Информационная система поддержки непрерывного профессионального инженерного образования
The article reveals the features of the implementation of US Standard K-12, primary and basic general education. The authors presented the structure K - 12, the system of organization of educational activities. Purpose. Analysis of the Standard K - 12 to determine the features of three-component science education in the United States Methodology and research methods. As a structure, logical organization of the article, applied methods and means of activity, an analytical review of the Standard K-12, features of curricula from other countries was chosen. Results. The article describes the possibilities of organizing science education through the implementation of three components (dimensions): “Practices”, “Cross-cutting conceptual intersections”, “Central ideas (concepts)” Scientific novelty consists in identifying opportunities for the implementation of natural science educational activities, describing its results, providing conditions and evaluating the achievements of schoolchildren. Practical significance. The results can be used in the organization of the natural science education of general education students in order to solve the problem of improving the quality of education
Continuing professional development and participation in lifelong learning are not only important, but necessary conditions of successful engineering career. The need for skill upgrade occurs due to the inadequate level of competence received by engineers during university studies, and due to the rapid technological development and socio-economic transformations. Successful participation in continuing education requires not only cognitive abilities, but also self-interest, awareness of the importance of advanced training. The data of the specialized survey (n=880) were analyzed to investigate the level of involvement of young Russian engineers (up to 40 years) in obtaining additional professional education, as well as the relevance of various formats of advanced training and the most common educational strategies. Data on engineers are supplemented with information about the perceptions of potential employers (90 organizations in the field of robotics). Most young engineers feel some skills shortage and the need for additional training. The employers’ opinion confirms the existence of discrepancies between the existing and required level of engineering competencies and the high importance of further training. However, the active participation in lifelong learning is currently common not for all Russian engineers: a third of them (32.7 %) have not received additional education in the past three years. Additional training aimed at obtaining managerial skills, as well as the format of internships are currently not widespread. Those engineers who already feel the lack of professional knowledge and consciously participate in advanced training, strive not only to upgrade their field-specific competencies, but also to improve their digital and language skills. Obtaining a doctorate degree as a tool for career advancement was considered by every fifth (21.7 %) young engineer; the interest in obtaining a degree decreases with aging.
Being members of the Central Subject-Specific Methodology Board for the Russian School Student Olympiad in Social Theory and members of the jury for its final round, we discuss the specific aspects of teaching social theory at school and preparing for the Unified State Examination and the Russian Olympiad in that subject. We examine different kinds and types of tasks offered in different rounds of the Olympiad, analyze their pitfalls and ultimate objectives, and discover the opportunities, prospects and challenges of applying the competency-based approach in preparing students for the Russian School Student Olympiad in Social Theory.