AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
module is disciplinary and elective. In this module, a student can
choose additional competences from other educational
programmes, for example, to study programming in depth,
improve the skills of designing and modelling in CAD and CAE-
systems, electric drive and hydraulic systems.
Essentially, this module is a competence build-up of the model
of professional engineering personnel training for the iron and
steel industry. This module shall be based on the needs of the
‘future’ responding to the question ‘What additional
competences shall a professional in the area of metallurgy have?’
Students from different engineering educational programmes are
also admitted to elective courses for purposes of creation and
development of professional communities. This module can be
called as ‘the module of development’. The model of an
educational programme of professionals training for the iron and
steel industry is schematically represented on Fig. 2.
Conclusion. Implementation of the considered approach on
design of an educational programme of master-level
professionals training for frontier development of the iron and
steel industry also involves creation of absolutely new evaluation
systems, for example, projects completed by a student, obtained
results, an economic benefit, implementation, the level of
interested experts from the industry, etc.
The distributed system of competence exchange at the
interdisciplinary and multi-professional level addressed in the
paper can become one of the directions of educational policy
modernisation within current expert professional communities
(clubs, departments, etc.) at universities.
Implementation and positioning of such programmes shall be
started within the following aspects and leads:
Interest and demands of students
Trajectories of personal growth of ‘successful people’ from
the considered professional community, an industrial iron
and steel plant; for example, which competences are
required in order to become a chief technologist of rolling
production
Formation of an educational trajectory with involvement of
so-called ‘mentors’, ‘educational navigators’, the future of
education is his or her individualization
Fig. 2. The Model of Master-Level Students Training for Iron
and Steel Industry Enterprises
One should be warned against possible mistakes in
modernisation of the engineering personnel training system at
universities. You cannot choose between education and R&D at
universities. The competences of R&D should be obtained first,
and then the education shall be focused on [9, 10]. It should be
noted that a person not involved into research cannot teach
anything. Presence of an R&D centre at the university also does
not mean presence of competences for professional engineering
personnel training.
It is possible to teach only in the course of actual actions, and
these actions shall be focused on development. However, new
knowledge cannot be born ‘in captivity’. ‘An academic
freedom’, autonomy from mass educational processes taking
place at universities shall be created. Topics of projects shall be
selected by a student, not given by an instructor. Efficient tools
for students’ immersion into independent behaviour shall be
developed at the university. The proposed format of design of
new educational programmes requires certain liberation of
teaching and research staff from the burden of existing
restraining educational formats.
It should be understood that education is a basis and a source of
transformation.
Literature:
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relationships of higher metallurgical education in sectoral system
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(2008) 2, 142-144.
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/1/012008
8. Kozhevnikov A.V. Problems and mechanisms of development
of the model of academic personnel training for iron and steel
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9. Akulich V.G Russian and foreign experience of distributive
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Primary Paper Section: J
Secondary Paper Section: AM
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