O.E. Piskun, associate professor, Ph.D.
V.A. Chistyakov, professor, Dr.Hab.
St. Petersburg State Polytechnic University, St. Petersburg

Keywords: educational standard, three generations of standards, capabilities, knowledge, abilities, skills, competences.

Introduction. According to over two decades of experience, the chosen path of development of modern education in Russia is far from ideal - education in Russia lost more than gained having destroyed the educational system of the USSR and declaratively accepted the principles of the Bologna system, as a necessary and adequate condition for entering the common educational space.

The outcome of the blind imitation of the Western educational system is summarized in the report "Educational reform in the United States and national security", submitted to Congress, which states that the failure of the United States in the field of education have led to five threats to national security: threat to economic growth and competitiveness; threat to military security; threat to intellectual property; threat to global US interests; threat to the national unity and cohesion (Murat Choshanov. There is no need to repeat the mistakes of the United States (Available at: http://www.gazeta.ru/lifestyle/education/2013/01/14_e_4923217.shtml).

However, unfortunately, the stated above is completely true for Russia.

The purpose of the study was to analyze the history of formation and the content of the state educational standards of higher professional education.

Results and discussion. Each new standard presupposes processing of curriculum and program, development of new teaching aids, process charts, tests, and so on. And teaching staff is the one who is responsible for all this routine work.

Let us review the history of educational standards. The beginning of the 90s in Russia was associated with chaos and ruin. The issue of liquidation of the subject “Physical Education” in universities was being seriously discussed. FSES of HVE (Federal State Educational Standards of Higher Vocational Education) on the subject “Physical Education” adopted in 1995 emerged as a reaction to the negative development trends. Physical culture in the standards of the first generation is defined as an academic discipline and an important component of the integral development of an individual that have educational, instructional and recreational value, providing a positive impact on the youth policy in the sphere of reproduction of cultural values. In order to meet the standards of the FSES of HVE it is necessary to revise the state policy of development of physical culture in universities – a transition from a unitary education doctrine to a more creative humanistic model presupposing the reorientation of the educational process from the traditional reproductive model to a more flexible, integrative, information and symbolic educational paradigm [1, p. 41].

The FSES of HVE of the second generation (2001) was aimed at overcoming the catastrophic consequences of the “reformation period”, increasing the responsibility of Departments of Physical Education for the results of their activity. Depressing consequences of the demographic crisis, disappointing forecasts of anthropologists, psychologists, sociologists and health professionals regarding life-time and health of the nation became the impetus for modernization of the physical culture development programs in Russia. Taking into account the weaknesses of the first standard, the second one was amended to define more clearly the new goals of the Departments of Physical Education activity [1, p. 42].

Five years later the board meeting of the Ministry of Education and Science of the Russian Federation of February 1^st, 2007, considered the issue “On the development of a new generation of the state educational standards and a gradual transition to the tier higher vocational education”. In 2011 universities were transferred to the two-tier education system by the standards of the third generation. The new educational paradigm characterizes physical culture in higher school not only as a subject but also in a broader context – as a multi-level youth subculture, the structure of which includes physical education, university sports, rehabilitation exercises, physical recreation, applied professional physical training. For the first time along with the physical culture of an individual a need to form universal and specialized competences was defined as a goal in the standard. Competency (Latin “competentia” – knowledge in some field) is regarded in the FSES of HVE as the aptness to apply knowledge, abilities and personal qualities to be successful in a particular field [2].

At this stage the paradigm of the Soviet system of education “knowledge – abilities – skills” was completely replaced with the formation of competences, i.e. knowledge in some field, the aptness to apply knowledge, abilities and personal qualities to be successful in a particular field. It should be noted that there is a huge distance between “the ability to apply” and “to be able to apply – that is, to apply”. Following Western standards, testing is used to assess the formation of one or another competence, i.e. ability to answer a predetermined limited number of fixed questions. Thus, learning as a creative process was substituted with ordinary coaching. We all know the consequences of this – it is enough, for example, to analyze the results of the Unified State Exam in the Russian language in Russia over the past few years.

In 2012 Federal Law № 273-FZ “On Education in the Russian Federation” dated December 29^th, was adopted (http://base.garant.ru/70291362/). Section 1, article 2 clearly states that: “3) education is a task-oriented process of organizing activity of the students with regards to mastering knowledge, abilities, skills and competence, acquiring activity experience, developing abilities, gaining experience in knowledge application in everyday life and forming students’ motivation for education throughout their life”. Thus, it can be stated that there is a definite tendency of the return of the paradigm “knowledge – abilities – skills”. The adoption of this law and publication of the Draft Resolution of the Government of Russia on the Approval of the Order of Development, Approval of the Federal State Educational Standards and Procedure for the Introduction of Amendments (http://минобрнауки.рф/документы/3283) in 2013 required modernization of the standards of the third generation, that is, development of the FSES of HVE 3+.

The current FSES of HVE 3+ (approved and draft ones) as well as the standards of the third generation use the term “abilities”. According to B.M. Teplov, “abilities, aptitudes, capabilities are individual psychological characteristics that distinguish one person from another, define effectiveness of performing an activity or series of activities, that cannot be reduced to knowledge, abilities and skills, but determine the ease and speed of learning new methods and techniques of activity”. (http://www.anypsy.ru/glossary/sposobnosti).

Conclusion. In the near future we should expect the emergence of the Standard 4.0 that will attempt to combine individual psychological characteristics of the student on the one hand and the knowledge, abilities and skills being cultivated in him - on the other.

References

1. Grigor'ev, V.I. Gosudarstvenny obrazovatel’ny standart – stabilizatsionny instrument razvitiya fizicheskoy kultury v vuzakh  (State Educational Standard - stabilization method of development of physical culture in universities) / V.I. Grigor'ev, D.N. Davidenko, V.A. Chistyakov // Uchenye zapiski universiteta im. P.F. Lesgafta. – 2011. – № 4(74). – P. 39–45.
2. Grigor'ev, V.I. Kompetentnostny podkhod k proektirovaniyu individual’nykh obrazovatel’nykh traektoriy fizicheskogo razvitiya studentov (Competency building approach to the design of individual educational paths of physical development of students) / V.I. Grigor'ev, D.N. Davidenko, V.A. Chistyakov, Kim John Kil // Uchenye zapiski universiteta im. P.F. Lesgafta. – 2011. – № 1(71). – P. 35–41.

Corresponding author: piskun@imop.ru ; chistiakov52@mail.ru