the implementation of educational programs in the form of network interaction presuppose joint development by the parties to the agreement and the approval of educational programs, and not approval by one party of the program developed and implemented by the other party. Non-compliance of the agreement on the network form of the implementation of educational programs with the legislation entails the suspension of the license. However, an expansive interpretation of the provisions of Part 1 of Art. 15 of the Federal Law "On Education" in order to include in the circle of "other organizations" individual entrepreneurs, albeit endowed with the right to carry out educational activities.

Secondly, at the current stage of development of educational legislation, the agreement on the network form allows two or more organizations carrying out educational activities to implement joint programs according to the model of distribution of academic semesters between participants. Such experience, in relation to cooperation between Russian and foreign educational organizations, is considered in rare publications on legal topics. Nevertheless, the agreement on the network form is not the only agreement that allows reaching the level of "joint educational programs". On the one hand, the present concept is not represented in the glossary of the Federal Law "On Education", which means that it has a multiplicity of content contributed by cooperating entities. On the other hand, in the provisions of Part 3 of Art. 105 of the legislative act under consideration, Russian organizations engaged in educational activities are invited to conclude an "agreement on education" with foreign organizations in the direction of the development and implementation of educational programs. This agreement as a subject may include the development and implementation of educational programs jointly with foreign organizations, which confirms our conclusion that there is no monism of the agreement on the network form as the only legal way to implement joint programs by Russian and foreign organizations. Nevertheless, it seems to us not entirely correct to regard the legislative consolidation of the network form as aimed, first of all, at stimulating, first of all, additional educational programs (1), since it creates legal grounds for issuing several documents on education and (or) on qualifications or training documents (clause 4, part 3, article 15 of the Federal Law "On Education").

Thirdly, the model provisions for educational organizations presented in Russian legislation do not separately take into account the implementation of educational programs in a network form. We can agree with the authors who consider it expedient to adopt a separate model provision for the interaction of organizations carrying out educational activities in a network form. At the same time, it seems to us debatable the idea of ​​unifying the procedure for the implementation of educational activities on programs in a network form for specific types of educational organizations: federal universities, research universities. The peculiarities of educational activities in network programs are taken into account at the subordinate level and apply to any organizations carrying out educational activities. Certain types of organizations may have the right to develop, adopt and use their own educational standards, which imply the implementation of programs in areas in a network form. In turn, the detailing of the use of the network form occurs in the contract and educational and methodological documentation of the educational program. Such a scheme leaves federal universities and research universities quite wide discretion in the choice and design of educational programs in a networked form. The implementation of programs and, as a consequence, the implementation of educational activities, along with the fulfillment of the requirements of by-laws, is determined by local acts of organizations. As you can see, certain types of organizations are not limited due to their status in determining the order of implementation of programs, which means that a special unification of this order seems to us, at least, premature.

Fourth, having analyzed the laconic definition of the network form in the provisions of Art. 15 of the Federal Law "On Education", we believe that the legislator deliberately leaves the details of regulation for sub-legislative and local rule-making, which allows any organization to find the proper design of the selected network collaboration. Of course, the parties are subject to obligations not only from contractual relations, since the terms of such an agreement are not left open and are presented at the normative level in Art. 15 of the mentioned legislative act as a closed list. It is difficult to say how effective this approach is now, since there are both pluses and minuses of the decision. The positive aspects are the standard, formulated at the legislative and subordinate levels, unified requirements for the network form, which make it possible to guarantee uniform approaches to the institutions of education legislation, the certainty of the legal status of subjects, the quality standards of education and the provision of educational services. The main disadvantage, in turn, is associated with the requirements for the presence in the agreement on the network form of specific parameters, outside of which other conditions will de jure be considered as contrary to the nature of this agreement. For example, the parties agree not only on the development and implementation of an educational program in a networked form, but also want to create an institutional prerequisite for this - a “base department”. Following the model of the contract in the provisions of Art. 15 of the Federal Law "On Education", the creation of structural units of an educational organization cannot be included in the subject of the agreement. At the same time, the agreement on the creation of a “base department” is not presented in educational legislation and can be legalized through cooperation agreements and other agreements not related to the development and implementation of educational programs by several entities. Therefore, it would be appropriate to leave the list of conditions of the agreement on the network form open, ensuring the mobility of the parties in determining the necessary institutional changes for the new educational program. As we noted in one of the previous publications, an agreement on the network form cannot be covered by an agreement on the creation of a base department, since the subject of the latter is to supplement the structure of an educational organization, while an agreement on a network form is aimed at distributing the rights and obligations of the parties in the implementation of educational programs.

NOTES

(1) Despite the existing at the normative level reverence for the promotion of the network form for additional educational programs. Cm. .

The problem of networking among educational institutions is not new. An active search for adequate organizational and legal forms for the implementation of changes in the education system has been conducted since the 90s of the last century in the education system.

In the case when it comes to supporting local initiatives, developing the independence of educational organizations, searching for educational resources outside educational organizations, the idea of ​​network interaction also begins to be discussed.

So, for example, network interaction is considered as a mechanism for the implementation of new educational programs, as an indispensable attribute of educational activities, as an integral mechanism for achieving a new quality of education and as a way to design the educational system as a whole.

Networking has acquired great importance for the higher education system. Here, the most significant was the network form of the implementation of educational programs, which ensures the cooperation of the resources of several higher education organizations.

This trend was associated with several processes in the higher education system, including the Bologna process, which began in the last century, which assumed:

- development of cooperation between universities;

- synchronization of most of the educational programs;

- development of distance learning forms;

- the emergence of new institutions of higher education, which naturally led to an increase in the total number of part-time employees among the teaching staff;

- development of research activities, including at the international level, which also affected the expansion of academic mobility, the spread of student and teacher exchange programs.

It should be noted that with all the positive characteristics of the network form of the implementation of educational programs, sometimes the network form is considered as a certain protective or defensive argument on the part of educational organizations.

In connection with the beginning and in many respects natural process of unification of educational institutions of higher education, the network form of the implementation of educational programs is considered as compensation for the lack of universities' own resources for the implementation of educational programs.

The practical implementation of the ideas of network interaction was largely constrained by the lack of regulatory frameworks.

In 2012, in the Federal Law "On Education in the Russian Federation" (hereinafter referred to as the Federal Law), for the first time, the norm governing the network form of the implementation of educational programs was enshrined (Article 15). However, the wording in the Federal Law is of a general nature, establishing the framework regulation of the institution of network interaction in the implementation of educational activities.

When implementing this article, a number of law enforcement difficulties arise that require separate consideration and decision. However, today the prospects of using the online form can hardly be disputed.

In the implementation of educational programs using the network form, along with organizations carrying out educational activities, scientific organizations, medical organizations, cultural organizations, physical culture and sports and other organizations that have the resources necessary to carry out training, conduct educational and industrial practice and implement other types of educational activities provided for by the relevant educational program.

When implementing the basic educational programs of higher education in a network form by two or more educational organizations, each university must have a license to carry out educational activities in the corresponding field of study.

An exception to this rule may be cases when one educational organization implements disciplines (modules) related to the basic part of the educational program, which, according to federal state educational standards (hereinafter - FSES), have the same content in different professions, specialties, areas of training (for example , disciplines (modules) in physical culture and sports).

In this case, for an organization that implements such disciplines (modules) within the network form, it is sufficient to have a license to carry out educational activities in any of the professions, specialties, in any of the areas of training of the corresponding level of vocational education, which, according to the Federal State Educational Standards, provide for the development of these disciplines (modules ).

At the same time, if the licensee intends to provide educational services for the implementation of new educational programs through the network form, a copy of the agreement between organizations carrying out educational activities participating in the network form of implementing educational programs is submitted to the licensing authority.

For the implementation of educational programs using the network form by several organizations carrying out educational activities, such organizations also jointly develop and approve educational programs.

Approval of joint educational programs is carried out by the head of the organization (his authorized person) or by the collegial management body (for example, the academic council) of each educational organization in accordance with their charters.

The use of the network form of the implementation of educational programs is carried out on the basis of an agreement between organizations.

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

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

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

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

4) issued document or documents on education and (or) on qualifications, document or documents on training, as well as organizations carrying out educational activities that issue these documents;

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

In the network form, students, as a rule, are admitted to one of the organizations carrying out educational activities (hereinafter referred to as the base organization), in accordance with the established admission procedure for the relevant educational programs.

Other organizations carrying out educational activities and participating in a network form implement the part of the educational program provided for by the contract (provide educational services) in relation to these students and send the necessary information to the base organization for offsetting the development of the relevant academic subjects, disciplines, modules.

Educational activities carried out in the framework of the network form are reimbursable, including when students are admitted to the base organization at the expense of budgetary allocations. In this regard, the agreement on the network form must contain elements of the agreement for the provision of paid educational services provided for in Article 54 of the Federal Law (the cost of training and the procedure for payment).

In practice, the most common option is to implement an educational program jointly by two (rarely more) educational organizations. In the context of the implementation of higher education programs, this means that a student enters and enrolls in one university, in which he masters the main part of the educational program, but at the same time some of the disciplines (modules) are studied in another university, in which, for example, there are leading specialists in the corresponding subject area.

At the same time, the main university counts the results of mastering these disciplines. In fact, this practice has a long history, but in a slightly different organizational and legal form.

In fact, the predecessor of the network form in this version is the invitation by the university of the leading teachers in the relevant field from another university (other universities) on the terms of part-time or hourly wages. Obviously, in this case, the teacher will use all the developments that were made in the university where he works at the main place.

The network form of the implementation of the educational program eliminates the need for overloading teachers, transport costs, conflict of interests, makes it possible to use the material and technical base of the university, which is most important in the engineering and technological spheres.

However, it seems that the use of the network form of implementing educational programs is not limited to the described option, but can be significantly expanded due to new mechanisms of network interaction, primarily through the use of modern information technologies.

This is also due to the fact that the emergence of social networks, big data arrays (big data), cloud technologies and crowdsourcing systems opens up fundamentally new opportunities for solving urgent problems facing the education system.

Networked Education and Project Competencies

Today, project activity is considered as the core professional competence of a teacher. The basic labor function of a teacher in accordance with the professional standard approved by order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n dated October 18, 2013 is pedagogical design and implementation:

- the educational process in educational institutions of preschool, primary general, basic general, secondary general education;

- basic general education programs.

These provisions mean that in the preparation of a teacher, first of all, one should rely on the formation of project competencies both in the field of holistic educational programs, involving collectively distributed activities in teaching collectives, and in the field of individual teaching activities related to the teaching of certain academic subjects, basic general educational programs.

As a consequence, this presupposes the ability of a pedagogical university graduate to design:

- educational space, educational programs and individual educational routes of students;

- technologies and specific teaching methods within the framework of federal state educational standards and taking into account exemplary educational programs.

The formation of project competencies can be most fully implemented within the framework of the joint work of large groups of students.

This work should take place under the guidance (with moderation or coordination) of teachers who organize project discussions, set the framework and directions of the discussion.

The model of the network form in this context provides for the use of modern information technologies that make it possible to effectively set up such work (to decompose the designed object into the parts under discussion, to provide the possibility of joint editing of documents, expressing opinions and building their rating, etc.).

Here we can talk about the emergence of a new objectivity of network interaction - the construction of training systems with the participation of large groups of people, and the efficiency of such systems directly depends on the number of participants in network interaction and the coordination of their interaction.

The organizational model of the network form of the implementation of educational programs in this case may look as follows:

1. In the formed group (association) of educational organizations, a base organization is selected that determines the design object, forms the program and carries out design management.

2. The educational programs of each of the organizations participating in network interaction include a single special discipline (module) aimed at developing design competencies.

3. The program of this discipline (module) is approved by all participants in network interaction.

4. Under an agreement with other organizations, the base organization implements the specified discipline (module) using distance learning technologies (organizes project activities of students), carries out certification on it (also possible remotely) and issues a document (certificate) confirming the development of this discipline.

5. The network form of organizing design activities is carried out not only through remote technologies, but also involves periodic meetings, seminars and conferences.

The activities of the Moscow City Pedagogical University and its partners in organizing public consultations on the approximate basic educational program of basic general education, which took place with the participation of more than 70 thousand people, can be considered as a prototype of such joint university work.

These consultations ensured the construction of a special social network of educators, which, operating on the principles of crowdsourcing, made it possible to evaluate, refine and ensure public acceptance of an exemplary educational program of basic general education.

The created system assumed not only the opportunity to speak out on certain aspects of the approximate basic educational program, but also through the mutual voluntary assessment of the statements by the participants in the discussion to identify the most acute problems in the field of school education, present hundreds of possible options for curricula created by practicing teachers, coordinate educational and educational activities of the school, exchange experience in the implementation of elective courses in the general education system.

In fact, on the basis of a similarly organized work, the activity of educational organizations on the organization of a modern network form of implementation of educational programs can be built.

In this case, the subject of network interaction is not only the exchange of available resources, but also the work on a joint project.

The created environment for the design of educational programs will allow each student:

- learn how to independently design educational programs;

- exchange ideas and resources both with established practicing teachers from different regions of Russia, and with students from other universities;

- master the general consulting environment on various aspects of educational activities.

In addition, it will be possible to compare and bring together the research interests of university teachers, to coordinate the scientific potential of pedagogical universities with urgent tasks in the field of educational policy, to create a real basis for the formation of design competencies in students.

In this case, it will be possible to build network interaction not only for the exchange of resources, but also in connection with a fundamentally new common subject of interaction.

Moreover, the subject itself develops and is a useful educational material only in the case of a variety of opinions, ways of referring to the educational content, in the case of a sufficiently rich discussion environment. Of course, the creation of such disciplines (modules) requires significant organizational efforts. It is necessary to teach students to work in a special discussion environment, master the tools for designing educational programs and curricula, plan diagnostic tools, understand the relationship between planning lesson and extracurricular activities, evaluate the proposals of other participants in the discussion.

A special network discipline (module) "Designing educational programs" can be considered as an academic discipline (module). Teachers-coordinators will be needed within the framework of this network discipline (module), it will be necessary to work out the tools for assessing student work and the criteria for crediting the mastered discipline (module). However, in our opinion, these efforts are fully justified from the standpoint of ensuring the compliance of the quality of training of students with the established requirements of the professional standard.

In turn, from the point of view of the development of network interaction, we are dealing with its new function - not only the distribution or consolidation of existing educational resources, but also such a pooling of resources that makes it possible to build a new educational content. This new content appears only in the context of special interaction between network participants.

Thus, it seems that the network form is not just one of the new opportunities (a kind of option for the implementation of educational programs), but also a necessary fundamentally new tool for the effective and high-quality construction of educational activities.

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

A.A. Voronin

[email protected]

Russian State Vocational Pedagogical University, Yekaterinburg

The article discusses the legal foundations of the network form of the implementation of educational programs, identifies some organizational aspects and problems. The legal aspects of the agreement on network interaction are considered.

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

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

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

One of the innovations of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (hereinafter - the Law on Education) is Art. 13, which provides that educational programs are implemented by an organization carrying out educational activities, both independently and through network forms of their implementation. The actual network form of the implementation of educational programs is devoted to Art. 15

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

The legislator does not give a legal definition of the concept of "network form", but the analysis of Art. 15 of the law makes it possible to define the network form of the implementation of educational programs as the activities of educational organizations aimed at ensuring the possibility of mastering the educational program for students using the resources of several organizations carrying out educational activities, including foreign ones, as well as the resources of other organizations.

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

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

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

Of course, there is no need to talk about the possibility of widespread introduction and use of the network form of implementation of educational programs. It seems that this is not even necessary. Nevertheless, in educational organizations and in the educational authorities of the constituent entities of the Russian Federation, active "paper" work has begun on organizing network interaction at different levels of the education system. It is noteworthy that educational institutions and organizations of secondary vocational education have actively joined in this work.

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

However, it is currently impossible to say that federal universities have made progress in establishing contacts in order to implement a networked form of education. Work in the area under consideration

the activities of universities is in its infancy. Despite some perspective and attractiveness of the network form of implementation of educational programs, the process of organizing and implementing this form of education is too complicated and labor-intensive. In addition, the economic effect of such activities is not guaranteed.

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

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

The most realistic thing seems to be the establishment and expansion of network interaction between Russian universities, which will optimize the educational process, increasing its quality, since network interaction involves the widespread use of advanced experience and the active participation of highly qualified specialists.

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

Considering the real situation in the Russian education system, it is safe to say that the overwhelming majority of educational organizations of different levels today cannot boast of such academic attractiveness, but this does not mean that participation in projects for the network implementation of educational programs is closed for them. The online form is undoubtedly promising, and it is necessary to strive to participate in network programs with some effort. At the same time, one cannot agree with the rather widespread position that educational organizations that are not capable of network interaction or do not participate in it are doomed to “squeeze out” from the Russian market of educational services.

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

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

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

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

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

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

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

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

concretize it at your discretion, including other points, based on the need.

There are at least two parties in the contract under consideration: the sending educational organization and the receiving one. The responsibility for preparing students for educational programs using the online form lies largely on the side that is the holder of the educational program, that is, on the sending side. The receiving party organizing training only in a certain part (module) of the program is responsible for the quality of the organization and conduct of the educational process in this part (module).

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

ABOUT INTERDISCIPLINARY RELATIONS IN TEACHING GENERAL TECHNICAL

DISCIPLINE WHEN CHOOSING A TRAJECTORY OF LEARNING

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

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

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

[email protected]

Federal State Autonomous Educational Institution of Higher Professional Education "Ural Federal University named after the first President of Russia B. N. Yeltsin", Yekaterinburg

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

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

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

As a result of the meeting of the international council of the program "5 100" in Tomsk, the roadmap of UrFU was approved and it was decided to allocate additional funds for its development. It was possible to take the leading positions thanks to the great scientific and educational work carried out by the university staff.

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

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

Observations and conversations with students show that students understand the laws of rigid body mechanics than the laws of hydraulics, which seem complicated to them. The curing principle makes hydrostatics easier to perceive. Just as in the course on resistance of materials, when solving hydrostatics problems on the topic "The force of pressure on flat and curved surfaces", Varignon's theorem is used, which establishes the relationship between the moments of forces of a given system and the moment of their resultant force relative to a center or axis, and the principle D "Alamber, according to which, if inertia forces are added to the given (active) forces acting on the points of the mechanical system and the reactions of imposed constraints, then a balanced system of forces for a fluid at rest will be obtained. As in the resistance of materials, the calculation scheme of the problem is used , the forces are placed and the magnitude and direction of the resultant force and the point of its application are determined according to the theorem of moments Students who have previously studied the resistance of materials and theoretical mechanics solve problems without difficulty, since they remember the necessary formulas for the moments of inertia of the main types of sections.

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

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

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

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

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

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

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

V connection with the above, we distinguish the following types

interdisciplinary connections:

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

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

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

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

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

In practice, when drawing up programs, teachers experience great difficulties in highlighting the main and essential in educational information. There is a rapid growth of information on all branches of scientific knowledge, the emergence of new technologies and progressive forms and methods of labor, and it becomes clear that the difficult situation in which the teacher finds himself in the process of preparing for classes.

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

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

The identification of interdisciplinary connections is perceived by students as a small discovery and forms a view of science and the world around them as a whole. During classes, students become more active, their attention increases. This makes it possible to emotionally color the reading of disciplines from the professional cycle of the Federal State Educational Standard, which contributes to the creation of a friendly atmosphere in the classroom between the teacher and students and serves their common goal to study well and achieve high rating indicators.

BIBLIOGRAPHIC LIST

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

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

3. Loytsyansky, L.G. Mechanics of liquid and gas: Textbook. for universities / L.G. Loytsyansky. 6th ed., Rev. and add. - M .: Nauka, 1987 .-- 840 p.

4. Landau, L.D. Theoretical physics: textbook for universities. In 10 volumes.Vol. VI. Hydrodynamics. 5th ed., Stereo / L.D. Landau, E.M. Lifshits. - M .: FIZMATLIT, 2001 .-- 736 p.

5. Lapteva, N.E. Distance learning technologies in teaching hydraulics for correspondence students. / NOT. Lapteva, S.V. Chernoborodova // Construction and Education. Collection of scientific papers. Issue 15. Ekaterinburg: UrFU,

2012.S. 191–193.

6. Polyakov, A.A. Organization of training for the course "Resistance of materials" on the basis of innovative educational technologies / А.А. Polyakov, O.S. Kovalev, I.A. Lyubimtsev // Bulletin of the Ural Federal University, series 1, Problems of education, science and culture, 2012, No. 3 (104). WITH. 20–25.

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

8. Kovalev, O.S. Discipline "Resistance of materials" traditions and innovations [Electronic resource] / O.S. Kovalev, S.V. Chernoborodov // APRIORI. Series: Natural and technical sciences 2014. No. 5. - access mode: http://apriori-journal.ru/seria2/5-2014/Kovalev-Chernoborodova.pdf.

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

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

10. Polyakov, A.A. Socio-psychological training of an engineer-builder / O.S. Kovalev, A.A. Polyakov, I.A. Lyubimtsev // Bulletin of the Ural Federal University, series 1, Problems of education, science and culture, 2012, No. 3 (104). S. 63–68.

1

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

double diplomas

interdisciplinary programs

network form of implementation of educational programs

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

2. Official site of the Bologna process [Electronic resource]. - Access mode: http://www.bologna.ntf.ru (date of access: 12.11.2013).

3. Decree of the Government of Russia dated March 16, 2013 No. 211 "On measures of state support for leading universities of the Russian Federation in order to increase their competitiveness among the world's leading research and educational centers" [Electronic resource]. - Access mode: http: // government. ru / docs / 818 (date of access: 12.11.2013).

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

5. Competitiveness program of the National Research Nuclear University "MEPhI" [Electronic resource]. - Access mode: http://www.mephi.ru/about/competitiveness (date of access: 12.11.2013).

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

7. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On education in the Russian Federation // Russian newspaper. - December 31, 2012 - federal issue No. 5976.

Introduction

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

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

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

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

In this regard, the analysis of various models of interaction of organizations aimed at the implementation of network educational programs of higher education, including on an international basis, and the formation of a regulatory and methodological framework for interaction is especially relevant from the point of view of increasing the competitiveness of not only NRNU MEPhI, but also of the entire domestic higher education.

Network Learning Objectives and Networked Educational Programs

In accordance with the new version of the Federal Law on Education, the network form of the implementation of educational programs (hereinafter referred to as the network form) provides the possibility of its development by students using the resources of several organizations carrying out educational activities, including foreign ones, as well as, if necessary, using the resources of other organizations. ...

The main characteristics of the networked form of learning are as follows:

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

The objectives of network learning are:

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

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

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

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

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

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

4) issued document or documents on education and (or) on qualifications, document or documents on training, as well as organizations carrying out educational activities that issue these documents;

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

In the network form, the implementation of educational programs can participate, in accordance with the law on education:

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

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

• educational organization - an educational organization when both have licenses to implement higher education programs;
• educational organization - an organization providing training. In this case, for the second organization, training is not the main activity and it may be licensed to implement only additional professional programs. The same category includes foreign organizations that carry out educational activities.
• educational organization - a resource organization that does not have a license to implement educational programs.

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

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

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

Focus of network educational programs

For the implementation of networked educational programs in the university itself, which concludes partnership agreements, the functionality of innovation and educational centers and departments, including additional vocational education, is being expanded; educational and methodological councils; centers of advanced training for teachers; regional and sectoral centers of excellence; marketing and graduate employment services. By their focus, network educational programs can be:

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

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

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

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

For the implementation of sectoral network educational programs in the structure of the university, training and production centers and subdivisions are created, including sectoral (basic) departments; developmental production and innovation and technological centers of industry focus. Thus, a laboratory-production base for joint learning is being created (Fig. 2).

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

Joint and double degrees in the network form of study

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

• a separate document issued in addition to one or more national university diplomas;
• a common single document issued by universities that carried out training in this educational program, not accompanied by the issuance of national diplomas;
• one or more national diplomas issued in parallel and at the same time in support of the acquired qualifications.

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

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

The attractiveness of single-level dual programs, in comparison with sequential training in two different programs, consists in saving training time, deepening universal competencies (general scientific, instrumental) by increasing the volume of fundamental training, expanding professional competencies through simultaneous specialization in two selected areas of activity, and also in reducing the financial costs of training.

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

In accordance with Article 15 of the Federal Law on Education, for the implementation of an educational program, an agreement on cooperation is concluded between organizations that have the resources necessary to carry out training, conduct educational and industrial practice and carry out other types of educational activities provided for by the corresponding educational program.

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

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

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

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

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

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

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

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

Interaction model "educational organization - educational organization"

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

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

Scenario # 1 (antisymmetric interaction). This scenario focuses on improving student mobility. We consider two partners: one is the main university where students are enrolled. The partner is the second university, which provides its resource base for short-term training (Table 1).

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

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

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

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

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

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

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

		Types of educational activities	Document confirming training
40% minimum 60% - maximum	60% -maximum 40% - minimum	theoretical training	University diploma number 2
jointly	jointly	research work
jointly	jointly	preparation of final qualifying work

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

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

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

		Types of educational activities	Document confirming training
40% minimum 60% - maximum	60% -maximum 40% - minimum	theoretical training research work preparation of final qualifying work	University diploma number 1 University diploma number 2

Model "educational organization - organization providing training"

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

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

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

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

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

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

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

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

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

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

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

Model "educational organization - resource organization"

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

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

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

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

Conclusion

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

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

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

This work was supported by the Federal Target Program for the Development of Education for 2011 - 2015

Reviewers:

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

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

Bibliographic reference

Vesna E.B., Guseva A.I. MODELS OF INTERACTION OF ORGANIZATIONS IN THE NETWORK FORM OF IMPLEMENTATION OF EDUCATIONAL PROGRAMS // Modern problems of science and education. - 2013. - No. 6 .;
URL: http://science-education.ru/ru/article/view?id=10934 (date of access: 20.12.2019). We bring to your attention the journals published by the publishing house "Academy of Natural Sciences" 1

At the present stage of reforming the education system in the universities of the Russian Federation, a three-level system of higher education has been adopted - bachelor's, master's and postgraduate studies, focused on a competence-based approach. One of the promising forms of implementing master's programs in the system of modern education is a network form of interaction between universities to ensure the quality of the educational process. Today, the key competence of a foreign language teacher is ICT competence. In this regard, a network master's program "Information and communication technologies in teaching foreign languages" was opened at the Faculty of Foreign Languages ​​at the Novosibirsk State Pedagogical University, the experience and prospects of the implementation of which are presented in this article. The master's program prepares highly qualified specialists in the field of foreign languages ​​who are proficient in information and communication technologies for the implementation of pedagogical activities in school education. After analyzing the trends in the modern educational system, the authors of the article come to the conclusion that universities need to take advantage of online education using massive open online courses (MOOCs) in order to improve their competitiveness in the educational services market and modernize the educational process at a university. In this regard, the prospects for the implementation of the master's program may lie in network cooperation with the national platform "Open Education".

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2. Shirinkina E.V. The modern paradigm of reforming higher education // Bulletin of the Udmurt University. 2017.Vol. 27. Iss. 4.S. 69-77.

3. The Bologna Process 2020 - The European Higher Education Area in the new decade. Communique of the Conference of European Ministers Responsible for Higher Education. Leuven and Louvai (la) Neuve, 28–29 April 2009 // Higher education in Russia. 2009. No. 7. P. 156-162.

4. Kostina E.A., Khoroshilova S.P. The influence of short-term academic mobility on the professional training of a teacher // Siberian Pedagogical Journal. 2016. No. 1. S. 50-55.

5. Nikitenko E.V. Trends in the development of higher education in Russia in the context of its modernization // Higher education in Russia. 2014. No. 7. S. 44-48.

6. Position of the quality management system of NSPU 700240-0601-2013. Organization of a network form for the implementation of educational programs. [Electronic resource]. URL: https://www.nspu.ru/upload/iblock/027/%D0%9F%D0%9B%20700 240-0601-2013_%D0%A1%D0%B5%D1%82%D0%B5%D0 % B2% D0% B0% D1% 8F% 20% D1% 84% D0% BE% D1% 80% D0% BC% D0% B0% 20% D1% 80% D0% B5% D0% B0% D0% BB % D0% B8% D0% B7% D0% 9E% D0% 9F_% D0% 98% D0% B7% D0% BC4.pdf (date of access: 10.05.2019).

The processes of globalization, informatization and technologization of modern society inevitably cause the need to change the entire education system and its educational levels, from preschool education to postgraduate education. The modern education system in higher educational institutions of the Russian Federation has been in a permanent state of reform and modernization since the 1990s, when a number of government documents were adopted to ensure the future process of education development. In 2000, the Government of the Russian Federation continued to implement the strategy of reforms and modernization of education, adopting, in accordance with Article 1 of the Law of the Russian Federation "On Education", the Federal Program on the Development, Modernization and Improvement of the Education System in General. This document outlined measures designed to change all levels of the education system in the country. 2000s also marked by legislation in the field of education, which does not end at the present time. Thus, the process of reforming the higher education system is a legislatively regulated process of changes in the higher education system, which solves a whole range of issues related to financing, resource provision of higher education institutions, as well as the availability and quality of higher education, and the competitiveness of university graduates.

Remarkable is the fact that historically the reform of higher education presupposed the implementation of two models: the so-called Soviet model and the European model, which is absolutely new for the system of domestic educational coordinates. According to E.V. Shirinkina, the two models are fundamentally different in terms of the quality of education, funding, accessibility and management of education. The Soviet model has a strong technical tradition, fundamentality, it involves budget funding, centralized management and admission to universities on a competitive basis. The European model is characterized by a practice-oriented, competence-based approach in education, competitive admission to universities, the predominance of off-budget funding and autonomous management. The signing of the Bologna Agreement by Russia made the implementation of the European model of education a priority, since building a system of domestic education according to this model could ensure the integration of participants in the educational process into the European system, realizing one of its key principles - academic mobility of students and teaching staff. Thus, in the majority of higher educational institutions in Russia, a three-level training of students is implemented - bachelor's, master's and postgraduate studies.

In the light of the modern educational paradigm for university graduates, the need to become a competent promising specialist and not lose in the labor market, having taken a worthy place in society, comes to the fore. With regard to future teachers, being competitive means possessing all the necessary competencies that are determined by the Federal State Educational Standards and are formed within the educational programs of pedagogical universities.

One of the key competencies that characterizes a foreign language teacher as a professional is the competence associated with the use of information and communication technologies. With regard to teaching foreign languages, we can say that the ICT competence of teachers of foreign languages ​​includes both theoretical knowledge about modern information and communication technologies, and practical skills to create and use a huge variety of IR technologies, including social networks, Internet resources, including including educational, educational platforms, social services Web 2.0, mobile devices, etc. Mastering this competence is a requirement not only of the Federal State Educational Standard, which determines the trajectory of educational programs in universities, but also of a modern technological society.

In response to the social order of society, the leadership of the Faculty of Foreign Languages ​​of the Novosibirsk State Pedagogical University in 2016 decided to organize a master's program "Information and Communication Technologies in Teaching Foreign Languages" at the faculty in the direction of training 04.04.01 Pedagogical education. The Department of English was entrusted to develop and implement the program. The first enrollment of students for this program took place in the fall of 2017. The Master's program "Information and Communication Technologies in Teaching Foreign Languages" was developed on the basis of the Federal State Educational Standard of Higher Education in the field of training 04.04.01 Pedagogical education, approved by order of the Ministry of Education and Science of the Russian Federation on November 21, 2014 No. 1505. Graduates of the program prepare for teaching and research professional activities, for the implementation of which they will need general cultural, general professional, professional and special competencies.

The objectives of the study are to analyze the experience of implementing the network form of Master's degree in pedagogical education "Information and communication technologies in teaching foreign languages", to describe the principles of the development and functioning of the program, as well as to analyze the prospects for the development of network interaction in the university environment through the integration of MOOCs into the curricula of universities.

Material and research methods. The material of the research was the normative legal documents that determine the features of the implementation of the network form of education at the university; information resources and technologies of educational institutions; practice of work of scientific and pedagogical personnel of universities. The following methods were used in the work: analysis of regulatory documents, the established practice of network interaction, questionnaires, systematization and generalization of data to draw conclusions that are relevant for the formation of a scientifically based approach to the implementation of the network form of the implementation of a master's program in the higher education system.

Research results and discussion. The master's program "Information and Communication Technologies in Teaching Foreign Languages" is designed to train bachelor graduates, specialists, teachers and teachers of a foreign language in the use of information and communication technologies in their professional activities, which increases the efficiency and optimizes the learning process, meeting the modern social order of society. It should be noted that the magistracy prepares highly qualified specialists in the field of foreign languages ​​who are proficient in information and communication technologies for the implementation of pedagogical activities in school education, and not specialists in the field of computer science. In this regard, the objectives of the master's program are formulated as follows.

1. Mastering undergraduates the method of using ICT in the process of teaching foreign languages.
2. Formation of practical skills in the use of ICT resources and devices.
3. Determination of the role and place of ICT resources in the specific pedagogical activities of undergraduates.

The Master's program "Information and Communication Technologies in Teaching Foreign Languages" is organized according to the principle of creative cooperation between students and teachers, the purpose of which is to master unique author's courses and curricula specially developed by highly qualified specialists of the Faculty of Foreign Languages ​​for the higher level of university education. To improve their qualifications in the field of information and communication technologies, teachers of the faculty regularly undergo internships in leading domestic and foreign educational institutions.

In addition, to ensure the educational process in the magistracy, the faculty attracts well-known Russian specialists in the field of information and communication technologies in pedagogical education. In this regard, the master's program "Information and communication technologies in teaching foreign languages" is implemented as a network jointly with the Dagestan State Pedagogical University.

The purpose of organizing a network form of implementing educational programs is to improve the quality of higher education through the use of network interaction of universities using new information and communication, pedagogical technologies and pooling the resources of network participants. In this case, the following tasks are solved:

a) expanding the range of educational services in order to implement individual educational trajectories of students within the chosen educational program through ensuring academic mobility;

b) the choice of a network model that is adequate to the educational needs and resource provision of organizations that are part of the network interaction;

c) mastering the mechanism for the creation and effective use of resource centers for distance and e-learning;

d) implementation of new approaches to the organizational structure of the educational process in network organizations;

e) expanding the conditions and opportunities for students to acquire professionally significant, including unique, competencies.

For the implementation of the master's program "Information and communication technologies in teaching foreign languages" at the Faculty of Foreign Languages, a cluster model of the network program was chosen. The network form (cluster model) is a form of decentralized interaction of several open-type entities that can expand indefinitely by including more and more new entities. At the same time, each subject (node, link) of the system is primarily responsible for the educational process that occurs directly under its influence, in general, the university-administrator (cluster operator) implementing the educational program is responsible for the quality of services in the network organization. In this model, FGBOU VO "NGPU" is the operator of the cluster. Upon completion of training, the graduate receives a diploma of higher education FSBEI HE "NGPU", which includes a description of the periods of study in partner organizations.

The Master's program "Information and Communication Technologies in Teaching Foreign Languages" is built on the principles of modular training, which involves a basic and variable parts. The basic part consists of two modules: a general cultural training module and a general vocational training module. The variable part includes three modules: a methodological module, a scientific module and a language module, as well as three blocks of optional disciplines. It is the elective disciplines that are the most practice-oriented and enable undergraduates to master the methodology of using ICT in the process of teaching foreign languages, as well as to form practical skills in using ICT resources and devices in their pedagogical activities. In the first block of elective disciplines, undergraduates are offered such disciplines as "Distance educational technologies in teaching foreign languages", "Distance educational platform Moodle". The second block is represented by the following disciplines: "ICT competence of a teacher", "Multimedia technologies in teaching foreign language grammar", "Potential of digital educational resources in teaching foreign language vocabulary". The third block of elective disciplines, which is implemented in the second year of the master's program, offers such disciplines as "Internet and Web 2.0 services in teaching a foreign language", "ICT in teaching interlanguage communication", "Using ICT in comparative studies", "Application of ICT in teaching foreign language literature ”,“ Modern technologies of teaching a foreign language ”.

Research work (R&D) is one of the main activities of students in the magistracy. In extracurricular time, the research work of graduate students involves the following activities: participation in scientific and practical conferences, competitions organized by departments, universities; participation and independent holding of seminars, master classes, round tables on topical issues in the framework of the All-Russian linguistic and methodological school, conducted by the Faculty of Foreign Languages ​​of the Federal State Budgetary Educational Institution of Higher Education "NGPU"; writing scientific articles, abstracts.

Undergraduates of the first year of study (2017-2018) under the program "Information and communication technologies in teaching foreign languages" demonstrated an active participation in research activities: they presented 12 scientific reports (with the publication of abstracts) on the didactic potential of ICT platforms and resources in teaching English at the VII All-Russian student scientific research complex with international participation "Youth of the XXI century: education, science, innovation", 2018, 10 scientific reports at the XI International student scientific conference "Student Scientific Forum 2019", prepared for publication and published in RSCI journals with a high impact factor 8 scientific articles (2018-2019), diplomas of the 1st, 2nd, 3rd degrees were received.

According to the results of the survey among graduate students of the Faculty of Foreign Languages ​​of NSPU about the relevance of the master's program "Information and Communication Technologies in Teaching Foreign Languages", as well as the number of applications submitted for the program already in the first year of recruitment in 2017, it can be stated that this form Master's degree program is a promising area for solving the problems of modernization of higher education and can be recommended for further implementation in the system of three-level implementation of teacher education.

To determine the prospects for the development of a master's program in the context of ever-increasing competition both within the university and from other universities - providers of master's programs, it seems appropriate to consider global trends in the modern system of higher education. According to representatives of the university community and business partners, the overall state of the system is characterized by a high degree of uncertainty, which impedes long-term planning. Universities are trying to find promising trends for their self-determination, to find their own niche for developing a university development strategy in order to take a worthy position in the educational services market.

After analyzing the work on this issue, the following trends in the development of modern education can be identified.

1. Customer focus - changing the vector in education to meet the needs of students.
2. The flexibility of educational organizations in creating conditions for the individualization of the student's educational trajectory.
3. The massiveization of higher education, which has led to increased competition between universities.
4. Formation of strategic alliances between several universities as a result of globalization.
5. Informatization and digitalization of the educational environment of the university.

The data from the analysis of global trends in the higher education system indicate that in order to increase competitiveness in the educational services market, universities need to use the advantages of online education to modernize their educational process through the integration of massive open online courses (MOOCs) into the curriculum of educational programs. We see the prospects for the implementation of the master's program in network cooperation with the national platform "Open Education". Compared to courses on other online learning platforms, courses on the national platform have a number of advantages: 1) they are developed in accordance with the requirements of the Federal State Educational Standard; 2) meet the requirements for learning outcomes of educational programs implemented in universities; 3) special attention is paid to the effectiveness and quality of online courses, as well as procedures for assessing learning outcomes.

The platform currently unites 15 developer universities and offers more than 350 online courses for study. Networking with the national platform solves a number of topical issues of higher education: replenishment of the missing human resources with the required qualifications; optimization of costs for the implementation of the educational program; flexibility in planning the educational process and the creation of individual educational trajectories for students.

Conclusions. When solving the problems of modernizing higher education in Russia, the developers of master's programs are faced with the need to deal with a number of strategic and organizational tasks. In order to design the further high-quality functioning of the master's program in the context of increased competition, it is necessary to analyze the latest trends in higher education. Analysis of development trends in the university environment shows that online education and blended learning have become a key factor in the success of a university. If the university lacks an effective strategy for integrating these approaches into the curricula of master's programs, it can be argued that the potential of such a university is not fully realized. Thus, in order to improve their competitiveness in the educational market, universities need to take advantage of online education using MOOCs to modernize their educational process.

Bibliographic reference

Khoroshilova S.P., Kostina E.A., Borodina T.L. NETWORK FORM OF IMPLEMENTATION OF THE MASTER'S PROGRAM: EXPERIENCE AND PROSPECTS // Modern problems of science and education. - 2019. - No. 3 .;
URL: http://science-education.ru/ru/article/view?id=28894 (date accessed: 20.12.2019). We bring to your attention the journals published by the "Academy of Natural Sciences"