Successful completion of a master's degree is not a reason to stop there. Many students choose to move on to the next step of the educational ladder called “graduate studies.” For some, obtaining a scientific degree seems pointless. However, for those who want to study their chosen profession from all sides and fully devote themselves to it, graduate school is a breath of air. It gives you the opportunity not just to do science, but also to your future.
What is graduate school?
If higher education in the classical sense involves students attending lectures and other types of classes during which they gain knowledge, then with graduate school the situation is different. Here you will no longer be able to skip classes or pass exams with an automatic grade of C. The ultimate goal of education in this case is for the student to obtain a PhD degree, which is earned through hard work.
Therefore, we can say that graduate school is, in a sense, independent, since it largely involves the work of a student under the guidance of a teacher. In order to ultimately achieve the desired results, the young specialist engages in his own research. Based on its results, he writes a scientific or so-called candidate’s thesis. In the process of developing a project, the student learns not only to assimilate information, but also to analyze it according to various criteria.
Postgraduate forms
Masters planning to connect their lives with science need to know that this can be done under various conditions. Thus, postgraduate studies are allowed in three forms:
- Full-time (daytime).
- Correspondence.
- Job application.
It is immediately worth highlighting the most preferable option for future candidates of science. Of course, because it allows you to combine education with work. Moreover, in most cases, graduate school is a paid education, so you cannot do without a regular income.
Full-time study is suitable for those students who seriously intend to engage in scientific or perhaps even teaching careers. It will allow you to devote more time to research work and consultations with the project manager, while postgraduate study by correspondence noticeably limits these opportunities. However, if you suddenly decide to get a job, you will have to transfer to another form.
The last type of study for graduate students is job-seeking. In order to receive an education in this way, you do not need to pass entrance exams and regularly attend a university. The student is assigned to a specific department with the opportunity to independently write a dissertation and pass exams.
Features of training
Several benefits of earning an advanced degree
Young people in most cases are in a hurry to finish their studies and, after graduating from a master’s degree, begin life in everyday work. And in general, for many people, research work is simply not of interest. However, enrolling in graduate school has its undeniable advantages:
- The prospect of obtaining a prestigious, highly paid position.
- Deferment from the army for males. True, there are some nuances here: postgraduate studies in the correspondence department do not protect you from fulfilling your civic duty; the student must be enrolled in full-time education.
- Opportunity to participate in closed scientific experiments.
- The right to receive a leave of absence, after which it will be possible to be reinstated in the position of a graduate student.
Admission to graduate school
Not every student can engage in scientific work at the chosen university. The applicant must have previously received a master's or specialist's education. They take the following entrance exams to graduate school:
- Philosophy.
- Foreign language (usually English).
- A specialized subject in the chosen specialty.
In addition, the applicant must write an application addressed to the rector and obtain an agreement from the scientific supervisor. If available, the applicant can submit scientific work on a topic related to the specialty of the department. If a student plans to study part-time, he must provide the commission with an extract from his work record book.
Cost of education
Of course, having entered the desired graduate school and taken a budget place, you don’t have to worry about additional expenses. But sometimes it becomes just a dream. The student could have been nervous during the entrance exams, or there was simply a lot of competition among applicants. Well, some faculties do not provide budget places for study at all. Then you have to look for the right amount. Within what limits is it located?
According to official estimates, the cost of training for graduate students in Russia ranges from 55 to 350 thousand rubles per year. The amount of money awarded for obtaining an academic degree depends on the policies of the university and the region in which it is located. In any case, this is a considerable amount, but it provides the student with an education, so these costs are clearly worth it.
As you already understand, graduate school is a means of developing modern science. After all, today's student can become tomorrow's professor and give the world a discovery that will shock him.
We inform you about changes in the Rules for admission to MSTU. N.E. Bauman for training in educational programs of higher education - programs for training scientific and pedagogical personnel in graduate school in 2019.
- Information about the deadlines for enrollment (about the deadlines for posting lists of applicants on the official website and on the information stand, completing the acceptance of the original document of the established form or consent to enrollment in accordance with clause 4.1 of the Rules for admission to the N.E. Bauman MSTU, issuing an order (orders) about enrollment)
basic information
Department for training highly qualified personnel at MSTU. N.E. Bauman organizes and coordinates activities in relation to applicants to graduate school, graduate students, doctoral students and persons assigned to prepare a dissertation for the academic degree of Candidate of Sciences without mastering programs for training scientific and pedagogical personnel in graduate school and external students assigned to take candidate exams - foreign citizens, stateless persons, disabled people and citizens studying under education agreements concluded upon admission to study at the expense of an individual and (or) legal entity.
Please note that at MSTU. N.E. Bauman, in each faculty there is a deputy dean of the faculty for graduate studies, who organizes and coordinates the activities of graduate students at the faculty, and in any department, accordingly, there is a person responsible for graduate studies in the department.
Information about the start and end dates for accepting documents required for admission, the timing of entrance examinations
As part of the target figures for the admission of citizens to study at the expense of budgetary allocations from the federal budget (including for targeted admission places), documents are accepted in 2019:
Completion of acceptance of the original document of the established form and application for consent to enrollment is July 15, 2019 (no later than 18:00).
Under contracts for the provision of paid educational services, documents are accepted in 2019:
Completion of acceptance of the original document of the established form (or a certified copy of the specified document or a copy of the specified document with the presentation of its original for certification of the copy by the admissions committee) and an application for consent to enrollment - August 15, 2019 (no later than 18:00).
List of documents and information from applicants required for admission
1. Application for admission, printed on one sheet on both sides (download);
2. Consent to the processing of personal data (download);
3. Identity document, citizenship - original and copy;
4. Document on education and qualifications (specialty or master's degree) (the applicant may not submit the document when submitting an application for admission; in this case, the applicant indicates in the application for admission the obligation to submit the specified document before 18:00 on July 15, 2019 upon admission to the budgetary basis of training);
5. Two photographs 3x4 cm (it is recommended to submit an additional 2 photographs (size 3x4 cm) for registration of documents (postgraduate card and pass);
6. Documents confirming the individual achievements of the applicant (to be presented at the discretion of the applicant; for articles it is recommended to provide a copy of the first published page in the journal/collection and a printed print screen of the RSCI/Scopus/Web of Science electronic system in which the article is indexed);
7. A document confirming disability or limited health capabilities (provided if it is necessary to create special conditions during admissions tests);
8. Other documents (to be presented at the discretion of the applicant; it is recommended to provide a copy of SNILS and TIN).
Admission conditions
MSTU im. N.E. Bauman carries out admission under the following conditions for admission to study with a separate competition for each set of these conditions:
. separately for studying at MSTU. N.E. Bauman and for training in each of its branches;
. separately for full-time and part-time forms of education;
. separately within the framework of control figures and under contracts for the provision of paid educational services;
. separately for places within the target quota and for places within the control figures minus the target quota;
. separately for postgraduate programs depending on their focus within the field of study: for each postgraduate program (set of postgraduate programs) within the field of study.
List of entrance tests and their priority when ranking lists of applicants
At MSTU. N.E. Bauman established the following entrance tests and their priority:
. a special discipline that corresponds to the focus of the program for training scientific and pedagogical personnel in graduate school - (1st priority);
. foreign language (English, German or French) - (2nd priority);
. philosophy - (3rd priority).
Grading scale and minimum number of points confirming successful completion of the entrance test (for each entrance test)
At MSTU. N.E. Bauman established the following minimum number of points confirming successful completion of the entrance test:
. for each entrance test separately: 3 points;
. for the sum of entrance examinations: 9 points.
The applicant's level of knowledge is assessed by the examination committee using a five-point system (grading scale). Each entrance test is assessed separately.
Information about the forms of entrance examinations
MSTU im. N.E. Bauman determined that entrance examinations are conducted in written or oral form, or a combination of these forms.
Schedule of entrance examinations indicating their locations
Information about the language(s) in which admissions tests are taken (for each admissions test)
Entrance tests are conducted in Russian.
Information on the procedure for recording individual achievements of applicants
List of individual achievements taken into account and their priority:
1. Availability of scientific articles in journals included in the international scientific citation systems Scopus or WebofScience of the first or second quartile: 1 article or more - 5 points;
2. Availability of scientific articles in journals included in the international scientific citation systems Scopus or WebofScience of the third or fourth quartile: 1 article - 3 points, 2 articles or more - 5 points;
3.Diploma with honors on completion of the previous level of education, master's or specialist's degree - 2 points.
4. Availability of scientific articles in collections of conference proceedings included in the international scientific citation systems Scopus or WebofScience: 1 article - 2 points, 2 articles or more - 3 points;
5. Availability of publications in journals from the list of the Higher Attestation Commission: 1 article - 1 point, 2 articles or more - 2 points.
6. Availability of patents for inventions, utility models or industrial designs - 1 patent or more - 2 points.
7. Availability of certificates of state registration of computer programs - 1 certificate or more - 1 point.
8. Winner status in research competitions - 1 certificate or more - 1 point.
The total accrual of points for all individual achievements is limited to 5 points.
Within the limits of each individual achievement taken into account, the provision of points is one-time (they are not expected to be summed up for the same article or patent), and also in proportion to the contribution (co-authorship, etc.) of the person entering the MSTU named after N.E. Bauman.
Individual achievements submitted for consideration must necessarily correspond to the direction of the applicant’s future research.
The applicant submits documents confirming receipt of individual achievements. Articles and patents submitted for consideration for individual achievements must be published and indexed by Scopus or Webofscience before the start date of accepting documents. Certificates of acceptance for publication are not accepted and are not taken into account.
Information on the possibility of submitting documents required for admission in electronic form
Submission of documents required for admission to MSTU. N.E. Bauman for training in educational programs of higher education - programs for training scientific and pedagogical personnel in graduate school, in electronic form is not carried out in 2019.
Information on the specifics of conducting entrance tests for applicants with disabilities
Applicants with disabilities pass entrance examinations in the manner established by the rules for admission to educational programs of higher education - programs for training scientific and pedagogical personnel in graduate school at MSTU. N.E. Bauman, taking into account the characteristics of psychophysical development, individual capabilities and health status (hereinafter referred to as individual characteristics).
When conducting entrance examinations for applicants with disabilities, the following requirements are ensured:
Entrance tests are conducted in a separate audience; the number of applicants in one audience should not exceed 12 and 6 people, respectively, when passing the entrance test in written or oral form.
It is allowed for a larger number of applicants with disabilities to be present in the audience during the entrance test, as well as for entrance tests for applicants with disabilities to be held in the same audience together with other applicants, if this does not create difficulties for applicants when passing the entrance test.
The duration of entrance examinations, upon the written application of applicants submitted before the start of entrance examinations, may be increased by decision of the chairman of the examination committee, but not more than 1.5 hours.
The presence of an assistant who provides applicants with the necessary technical assistance, taking into account their individual characteristics (take a workplace, move around, read and complete the assignment, communicate with the examiner).
Applicants are provided with instructions on the procedure for conducting entrance examinations in a form accessible to them.
Applicants, taking into account their individual characteristics, can use the technical means they need during the entrance test.
The possibility of unhindered access of applicants to examination rooms, toilet rooms, as well as their stay in these rooms is ensured.
Additionally, when conducting entrance tests, the following requirements are ensured, depending on the categories of limitations of applicants with disabilities:
a) for the blind:
. tasks to be completed at the entrance test, as well as instructions on the procedure for conducting entrance tests, are drawn up in the form of an electronic document accessible using a computer with specialized software for the blind, or read out by an assistant;
. written tasks are completed on a computer with specialized software for the blind, or dictated by an assistant;
. If necessary, applicants to complete the task are provided with a computer with specialized software for the blind;
b) for the visually impaired:
. individual uniform illumination of at least 300 lux is provided;
. If necessary, those arriving to complete the task are provided with a magnifying device;
. tasks to be completed, as well as instructions on the procedure for conducting entrance tests, are written in enlarged font; it is also possible to use your own magnifying devices;
. assignments to be completed, as well as instructions on the procedure for conducting entrance examinations, are written in larger font;
c) for the deaf and hard of hearing, the availability of sound-amplifying equipment for individual use is ensured; if necessary, applicants are provided with sound-amplifying equipment for collective use;
d) for the deaf-blind, the services of a sign language interpreter are provided (in addition to the requirements fulfilled respectively for the blind and the deaf);
e) for persons with severe speech impairments, the deaf, and the hard of hearing, all entrance examinations, at the request of applicants, can be conducted in writing;
f) for persons with musculoskeletal disorders (severe impairment of motor functions of the upper limbs or absence of upper limbs), written tasks are performed on a computer with specialized software or dictated to an assistant.
Special conditions are provided to applicants on the basis of an application for admission containing information about the need to create appropriate conditions.
Information on the possibility of taking admissions tests remotely (if the organization provides remote admissions tests)
Remote passing of entrance tests required for admission to MSTU. N.E. Bauman for training in educational programs of higher education - programs for training scientific and pedagogical personnel in graduate school is not carried out in 2019.
Rules for filing and considering appeals based on the results of entrance examinations
Based on the results of the examination committee’s decision to pass the admissions test, the applicant (trusted representative) has the right to file an appeal with the appeal commission about a violation, in the applicant’s opinion, of the established procedure for conducting the admissions test and (or) disagreement with the received assessment of the admissions test results.
Consideration of the appeal is not a retake of the entrance test. During the consideration of the appeal, only compliance with the established procedure for conducting the admissions test and (or) the correctness of the assessment of the results of the admissions test are checked.
The appeal is submitted in one of the ways specified in paragraph 4.4 of these admission rules.
The appeal is submitted on the day the results of the entrance test are announced or during the next working day. An appeal about a violation of the established procedure for conducting an admissions test can also be filed on the day of the admissions test.
Appeals are reviewed no later than the next business day after the day the appeal was filed.
During the consideration of the appeal, members of the examination committee and the applicant (authorized representative) have the right to be present, who must have with them an identification document.
When considering the appeal of MSTU. N.E. Bauman, the conditions necessary for applicants with disabilities are met in the manner established by these admission rules.
Members of the examination commission whose decision is being challenged are not included in the appeal commission.
After considering the appeal, the appeal commission makes a decision:
. refuse to satisfy the applicant’s application and leave the assessment of the entrance test results unchanged;
. refuse to satisfy the applicant’s application and lower the assigned grade;
. satisfy the applicant’s application and increase the assigned grade.
If disagreements arise, a vote is held in the appeal commission, and the decision is made by a majority vote. In case of equality of votes, the vote of the chairman or presiding officer at the meeting of the appeal commission is decisive.
The decision of the appeal commission, documented in the protocol, is brought to the attention of the applicant (authorized representative) and stored in the applicant’s personal file. The fact that the applicant (authorized person) has become familiar with the decision of the appeal commission is certified by the signature of the applicant (authorized person).
Information about places for receiving documents required for admission and information about postal addresses for sending documents
105005, Moscow, 2nd Baumanskaya street, 5, building 1, Department for training highly qualified personnel. Room 234 (main building).
248000, Kaluga, st. Bazhenova, 2, building 5, postgraduate sector.
141005, Moscow region, Mytishchi, st. 1st Institutskaya, 1
Information about the availability of dormitories
Dormitories are provided to all non-resident applicants for full-time studies, subject to availability of places and execution of the relevant documents.
Providing hostel accommodation for citizens of foreign countries (including citizens of CIS member states) is carried out through the Department of International Relations.
Contact phone: 8-499-263-69-77.
Federal state educational standards
| Cipher | Name | Federal State Educational Standard |
| 01.06.01 | MATHEMATICS AND MECHANICS | |
| 02.06.01 | ||
| 03.06.01 | PHYSICS AND ASTRONOMY | |
| 04.06.01 | CHEMICAL SCIENCES | |
| 05.06.01 | EARTH SCIENCES | |
| 09.06.01 | ||
| 10.06.01 | INFORMATION SECURITY | |
| 11.06.01 | ||
| 12.06.01 | ||
| 13.06.01 | ELECTRICAL AND HEATING ENGINEERING | |
| 14.06.01 | NUCLEAR, THERMAL AND RENEWABLE ENERGY AND RELATED TECHNOLOGIES | |
| 15.06.01 | MECHANICAL ENGINEERING | |
| 16.06.01 | PHYSICAL AND TECHNOLOGY SCIENCES AND TECHNOLOGIES | |
| 17.06.01 | WEAPONS AND WEAPON SYSTEMS | |
| 18.06.01 | CHEMICAL TECHNOLOGY | |
| 19.06.01 | INDUSTRIAL ECOLOGY AND BIOTECHNOLOGY | |
| 20.06.01 | TECHNOSPHERE SECURITY | |
| 22.06.01 | MATERIAL TECHNOLOGY | |
| 24.06.01 | AVIATION AND ROCKET AND SPACE ENGINEERING | |
| 25.06.01 | AIR NAVIGATION AND OPERATION OF AVIATION AND SPACE EQUIPMENT | |
| 27.06.01 | MANAGEMENT IN TECHNICAL SYSTEMS | |
| 38.06.01 | ECONOMY | |
| 39.06.01 | SOCIOLOGICAL SCIENCES | |
| 41.06.01 | POLITICAL SCIENCES AND REGIONAL STUDIES | |
| 47.06.01 | PHILOSOPHY, ETHICS AND RELIGIOUS STUDIES | |
| 56.06.01 | MILITARY SCIENCES | |
| FOR REFERENCE |
Basic professional educational programs
| Cipher | Name | OBOR |
| 01.06.01 | MATHEMATICS AND MECHANICS | download |
| 02.06.01 | COMPUTER AND INFORMATION SCIENCES | download |
| 03.06.01 | PHYSICS AND ASTRONOMY | download |
| 04.06.01 | CHEMICAL SCIENCES | download |
| 05.06.01 | EARTH SCIENCES | download |
| 09.06.01 | INFORMATION AND COMPUTER ENGINEERING | download |
| 10.06.01 | INFORMATION SECURITY | download |
| 11.06.01 | ELECTRONICS, RADIO ENGINEERING AND COMMUNICATION SYSTEMS | download |
| 12.06.01 | PHOTONICS, INSTRUMENT ENGINEERING, OPTICAL AND BIOTECHNICAL SYSTEMS AND TECHNOLOGIES |
This article is devoted to the study of the problem of the educational program for training highly qualified scientific and pedagogical personnel in connection with the legislative change in the status of graduate school in the Russian education system. The object of research in the article is the process of training graduate students. The search for new content of the educational program is associated with a modern interpretation of the understanding of the goals and results of graduate school. A contradiction has been identified in the new model of postgraduate study, which does not require a postgraduate student to compulsorily prepare and defend a PhD thesis, although initially postgraduate school was created to train highly qualified personnel, which is confirmed by the presence of an academic degree. Two main approaches to goal-setting of postgraduate training are analyzed: dissertation and qualification. The modern labor markets for graduates of graduate school and the competencies required for them are considered. The study has actualized the need to develop a postgraduate educational program that is adequate to the new conditions of its work and takes into account the goals and needs of all participants in this process, implemented at the intersection of education, science and business.
graduate school
dissertation for the degree of candidate of science
highly qualified scientific and pedagogical personnel
federal state educational standards
competencies
educational program
state final certification
qualification
1. Poor B.I. On the question of the purpose of postgraduate training (dissertation vs qualification) // Higher education in Russia. – 2016. – No. 3 (199). – pp. 44–52.
2. Poor B.I. The role and structure of educational training in a new type of graduate school // Higher education in Russia. – 2013. – No. 12. – P. 78–89.
3. Bedny B.I., Mironos A.A., Ostapenko L.A. Professional employment of postgraduate graduates and directions for improving postgraduate programs // Higher education in Russia. – 2015. – No. 3. – P. 5–16.
4. Bedny B.I., Chuprunov E.V. On some directions of development of the system of training scientific personnel in higher education // Higher education in Russia. – 2012. – No. 11. – P. 4–15.
5. Vershinin I.V. Development of graduate school in Russia: solutions in the field of increasing the targeting of selection of applicants for training programs for highly qualified personnel // Science. Innovation. Education. – 2015. – No. 18. – P. 61–72.
6. Gvildis T.Yu. Experience and results of testing a universally oriented educational program for training scientific and pedagogical personnel in graduate school // Uchenye zapiski: scientific-theoretical journal. – 2015. – No. 2 (120). – pp. 38-43.
7. Gusev A.B. Development of graduate school in Russia: problems and solutions // Science. Innovation. Education. – 2015. – No. 17. – P. 196–224.
8. Statement of the Science Council under the Ministry of Education and Science of the Russian Federation on the modernization of graduate school, 03/31/2016 [Electronic resource]. – Access mode: http://www.sovetponauke.ru/info/31032016-declaration_postgraduate.
9. Education indicators: 2016: statistical collection / L.M. Gokhberg, I.Yu. Zabaturina, N.V. Kovaleva and others; National research University "Higher School of Economics". – M.: National Research University Higher School of Economics, 2016. – 320 p.
10. Karavaeva E.V., Malandin V.V., Pilipenko S.A., Teleshova I.G. First experience in the development and implementation of training programs for scientific and pedagogical personnel as programs of the third level of higher education: identified problems and possible solutions // Higher education in Russia. – 2015. – No. 8–9. – P. 5–15.
11. Kasatkin P.I., Inozemtsev M.I. Topical issues of organizing educational activities according to programs for training scientific and pedagogical personnel in graduate school // Higher education in Russia. – 2016. – No. 4 (200). – pp. 123–127.
12. Nechaev V.D., Brodovskaya E.V., Dombrovskaya A.Yu., Karzubov D.N. Directions for improving postgraduate programs in the enlarged group of specialties and areas “Education and Pedagogical Sciences”: results of an expert survey // Values and Meanings. – 2016. – No. 5 (45). – P. 10-32.
13. Senashenko V.S. Problems of formation and development of graduate school based on the Federal State Educational Standard of the third level of higher education // Higher education in Russia. – 2016. – No. 3 (199). – P. 33–43.
14. Modern graduate school and the fate of the institute for advanced training: round table // Higher education in Russia. – 2014. – No. 7. – P. 71-85.
The relevance of the problem and topic of this article is due to the fact that in 2017, Russian graduate schools graduated the first graduate students who studied under the new conditions of reforming the graduate school institute. The “Law on Education in the Russian Federation” (273-FZ dated December 29, 2012) qualitatively changed the status of graduate school and its place in the education system, transforming it from postgraduate to the third level of higher education. The classification of postgraduate studies among the main professional educational programs of higher education as its third level is in line with the international standard classification of levels of higher education and corresponds to the practice of its implementation in Europe. Educational organizations develop postgraduate programs based on the List of areas of postgraduate training. “The procedure for organizing and carrying out educational activities in educational programs of higher education - programs for training scientific and pedagogical personnel in graduate school (postgraduate studies)” regulates the training of graduate students in accordance with the Federal State Educational Standards (FSES of graduate school) in areas of training. During the training process, graduate students complete the curriculum, undergo internships and intermediate, and at the end of training - state final certification, the forms of which are a state exam and a scientific report on the main results of the prepared scientific-qualifying work (dissertation), upon successful completion of which they receive a diploma of completion of graduate school with the qualification “Researcher.” Teacher-researcher." Normative legal acts have also been adopted regulating the procedure for admission to graduate school and the procedure for conducting state final certification. Postgraduate educational programs are subject not only to licensing, but also to accreditation.
The change in the status of graduate studies is causing much debate in the academic community. Researchers, analyzing the first results of reforming graduate school, note the ambiguity of these innovations. Thus, in a statement by the Council for Science under the Ministry of Education and Science of the Russian Federation dated March 31, 2016, it is noted that the transition of graduate school from the level of postgraduate training to the level of higher education was “carried out mechanically, without taking into account the features of graduate school as a system for training scientific and pedagogical personnel.” The authors talk about the lack of elaboration, regulatory uncertainty, and internal inconsistency of the modern model of graduate school, associated primarily with the procedure for the state final certification of graduate students. Thus, the postgraduate training program regulated by the Federal State Educational Standard does not include the mandatory preparation and defense of a candidate's dissertation. It is also noted that the mechanisms for financial support of the reform are imperfect, which does not allow most educational organizations to implement innovative graduate programs, and the traditional disciplinary structure of the financial resources provided (admission benchmarks) does not correspond to either global trends or the structure of Russian research and development.
The work notes that Russian postgraduate education was not ready to implement structured educational programs in accordance with the Federal State Educational Standard, and the goal of postgraduate training should be the defense of a candidate's dissertation.
Thus, it is obvious that in connection with the change in the status of graduate school, it is necessary to search for new approaches to the content of the educational program of graduate school, ensuring the effective training of highly qualified personnel. The contradiction becomes obvious between the new requirements that the main “consumers” of this process - the state, the scientific and pedagogical community and graduate students themselves - place on the system of training highly qualified personnel, the tasks that graduates of graduate school will have to solve, and the previous approaches to its implementation. resulting in low efficiency of this process. This contradiction allows us to identify a scientific problem - the need to develop a new concept for a postgraduate educational program, including both theoretical understanding and the development of its specific methodological support.
And the first priority in this process is to answer the question: what are the goals of modern graduate school? Researchers of postgraduate studies identify two main approaches to determining the purpose of postgraduate training: dissertation and qualification. Let's look briefly at each of them.
Supporters' position "dissertation" approach" is that the goal of graduate school should be the purposeful research work of a graduate student and, as a result, the defense of a dissertation, and the educational program established by the Federal State Educational Standard distracts graduate students from preparing a dissertation. According to , a candidate's dissertation must simultaneously improve and enrich science in a specific field of knowledge, and become a scientific-qualifying work that reveals the existing potential of a graduate student who has a set of certain competencies. The period of postgraduate study is associated not only with the development of educational programs of a structured model, but also with the most important process of self-actualization of the individual, with the identification, disclosure and development of the capabilities and abilities of the postgraduate student. In addition, researchers who adhere to the “dissertation” approach believe that basic academic and research competencies should be developed at the undergraduate and graduate levels, and during postgraduate study these competencies can only be developed and improved, mainly during research studies work.
The main contradiction of the modern model of graduate school is, in our opinion, the fact that graduate school, which was originally created to train highly qualified personnel who receive an academic degree as a result of training, no longer sets the goal for the graduate student to prepare a dissertation for defense during the training process. If the previous regulatory legal act - “Federal state requirements for the structure of the main professional educational program of postgraduate professional education (postgraduate studies)” - clearly included the module “Preparation for the Defense of a Dissertation” in the postgraduate training program, then the current Federal State Educational Standards for postgraduate studies do not contain such a module (as and the module “Candidacy Exams”) and define as the goal of postgraduate training the formation of a certain set of competencies: universal, general professional and professional. Thus, preparing and defending a dissertation is not a mandatory task for a graduate student. We share the point of view of researchers about the significant weakening with this approach of the research component of graduate school, its “emasculation”.
In its turn "qualification approach" to the goal-setting of postgraduate training, which is reflected in the Federal State Educational Standard, recognizes the basis of postgraduate training as an organized educational process, the main goal of which is to prepare a competent specialist, ready equally for research and teaching activities, capable of planning and solving problems of his own professional and personal development, freely oriented in their own and related fields of science, recognizable in the scientific community, that is, having mastered a full set of universal, general professional and professional competencies, the list of which is enshrined in the Federal State Educational Standard for the corresponding field of training. According to the authors, educational programs for the training of postgraduate students should be focused on training personnel for the field of scientific and scientific-pedagogical activities, providing in-depth individual education with the priority of scientific research recognized in the world scientific community. These programs should be aimed at identifying and mastering the specifics of scientific, innovative and teaching activities in specific areas of scientific knowledge and developing in graduates a set of universal competencies necessary for building a professional career.
In our opinion, an important factor in determining the purpose of training postgraduate students and, accordingly, the content of the postgraduate educational program is the demand of the labor market. For whom does modern graduate school train personnel? Researchers have compiled a ranking of the importance of labor markets for graduate students. In the first place in this ranking are the teaching staff of universities, in second place are research staff of universities and research institutes, and in third place are leaders and managers of educational and scientific organizations. Each of these labor markets requires the formation of competencies that are significant for it. So, for the labor market PPP the most significant are the competencies in the field of using techniques and technologies of educational activities; competencies in the field of research activities; competencies in the field of personal self-development; ethical and communication competencies. For the research labor market: competencies in the field of research activities; competencies in the field of personal self-development; ethical and communication and information technology; competencies in the field of expert and analytical activities. For labor market for leaders and managers of educational and scientific organizations: competencies in the field of personal self-development; ethical, legal, project and organizational and management; competencies in the field of financial and fundraising activities; communication competencies. Of course, the main labor market for which postgraduate training is focused is the teaching staff of universities. It should be noted that in recent years, a rather unfavorable situation has developed for graduates of graduate school in this labor market. Analysis of statistical data shows a trend towards a reduction in the number of teaching jobs both in general and for individual positions of the teaching staff. Thus, if in the 2005/2006 academic year the number of teaching staff of higher education organizations was 358.9 thousand people, then in the 2014/2015 academic year there were only 299.8 thousand people. This circumstance, on the one hand, gives rise to the problem of employment of graduates, and on the other hand, it increases competition in the labor market, especially taking into account the growth in the number of graduate students in social sciences and humanities, and again raises the issue of the quality of training in graduate school.
Solving the problem of insufficient focus of postgraduate educational programs on the requirements of significant labor markets is possible through the development of educational programs in profiles that not only correspond to the range of specialties of scientific workers, but also take into account the target orientation towards key labor markets and the requirements for the competencies of graduates. We share the point of view of B.I. Bedny about the need for a versatile educational program of postgraduate training, aimed at developing the universal skills of postgraduate graduates, regardless of the scientific profile of their training. In addition, the experience of developing and testing a universally oriented educational program for training postgraduate students seems interesting.
Thus, the main debatable issue is whether graduate school should retain its previous form, where the main goal of training graduate students is the preparation and defense of a dissertation, or become a full-fledged third level of education with the obligatory mastery of the corresponding educational program in the field of preparation, implementation of the curriculum , passing tests, exams and not requiring the graduate student to defend a dissertation at the end.
If we turn to world practice, we can note two main types of graduate school: classical and structured. Postgraduate studies of the classical type work in accordance with the “teacher-student” model. Structured postgraduate study implies the full implementation of an educational program, the structure of which includes, first of all, compulsory dissertation work, in addition, a serious educational component aimed at developing the necessary professional competencies, and, finally, in-depth disciplinary and interdisciplinary training.
Thus, the problem is which model of graduate school is preferable for the modern Russian system of education and science. And the answer to this question directly depends on a clear understanding and clear formulation of the purpose of graduate school.
In our opinion, the goal of a graduate student’s education should be the preparation and defense of a candidate’s dissertation. This should be defined in the educational program in the form of an independent block, such as, for example, the blocks “Disciplines (modules)”, “Practices”, “Scientific research”. The state final certification program for postgraduate students must include the presentation of a dissertation as a form of State Examination.
Based on the stated goal of training postgraduate students, some of the tasks of forming a postgraduate educational program include the following:
Taking into account in the process of teaching graduate students the requirements of the professional standard of a pedagogical and scientific-pedagogical worker, reflecting the structure of the professional activity of a higher school teacher, who in his work implements gnostic, design, construction, organizational and communicative labor functions;
Ensuring continuity and integration of research training at the master's and postgraduate levels, while eliminating repetition and duplication of disciplines and modules from master's programs in the postgraduate educational program and strengthening the formation of additional competencies necessary for the successful completion of scientific research, competent design and presentation of its results;
Using the full potential of existing scientific schools, since ensuring a high level of training of researchers is possible only on the basis of competitive scientific and pedagogical teams with decent infrastructural and financial support for research. The relevance of the topics of graduate students' dissertation research will ensure their participation in the implementation of long-term and promising scientific projects;
Construction of a postgraduate educational program based on monitoring the modern labor market, the use of methods, means and forms of training for postgraduate students, developing competencies that are in demand in this market;
Possibilities for designing individual educational trajectories of postgraduate students in the postgraduate educational program.
Thus, we share the opinion of researchers that the problem of developing an educational program for training postgraduate students is a practical task that can be solved if there is a clear idea of the ultimate goal of postgraduate work in Russia and its expected result. Goal setting in this case should be based on the fact that the uniqueness of graduate school as an institution lies in its infrastructure for business, science and education.
Bibliographic link
Kapshutar M.A. EDUCATIONAL PROGRAM OF GRADUATE STUDY IN THE CONTEXT OF THE GOALS OF POST-GRADUATE TRAINING // Modern problems of science and education. – 2017. – No. 5.;URL: http://science-education.ru/ru/article/view?id=26934 (access date: 04/29/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
In graduate school, which is the next stage in the comprehension of science, it is customary to distinguish several stages of training. This time allotted for postgraduate study must be used extremely rationally and wisely, i.e. so that you have time to master the educational material well enough and at the same time adequately defend your dissertation.
Many begin postgraduate studies immediately after graduating from university and immediately encounter certain difficulties inherent in this period of study. Naturally, young scientists, especially graduate students in the humanities and natural sciences, often resort to simple recommendations in order to most effectively use their years of study in order to expand and deepen knowledge in their field.
First year of study. Usually, after entering graduate school, future scientists are lost, not knowing where to start studying. We must keep in mind that in graduate school, as in university, time will be short, and therefore we must try not to waste time or waste it, but get down to business right away. The first step is to attend classes in philosophy and a foreign language, if such an opportunity is provided by the educational institution chosen by the graduate student. This is a necessary condition not only for increasing the level of one’s erudition and general education, but also for successfully preparing and passing exams in the mentioned disciplines in order to receive the academic degree of Candidate of Sciences.
The completed course in philosophy gives the graduate student the opportunity to further deepen his knowledge and better understand not only the trends of modern philosophy, but also literature, art, politics, the structure of society, and the peculiarities of spirituality in different countries. Studying a foreign language will provide an indispensable service in reading the works of foreign authors in the specialty of interest to the graduate student. Reading these works in the original will help you better understand the subject being studied. Even with poor knowledge of a foreign language, reading sources of foreign literature will become easier over time, because soon a graduate student will definitely discover countless terms and constructions similar to their main language. It will be easiest for him to read works written by non-native speakers, for example, Spanish or Chinese, in English, since they write simply, accessible and understandable, without any sophisticated phrases or complex words. Many educational institutions also teach courses in psychology and pedagogy. Listening to the above-mentioned courses is necessary both for further teaching practice and for deepening your knowledge.
It must be borne in mind that people with an academic degree have high authority and are considered highly intelligent. Many people take their opinion into account, and therefore, over the years of study, a graduate student must try to live up to such a high assessment in order to have authority. We must study while we have time, strength and opportunity, because after completing graduate school, a young scientist loses this chance mainly due to his busyness. Then you will have to study on your own, sometimes teaching others at the same time, but getting a postgraduate education is unlikely to interest anyone.
By regularly attending classes, a graduate student will have the opportunity to take candidate exams. But this is not enough to write a dissertation. In the first year of study, you need to start organizing scientific research, since obtaining a Ph.D. degree also involves writing a Ph.D. thesis. Therefore, having enrolled a graduate student in graduate school, the university assigns him a supervisor from among doctors of sciences or professors. The topic of the candidate's dissertation is approved by the Department or Faculty Council before December 31 of the year of admission. Together with the supervisor, the graduate student develops an individual work plan, fills out the cover page of the plan, an explanatory note regarding the choice of topic, and fills out a plan for the first year of study. After the plan is approved at a department meeting, the graduate student is under the careful attention of the professor, i.e. a scientific supervisor who organizes and directs the scientific research of the graduate student, monitoring and being responsible for the implementation of the individual plan.
It is best to try to pass exams in philosophy and a foreign language at the end of the first academic year, because then the graduate student is unlikely to find free time to devote to re-attending classes in these disciplines. In addition, the graduate student will no longer have much desire to attend lectures without the group of graduate students who once kept him company. If a graduate student wants to take the exam, he must submit a corresponding statement of his intention to the graduate school.
Young scientists may not even dream of relaxing, because at the end of each year of study they are required to make a report on the work done during the year at a department meeting. To do this, they need to submit a previously prepared and approved report to the graduate school.
In order to report on the work done at a department meeting, you must first take care of its organization. In graduate school, no one will worry about what internal reasons the department was unable to hold meetings. (If the academic year ends in December, then you need to start submitting the report in November. Consequently, the department meeting will be held in October, and you need to start organizing its convocation in September, i.e. immediately after the graduate student returns from vacation.)
The second year of postgraduate study is mainly devoted to the continuation of the relevant experiment, the collection and primary processing of data, as well as a more in-depth analysis of the work being carried out at this stage of training. The intermediate stages of work here are research, results, discussion (analysis) of results, conclusions. It is better to design and present each intermediate stage of the work as a scientific article.
Such a presentation of the intermediate work done can subsequently help the graduate student when writing the text of the dissertation. This can also be an important experience in presenting the data obtained during the study of the material.
A special feature of the second year of study is that it becomes the main year both in terms of the number of conferences where the graduate student reports his results, and in the number of his publications based on the work done. Another feature of the second year of study is the teaching practice that graduate students undergo. During teaching practice, they perform the work of a teacher at the department, which amounts to 40-50 teaching hours. The positive aspect is that in the second half of the second year of study, thanks to practice, the graduate student will more easily pass the candidate exam in his specialty. The end of the second year involves the completion of the experimental part of the work or, in extreme cases, the main part of it.
The third year of study is characterized by the fact that at this stage the experiment will have to be completed if the work to complete it has not been completed in advance. It is also necessary to have time to complete the final processing of the data, analyze it, and then draw conclusions. The third year is significant because it is at this time that the graduate student writes the lion's share of the text of his dissertation. It would be more advisable to spend the beginning of the year completing the writing of Chapter 3 (“Research Results”), thoroughly editing the text of the chapter and preparing it with figures, tables, and diagrams. To write Chapter 4 (“Discussion of the results”), you will have to use the knowledge acquired in the process of studying the relevant literature in the specialty. The purpose of Chapter 4 is to conduct a theoretical analysis of the data. Chapter 1 provides a review and/or analysis of the literature used. You can start writing Chapter 1 much earlier (in the summer after your sophomore year, during your freshman year, or at the same time as Chapters 3 and 4).
As for the conclusions of the work, they must be formulated clearly, specifically, but succinctly. They must follow logically from the results of the study. Approximately 5-8 conclusions are enough for a PhD thesis, however, it is natural that the number of real conclusions will exceed the number of conclusions carried out in the dissertation. It should be noted that there is no need to rush into the formulation of this part of the dissertation, since the final version of the conclusions can only be written as a result of numerous changes in the edition.
While writing his modest dissertation, a graduate student should not worry about the glory of a scientist who has left an indelible mark on science. Only time will tell how successful his candidate’s dissertation was as a “entry” into scientific life.
Upcoming changes in the system of training postgraduate students in Russia - an increase in the duration of postgraduate studies, mandatory preparation and defense of a dissertation, funding for postgraduate students during the training period - announced by the head of the Russian Academy of Sciences Alexander Sergeev, caused wide discussion in the media and professional community.
It should be noted that these are key aspects of reforming graduate school not only in Russia, but also abroad. Some of these changes are related to the scientific training system itself, while others are related to the transformation of the human resource management system.
European doctoral students
In Europe, the reform of the doctoral education system is associated primarily with the Bologna process; doctoral programs for the training of research specialists are considered as the third stage of professional education. The status of doctoral students, as a rule, in European countries is regulated by law; it differs in different countries depending on national rules and educational traditions. Doctoral students can be employees of an educational or research organization or students; may teach for additional salary or as part of their doctoral training. In general, in European countries there is a tendency to treat doctoral students as novice researchers.
The status of a doctoral student is closely related to the sources and mechanisms of funding for training. In practice, there are several types of financing:
Grants, scholarships and internships (national, regional, European, public or private, industrial);
Wage;
Self-financing (often in the case of part-time study).
Many countries still do not cover social security costs, so doctoral students are not entitled to pensions, unemployment benefits or maternity leave. However, there is general agreement that funding, which includes fees, living expenses and social security, regardless of the legal nature of employment, provides the most important incentives for attracting a wide range of citizens to doctoral studies. Ensuring greater diversification of financial resources and their management poses a major challenge for universities that offer doctoral programs and want to achieve a critical mass of doctoral students.
The admission procedure for doctoral studies varies among universities and countries. But basically it is carried out on a competitive basis, including entrance exams and/or interviews. Master's degree graduates who have demonstrated significant academic and scientific results (without an entrance exam or interview) have the right to enter doctoral studies. But in some cases professional qualifications and experience may also be taken into account.
The number of documents that universities require from doctoral students usually includes: publication (an article in a journal or based on the results of participation in a conference in a collection), CV and proposals for a research project. Often, as a precondition for participation in mobility programs, universities require doctoral students to have a good command of a foreign language, most often English.
The duration of doctoral studies in most countries is determined by law. Typically this is three years, but there are procedures to extend this period by one year or more. In practice, the defense of a doctoral dissertation takes place over four or even five years. In the UK, by law, doctoral studies last for an average of three to four years, but in practice this period increases to five years. The average age of doctoral students in the UK is 25-32 years.
The competencies of a scientific supervisor, in general opinion, are the main factor in the successful formation of a research culture, highly effective work in doctoral studies, and the quality of teaching. The role and responsibilities of a supervisor differ from country to country, which is reflected even in the wide variety of titles. For example, mentor, tutor, promoter, guide, instructor, coordinator.
Improving the qualifications of scientific supervisors is becoming a priority in most European universities and countries. For example, from 2003 to 2010, the UK government funded advanced training for scientists through the Roberts Funds and a number of additional programs and initiatives. Currently, the UK and Ireland have national doctoral codes that require each university to provide professional development for supervisors. Moreover, government funding for universities in the UK depends on improving the qualifications of academic leaders. This pressure from the government is a major incentive for universities to organize advanced training for academic supervisors in British universities and achieve sustainable quality in their work with doctoral students.
Regarding the question of the number of doctoral students per scientific supervisor, then, as a rule, on average there are from four to six doctoral students per scientific supervisor. But usually there is no specific maximum limit on the number of doctoral students.
Most universities have control over the workload of teachers, work with doctoral students is part of it, so the relevant supervisory authorities of academic departments ensure that supervisors have enough time for each doctoral student. In some universities, for example at Hacettepe University (Turkey), there is a practice of additional payments to supervisors for working with doctoral students.
The main requirement for the quality of a doctoral dissertation is that it must contain new understanding or knowledge, innovation, a new scientific method, or the application of a known method to a new field of activity. The dissertation must present the results of original research work and be in the context of theoretical knowledge. It (or at least part of it) must be published in a peer-reviewed scientific journal or as a peer-reviewed book. However, the time lag between submission and publication in many journals is a major barrier to achieving this goal.
Schools and networks
If in 2007 only 20% of universities had doctoral schools, then in 2009 - 65%, in 2013 - 85%. A doctoral research school is an organizational structure that works only with doctoral students and conducts research project work. Doctoral schools can be organized at the faculty and institutional levels, within several educational organizations (creation of research networks, groups), in separate areas of training (research or research topic) or in an interdisciplinary area. Doctoral schools may also be responsible for recruiting domestic and foreign doctoral students, as well as preparing them for work in academic and other fields.
In some countries, doctoral schools are established under the auspices of ministries of education (for example, Finland and France) or in close cooperation with research institutes and funding organizations (for example, the Max Planck Institute or the National University in Germany). Doctoral schools promote the inclusion of doctoral students in scientific groups, projects, and centers of excellence. Institutionally organized doctoral schools provide a research environment with a common set of rules and codes of practice for all doctoral students, which also helps to create and maintain uniform requirements for the quality of research and doctoral dissertations.
Doctoral schools typically offer specialized courses, general skills training, and are open to interdisciplinary approaches and programs. An additional positive aspect of doctoral schools is the social environment they provide for doctoral students who feel part of a community of doctoral students with similar needs and interests.
Professional doctoral programs are being actively implemented in many countries around the world. There are differences in the definition of a professional doctorate in different countries of the world, where a professional doctorate is introduced by law into the training system. For example, in some countries (USA, Canada, France, Belgium, Italy) the degree of Doctor of Medicine is professional, while in others it is research (Great Britain, Ireland). Doctoral professional degrees in a number of countries (for example, in France, Belgium, Italy) include Doctors of Law (DL), Doctors of Business Administration (DBA), which are considered as part of the system of training a professional rather than an academic doctorate.
Third level higher
In Russia, over the past four years, graduate school has become the third level of higher education, which corresponds to many of the designated foreign approaches, but is characterized by the simultaneous presence of advantages and problems. We should not forget that modern Russian society needs an additional influx of highly qualified personnel capable of professionally engaging in research and development of new technologies.
For example, in the Russian transport industry there is a shortage of more than 50% of specialists implementing new technologies. The communications industry lacks more than 50% of specialists developing business development strategies for companies, and more than 40% of specialists organizing the development and implementation of measures to introduce new technologies.
At the same time, the required increase in the number of researchers until 2030, while maintaining the existing conditions for the formation of personnel and training of highly qualified personnel, is not expected. Currently in Russia the average age of researchers is 48 years, doctors of sciences - 62 years, candidates of sciences - 52 years. The effect of aging personnel will be most noticeable against the background of a decrease in the proportion of graduate students defending dissertations. In 1992, the share of such graduate students was 21.1%, in 2005 - 31.7%, and in 2016 it decreased to 14.4%.
The decline in the share of dissertation defenses by graduate school graduates occurs against the background of an imbalance between the decrease in the prestige of teaching, scientific and research activities in society and the growing demand for academic titles and degrees, the expansion of the range of forms of paid education in graduate programs, the weakening of quality and the decrease in the share of the research component in dissertations, the increase disproportions in the number of specialists trained in different professions. All this speaks to the need to improve postgraduate training programs and take into account significant foreign experience.
The most popular areas of postgraduate training are technical, economic and medical sciences. In 2016, the share of training in relevant scientific areas of the total number of graduate students accounted for 31.2%, 11.2% and 9.9%, respectively.
The form of training is significant for the implementation of postgraduate programs, its organization and financing. The duration of study for full-time graduate students is three years, and four years for part-time students. In 2016, more than 40 thousand men studied full-time in graduate school, which is 56.5% of the total number of graduate students, and about 31 thousand women (43.5% of the total number of graduate students).
The choice of full-time or part-time training is often based on factors not directly related to the educational or research process. This choice, for example, may be influenced by the deferment granted to men from military service for full-time graduate study.
Modern Russian graduate students need to prepare and defend a scientific qualification work (SQR) upon completion of graduate school. The “Law on Education” provides for the corresponding defense of the NKR in the form of a dissertation work in the dissertation council for the degree of candidate of science. At the same time, existing approaches to checking the texts of the NKR and the texts of dissertations for scientific degrees for unlawful borrowings do not provide for the possibility of re-protecting the text of the NKR in the form of a candidate's dissertation.
Postgraduate studies as the third stage of higher education are aimed at training scientific and pedagogical personnel. Formally, it is not related to the fact that graduates defended a dissertation for the degree of Candidate of Sciences. This leads to the fact that graduate students have no motivation to obtain a diploma for mastering a postgraduate program; such a diploma is not in demand by employers, for whom a bachelor’s or master’s degree is enough to decide on hiring.
For persons with a candidate of science degree, postgraduate study is considered the second or subsequent higher education of the appropriate level, which entails the impossibility of studying or continuing postgraduate studies on a budgetary basis in the case of early defense of a dissertation.
Who and how to recruit as graduate students
The rules for admitting graduate students are significant. Today in Russia, admission to graduate school is based on entrance tests independently conducted by organizations. The scientific background of a future graduate student is taken into account only on formal grounds (the presence and number of publications, diplomas, etc.) in the form of additional points that have a minor impact on the final decision on enrollment.
At the same time, the degree of scientific training and the quality of the content of the applicant’s scientific background are not taken into account, and the continuity of personnel training by supervisors of scientific research of undergraduates and graduate students is disrupted. Therefore, it is advisable to provide additional consideration for the availability of recommendations from leaders of previous scientific research, decisions of academic councils of departments and state certification commissions that graduated an applicant from a master’s or specialty program, giving such decisions significant weight within the framework of ongoing competitive procedures.
According to the “Law on Education” as amended in 2012, graduate school is aimed at training scientific and pedagogical personnel. The possibility of pedagogical training of all graduate students should be considered, taking into account the need to involve highly qualified scientific personnel in the development of the education system and introducing the results of current scientific research into it. At the same time, the fact of successful completion of postgraduate study can be officially considered as receiving a pedagogical education by the graduate.
The quality of training of highly qualified scientific personnel largely depends on the effectiveness of the scientific supervision of graduate students. In many foreign universities, a graduate student (applicant for a PhD degree) needs to complete scientific research under the guidance of several teachers and scientists who may work in different organizations and countries.
In Russia, a graduate student is usually supervised by one supervisor. In this regard, the numerical ratio of graduate students and scientific supervisors is significant. In 2016, there were on average 1.5 graduate students per scientific supervisor in Russian research organizations, while in universities there were 2.2 graduate students. In connection with the transformation of postgraduate study into another level of higher education, the question remains open about the ratio of the share of training sessions and the share of time allocated for research and communication with a supervisor in the curriculum for the preparation of postgraduate students.
There are many examples where candidates of science effectively and successfully supervise the preparation of master's theses. Currently, such guidance is permitted to PhD candidates only as an exception. This requires an appropriate decision from the management of organizations, the criteria for the adoption of which are not clearly defined. We would consider it appropriate to allow the supervision (co-supervision) of research work of graduate students by candidates of sciences with an academic title, subject to certain conditions (availability of experience as an assistant professor, successful supervision of qualifying works of masters, publications in the specialty, etc.).
Finally, it is important to resolve issues related to the relationship between postgraduate study and the actual work activity of Russian graduate students. It is no secret that most of them are forced to work in parallel with their graduate studies. At the same time, for many of them, such work turns out to be unrelated or insufficiently related to the topics of their research. The solution to this problem could be facilitated by an increase in stipends for postgraduate students, greater (or mandatory) involvement of them in grant research conducted by organizations, and an unambiguous and unconditional inclusion of the period of postgraduate study in the length of work or even scientific and pedagogical activity of the student.
In conclusion, I would like to emphasize that the training of highly qualified personnel is the most important component of the formation of the personnel potential of an innovative economy. Undoubtedly, the experience of the leading countries of the world in the field of training highly qualified personnel, their approaches to improving the training of postgraduate students must be taken into account for the effective implementation of Russian state policy in the field of education and the formation of an integral system for managing the process of training highly qualified personnel in postgraduate programs.
Gulnara Amangeldinovna Krasnova - Doctor of Philosophy, Professor, Chief Researcher of the Russian Presidential Academy of National Economy and Public Administration; Vadim Valerievich Grinshkun – Doctor of Pedagogical Sciences, Professor, Head of the Department of Informatization of Education at Moscow City Pedagogical University.