Harmonized master programs for fostering extra in-demand competences / M. Yu. Chervach, Y. P. Pokholkov, K. K. Tolkacheva

Основной Автор-лицо: Chervach, M. Yu., linguist, manager of Tomsk Polytechnic University, 1991-, Mariya YurievnaАльтернативный автор-лицо: Pokholkov, Y. P., specialist in the field of electrical engineering, Doctor of technical sciences, Rector of the TPU (1990 - 2008), professor, 1939-, Yuri Petrovich;Tolkacheva, K. K., specialist on educational and methodical work of Tomsk Polytechnic University, associate Professor, candidate of pedagogical Sciences, 1988-, Kseniya KonstantinovnaКоллективный автор (вторичный): Национальный исследовательский Томский политехнический университет (ТПУ), (2009- )Язык: английский.Страна: .Резюме или реферат: Russia has signed the Bologna Declaration and has entered the European Higher Education Area in 2003. Russian HEIs have gone through an invasive modernization process transmitting from a 5-year specialists’ training (Engineers’ degree) to a two-cycle system of higher education, introducing ECTS to the existing hourly-based curriculum, providing opportunities for students’ and staff’s mobility programs, etc. However the practice shows that the Russian way of implementing the Bologna process requirements differs greatly from those of the European countries, specifically when the issue of individual learning paths is addressed..Аудитория: .Тематика: электронный ресурс | труды учёных ТПУ | harmonized programs | extra competences | in-demand competences | curriculum modernization | компетенции | учебные планы | высшее образование | российские вузы Ресурсы он-лайн:Щелкните здесь для доступа в онлайн
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Russia has signed the Bologna Declaration and has entered the European Higher Education Area in 2003. Russian HEIs have gone through an invasive modernization process transmitting from a 5-year specialists’ training (Engineers’ degree) to a two-cycle system of higher education, introducing ECTS to the existing hourly-based curriculum, providing opportunities for students’ and staff’s mobility programs, etc. However the practice shows that the Russian way of implementing the Bologna process requirements differs greatly from those of the European countries, specifically when the issue of individual learning paths is addressed.

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