Evaluation Of The Effectiveness Of Modular Training In Economic Areas Of Study Margarita D Mironova 1 , Natalia A Zaitseva 2,3 , Anna A Larionova 4 , Natalia V Rozenberg 5 , Natalia V.
Module 7. Practical-oriented disciplines on the sub-field
management of small business in a foreign language 252 5,19
Elective Disciplines 52 1,07
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Total number of academic hours 4852 100,00
As it can be seen from the data in Table 1, the first module occupies the largest share in the volume of hours, which includes, in addition to historical disciplines and a foreign language, the discipline "Philosophy", "Life Safety", "Law" and "Business Communications”.
These disciplines, as well as the disciplines of the module of humanitarian and social disciplines, are aimed at the formation of the following general cultural competencies:
• the ability to use the basics of philosophical knowledge to form a worldview position;
• the ability to analyze the main stages and patterns of the historical development of society for the formation of a civic position;
• the ability to use the basics of economic knowledge in various fields of activity;
• the ability to communicate in oral and written forms in Russian and foreign languages for solving problems of interpersonal and intercultural interaction;
• the ability to work in a team, tolerantly perceiving social, ethnic, confessional and cultural differences; • the ability to self-organization and self-education;
• the ability to use methods and means of physical education to ensure full social and professional activities;
• the ability to use first aid techniques, methods of protection in emergency situations.
These competencies are basic for a specialist with a higher education, on the basis of which professional competencies are formed. The formation of professional competencies focused on the discipline of modules, which include disciplines on economics and management. As can be seen from the figures in Figure 1, the share of such disciplines in the total amount of hours of the entire curriculum is 42% (Figure 1).
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Figure 1. Structure of the curriculum in the direction of training "Management", the profile of "Management of the Organization" (Plekhanov Russian University of Economics, recruiting students in
2018)
The peculiarity of the analyzed professional educational program is that it is implemented in two languages (Russian and foreign) and within its framework three sub-profiles are envisaged: "Corporate governance", "Production management", "Small business management", within which appropriate disciplines are selected student, some of which are presented in Table 2.
Table 2. Examples of the subjects of the curriculum in the direction of training "Management", the profile "Management of the organization" in the framework of three sub-profiles (Plekhanov Russian University of Economics, enrollment in 2018)
Sub-profiles Examples of disciplines within sub-profiles Corporate Governance Corporate structure strategies
Organizational Competence Management Production management Modern concepts of production organization
Development of a business model of an industrial enterprise
Small Business
Management Management of small and medium business
Cross-cultural aspects of entrepreneurship
58%
42% Disciplines on economics andmanagement
Humanitarian and social disciplines, a foreign language, physical culture and sports
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Thus, those applicants who plan to work in different organizations in the future are given the opportunity to choose a sub-profile - from small enterprises to large corporations.
Based on the study of this experience of applying modular training in the development of professional programs in the economic areas of training in the university, it can be concluded that they are effective. This approach allows not only to form, but also to consolidate the competencies to which each specific module is directed, and the study of disciplines at the student's choice, helps to consolidate these competencies and develop them taking into account the specific nature of the company's activity - small, medium or large business.
Discussion
Earlier, the authors of the article repeatedly wrote about the need to improve the training system in general, in particular, on economic directions of training. (Larionova et al., 2017, Mironova et al., 2017, Zaitseva, et al., 2017).
In continuation of these studies, in this article, based on the analysis of pedagogical literature, the principles of modular training are singled out and described.
In addition, as a result of the studies reflected in this article, the authors confirmed the effectiveness of modular training in the development of professional programs in the economic areas of training at the university.
Conclusion
According to the results of the study, it can be concluded that when implementing modular training in a modern on-line version, students will become more autonomous, will take greater responsibility for vital decisions, including for education. When implementing on-line education, there will be no need for any "controlling bodies". People will begin to educate themselves, and really realizing what exactly and in what amount of knowledge they need.
In the process of modular training, an individual educational trajectory is realized, which will take into account the individual psychophysiological and personal characteristics of students, as well as their intellectual, age and gender characteristics.
In the transition to the knowledge economy, the learning process is no longer based on simple memorization by the students of a large amount of information. Computers provide the ability to quickly download all the information that the learner needs. On the one hand, it will not be necessary to overload students with unnecessary information. On the other hand, the liberated volume of hours can be directed to the development of the ability to think, analyze, argue and, in the end, make the right decisions in the chosen professional field.
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The Use Of Digital Technologies To Improve The Quality Of The "Social Taxi"
Services’
Natalia B. Moskaleva1, Natalia A. Zaitseva2,3, Marina V. Vinogradova4, Anna A. Larionova 5, Olga S.