Postgraduate - what is it? Postgraduate education: features. Information on the places of acceptance of documents required for admission and information on postal addresses for sending documents

In graduate school, which is the next stage in the comprehension of science, it is customary to distinguish several stages of education. This time allotted for postgraduate studies should be used as rationally and rationally as possible, i.е. so that, in order to have time to assimilate educational material well enough and at the same time worthy to defend a dissertation.

Many begin postgraduate studies immediately after graduation and immediately face certain difficulties inherent in given period learning. Naturally, young scientists, especially graduate students in the humanities and natural sciences, often resort to simple recommendations in order to make the most effective use of 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 at a loss, not knowing where to start their studies. It must be borne in mind that in graduate school, as in a university, time will be running out and therefore we must try not to waste time or waste it in vain, but immediately get down to business. First of all, it is imperative to attend classes in philosophy and a foreign language, if such an opportunity is provided by the educational institution chosen by the graduate student. it necessary condition not only to increase the level of their erudition and general education, but also to successfully prepare and pass examinations in the above-mentioned disciplines in order to obtain a Ph.D.

The completed course of philosophy gives the graduate student the opportunity to further deepen his knowledge and better understand not only the directions of modern philosophy, but also literature, art, politics, the structure of society, and the peculiarities of the spirituality of different countries. The study of a foreign language will provide an indispensable service in reading the works of foreign authors in the specialty of interest to the postgraduate student. Reading these works in the original will help to better understand the subject being studied. Even with poor knowledge of a foreign language, reading sources foreign literature over time, it will become easier, because soon a graduate student will surely 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, Spaniards or Chinese in English, as they write simply, clearly and understandably, without any sophisticated phrases and complex words. In many educational institutions They also teach courses in psychology and pedagogy. Listening to the above courses is necessary both for further teaching practice and to deepen your knowledge.

It must be borne in mind that people with a scientific degree have high authority and are considered in the highest degree intelligent. Many reckon with their opinion, and therefore a graduate student over the years of study should try to meet such a high mark in order to have authority. It is necessary to study while there is time, strength and opportunity, because after completing a graduate school, a young scientist loses this chance mainly due to his employment. Then you will have to study on your own, sometimes teaching others at the same time, but it is unlikely that anyone will be interested in receiving an education as a graduate student.

By regularly attending classes, a graduate student will have the opportunity to pass candidate exams. But this is not enough to write a dissertation. In the first year of study, you need to organize scientific research, since obtaining a Ph.D. also involves writing a Ph.D. Therefore, having enrolled a graduate student in graduate school, the university appoints him a supervisor from among doctors of sciences or professors. The topic of the candidate's dissertation is approved by the Department or the Faculty Council until December 31 of the year of admission. Together with the supervisor, the graduate student develops individual plan work, fills title page plan, an explanatory note regarding the choice of topic and fills out the plan for the first year of study. After the plan is approved at a meeting of the department, the graduate student is under the close attention of the professor, i.e. a supervisor who organizes and directs the scientific research of a graduate student, who controls and is responsible for the implementation of an 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 a graduate student is unlikely to find free time to dedicate it to revisiting classes in these disciplines. In addition, a graduate student will no longer have a great desire to attend lectures without a group of graduate students who once kept him company. If a graduate student wants to take the exam, then he must submit to the graduate school an appropriate statement of his intention.

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 meeting of the department. To do this, they need to submit to graduate school an already prepared and approved report.

In order to report on the work done at a meeting of the department, you must first take care of its organization. In graduate school, no one will care about the internal reasons for which the department was unable to hold meetings. (If the academic year ends in December, then it is necessary to start submitting the report in November. Therefore, a meeting of the department will take place in October, and it is necessary to start organizing its convocation in September, that is, immediately after the graduate student comes out of 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 deeper analysis of the work being done at this stage of training. Intermediate stages of work here are research, results, discussion (analysis) of results, conclusions. It is better to carry out the design and presentation of each intermediate stage of work as a scientific article.

Such a presentation of the intermediate work done can subsequently help the graduate student when writing the dissertation text. It can also be an important experience in presenting the data obtained during the study of the material.

A feature of the second year of study is that it becomes the main one both in terms of the number of conferences where the graduate student reports his results, and in terms of the number of his publications based on the work done. Another feature of the second year of study is the pedagogical practice that graduate students undergo. During teaching practice, they perform the work of a teacher at the department, which is 40-50 teaching hours. The positive aspect is that in the second half of the second year of study, a postgraduate student, thanks to practice, will more easily pass the candidate's exam in the specialty. The end of the second year implies 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 it will be necessary to complete the experiment if the work on its completion has not been completed in advance. It is also necessary to have time to carry out the final processing of the data, their analysis, and then draw conclusions. The third year is significant in that it is during this time that the graduate student writes the lion's share of the text of his dissertation. It is more expedient to spend the beginning of the year on completing the writing of Chapter 3 (“Research Results”), thoroughly editing the text of the chapter and designing it with figures, tables, diagrams. To write chapter 4 (“Discussion of the results”), you will have to use the knowledge gained 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 the end of the second year, in the first year of study, 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 should logically proceed from the results of the study. Approximately 5-8 conclusions are enough for a Ph.D. thesis, however, it is natural that the number of real conclusions will exceed the number of conclusions drawn in the dissertation. It should be noted that one should not hurry with 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 editorial board.

While writing his modest dissertation, a graduate student should not care about the fame of a scientist who has left an indelible mark on science. Only time will tell how successful his Ph.D. thesis was.

Successful completion of a master's program is not a reason to stop there. Many students prefer to move on to the next level of the educational ladder called “postgraduate studies”. For some, getting a degree seems pointless. However, for those who want to explore their chosen profession from all sides and devote themselves to it completely, graduate school is a breath of fresh air. It gives you the opportunity not only to engage in science, but also your future.

What is graduate school?

If higher education in the classical sense means that students attend lectures and other types of classes during which they gain knowledge, then with graduate school the situation is different. Here it will no longer be possible to skip couples or take exams automatically for a triple. The ultimate goal of education in this case is for the student to obtain a Ph.D. degree, which is earned by hard work.

Therefore, we can say that graduate school is, in a sense, independent, since it implies to a greater extent the work of a student under the guidance of a teacher. In order to eventually achieve the desired results, the young specialist is engaged in his own research. Based on its results, he writes a scientific or so-called Ph.D. In the process of developing a project, a student learns not only to assimilate information, but also to analyze it according to various criteria.

PhD Forms

Masters planning to connect their lives with science need to know that this can be done under various conditions. So, postgraduate study is allowed in three forms:

• Full-time (day).
• Correspondence.
• Applicant.

It is immediately worth highlighting the most preferred 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 activities. It will allow you to spend more time research work and consultations with the project manager, while postgraduate study in absentia 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 the fellowship. In order to get 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 possibility of writing a dissertation and passing exams on his own.

Learning Features

Several Benefits of Earning a Degree

Young people in most cases are in a hurry to finish their studies and, after graduating from the magistracy, begin life in working days. And in general, for many, research work is simply not of interest. However, there are undeniable advantages to applying to graduate school:

• The prospect of obtaining a prestigious highly paid position.
• Deferment from the army for males. True, there are some nuances here: the postgraduate study of the correspondence department does not save from the fulfillment of civic duty, the student must be enrolled in full-time education.
• Opportunity to participate in closed scientific experiments.
• The right to receive leave, after which it will be possible to reinstate the position of a graduate student.

Postgraduate admission

Not every student can engage in scientific work on the basis of the chosen university. The applicant must have a previous master's or specialist's education. They are given the following admission to graduate school:

• Philosophy.
• Foreign language (usually English).
• Profile subject in the chosen specialty.

In addition, the applicant must write an application addressed to the rector and obtain the agreement of the supervisor. If there is one, the applicant can submit a scientific work on a topic related to the specialty of the department. If the student plans to study at the correspondence department, he must present to the commission an extract from the work book.

Cost of education

Of course, having entered the desired postgraduate faculty and taking a budget place, you don’t have to worry about additional expenses. But sometimes it becomes just a dream. The student could get excited at the entrance exams, or there was simply a very large competition among applicants. Well, some faculties do not provide budget places for education at all. Then you have to find the right amount. What are its limits?

According to official estimates, the cost of education for graduate students in Russia ranges from 55,000 to 350,000 rubles a year. The amount of monetary value for obtaining an academic degree depends on the policy 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 understood, graduate school is a means of development modern science. After all, today's student tomorrow can become a professor and give the world a discovery that will shock him.

Upcoming changes in the postgraduate training system in Russia - an increase in the duration of postgraduate studies, mandatory preparation and defense of a dissertation, funding postgraduate students during the study period - announced by the head of the Russian Academy of Sciences Alexander Sergeev, sparked a lot of discussion in the media and professional community.

It should be noted that these are key aspects of reforming postgraduate studies 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 system is associated primarily with the Bologna process, doctoral programs for the training of research specialists are considered as the third step vocational education. The status of doctoral students is usually in European countries regulated by law, it varies from country to country depending on national rules and educational traditions. Doctoral students can be employees of an educational or research organization or students; may teach for additional pay or as part of their doctoral studies. 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 for funding education. In practice, there are several types of funding:

Grants, scholarships and internships (national, regional, European, public or private, industrial);

Wage;

Self-financed (often in case of part-time studies).

Many countries still do not cover social security costs, so doctoral students are not eligible for pensions, unemployment benefits, or maternity leave. However, funding that includes fees, living expenses and social security, regardless of the legal nature of the employment, is generally considered to provide the most important incentives to attract a wide range of citizens to doctoral studies. Ensuring greater diversification of financial resources and their management is a major challenge for universities that offer doctoral programs and wish to reach a critical mass of doctoral students.

The procedure for admission to doctoral studies varies in different 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 shown 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 documents that universities require from doctoral students, as a rule, include: publication (article in a journal or on the results of participation in a conference in a collection), CV and proposals for research project. Often, as a prerequisite 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. Generally it is three years, but there are procedures for extending this period by one year or more. In practice, the defense of a doctoral dissertation takes four or even five years. In the UK, doctoral studies are legally on average three to four years, but in practice this period is increased to five years. Average age doctoral students in the UK - 25-32 years.

The supervisor's competencies, by all accounts, are the main factor in the successful formation of a research culture, highly effective work in doctoral studies, and the quality of education. The role and responsibilities of the Supervisor differ from country to country, which is reflected even in the wide variety of titles. For example, a mentor (English - mentor), tutor (English - tutor), promoter (English - promoter), guide (English - guide), instructor (English - instructor), coordinator (English - coordinator).

The advanced training of scientific supervisors is becoming one of the priorities in most European universities and countries. For example, from 2003 to 2010, the UK government financed the advanced training of scientists through the Roberts Foundation, a number of additional programs and initiatives. Currently, the UK and Ireland have national codes of doctoral studies, which provide for the obligation of each university to ensure the professional development of scientific supervisors. Moreover, government funding of universities in the UK depends on the advanced training of scientific supervisors. Such pressure from the state is the most important incentive for universities to organize the training of scientific supervisors in British universities and achieve a sustainable quality of their work with doctoral students.

With regard to the question of the number of doctoral students per supervisor, as a rule, on average, there are four to six doctoral students per supervisor. But there is usually no specific maximum limit on the number of doctoral students.

In most universities there is a control over the workload of teachers, work with doctoral students is part of it, therefore the relevant oversight bodies of academic departments make sure that managers 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 in a new field of activity. The dissertation should present the results of an 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 gap 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 already in 2009 - 65%, in 2013 - 85%. The 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 an interdisciplinary field. Doctoral schools may also be responsible for the recruitment of national and foreign doctoral students, as well as preparation for work in academic and other fields.

In some countries, doctoral schools are established under the auspices of the ministries of education (for example, in Finland and France) or in close cooperation with research institutes and funding organizations (for example, the Max Planck Institute or National University in Germany). Doctoral schools contribute to the inclusion of doctoral students in scientific groups, projects, 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 tend to 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 they are part of a community of doctoral students with similar needs and interests.

In many countries of the world, professional doctoral programs are being actively introduced. There are differences in the definition of a professional doctorate in different countries 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), Business Administration (DBA), which are considered as part of the system for preparing professional rather than academic doctoral studies.

Third level of higher

In Russia, in the last four years, postgraduate studies have been the third level higher education, which corresponds to many of the designated foreign approaches, but is characterized by the simultaneous presence of advantages and problems. It should not be forgotten that modern Russian society needs an additional influx of highly qualified personnel capable of professionally engaged in research and development of new technologies.

For example, in the transport industry in Russia there is a shortage of more than 50% of specialists implementing the introduction of new technologies. The communications industry lacks more than 50% of specialists who develop business strategies for the development of companies, and more than 40% of specialists who organize 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 the training of highly qualified personnel, is not expected. At present, in Russia, the average age of researchers is 48 years, doctors of science - 62 years, candidates of science - 52 years. The effect of aging staff will be most noticeable against the background of a decrease in the proportion of graduate students defending dissertations. In 1992, the proportion of such graduate students was 21.1%, in 2005 - 31.7%, and in 2016 it decreased to 14.4%.

The drop in the proportion of dissertations defended by postgraduate graduates occurs against the background of an imbalance between a decrease in the prestige of pedagogical, scientific and research activities in society and the growing demand for academic titles and degrees, expanding the range of forms of paid education for postgraduate programs, weakening the quality and reducing the share of the research component in dissertations, increasing the disproportion in the number of specialists trained in different professions. All this indicates the need to improve postgraduate training programs and take into account significant foreign experience.

The most demanded areas of postgraduate training are technical, economic and medical sciences. In 2016, 31.2%, 11.2% and 9.9% of the total number of graduate students, respectively, fell to the share of training in the relevant scientific areas of the total number of graduate students.

Significant for the implementation of postgraduate programs, its organization and financing is the form of education. The term of study for full-time postgraduate students is three years, for part-time postgraduates - four. In 2016, more than 40 thousand men studied full-time in graduate school, which is 56.5% of total number 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 that are not directly related to the educational or research process. Such a choice may be influenced, for example, by the deferment granted to men from military service in case of full-time education in graduate school.

Modern Russian graduate students need to prepare and defend a scientific qualification work (NKR) upon completion of graduate school. The "Law on Education" provides for the appropriate defense of the NKR in the form of a dissertation work in the dissertation council for the degree of candidate of sciences. At the same time, the existing approaches to checking the texts of the NKR and the texts of dissertations for academic degrees for illegal borrowing do not provide for the possibility of re-defending the text of the NKR in the form of a candidate's dissertation.

Postgraduate study as the third stage of higher education is aimed at training scientific and pedagogical personnel. Formally, it is not related to the fact that graduates defended their thesis for the degree of Candidate of Sciences. This leads to the fact that graduate students do not have a motive for obtaining a diploma on the development of a postgraduate program, such a diploma is not in demand by employers who need a bachelor's or master's degree to decide on employment.

For persons with a Ph.D. degree, postgraduate study is considered a 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 event of an early defense of a dissertation.

Whom and how to take in graduate students

Significant are the rules for admission of graduate students. Today in Russia, admission to graduate school is based on entrance examinations independently conducted by organizations. The presence of a scientific background in 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 little effect on the final decision on enrollment.

At the same time, the degree of scientific training and the quality of the content of the scientific reserve available to the applicant are not taken into account, the continuity of training of personnel by the heads of scientific research undergraduates and graduate students is violated. Therefore, it is advisable to provide additional consideration for the availability of recommendations from the leaders of previous scientific research, decisions of academic councils of departments and state certification commissions that graduated an applicant from a master's or specialist's program, giving such decisions a significant weight within the framework of ongoing competitive procedures.

According to the "Law on Education" as amended in 2012, postgraduate studies are aimed at training scientific and pedagogical personnel. Consideration should be given to pedagogical training all graduate students, taking into account the need to involve highly qualified scientific personnel in the development of the education system and bring the results of relevant scientific research into it. At the same time, the fact of successful completion of postgraduate studies can be officially considered as a graduate receiving pedagogical education as well.

The quality of training highly qualified scientific personnel largely depends on the effectiveness of the scientific guidance of graduate students. In many foreign universities, a graduate student (PhD applicant) needs to complete a scientific research under the supervision of several teachers and scientists who can 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 supervisors is essential. In 2016, there were on average 1.5 graduate students per supervisor in research organizations in Russia, while in universities there were 2.2 graduate students. In connection with the transformation of postgraduate studies into another stage of higher education, the question of the ratio of the share of study sessions and the share of time devoted to research and communication with the supervisor in the curriculum for the preparation of graduate students remains open.

There are many examples where PhDs effectively and successfully manage the preparation of Ph.D. theses. Currently, such guidance is allowed to candidates of sciences only as an exception. This requires an appropriate decision of the management of organizations, the criteria for the adoption of which are not clearly defined. We would consider it appropriate to allow PhD students with an academic title to supervise (co-supervise) the research work of graduate students, subject to certain conditions (experience in the position of associate professor, successful supervision qualifying works masters, publications in the specialty, etc.).

Finally, it is important to resolve issues related to the relationship between postgraduate education and the real work activity of Russian postgraduate students. It is no secret that most of them are forced to work in parallel with their postgraduate studies. At the same time, for many of them, such work turns out to be unrelated or insufficiently related to the topic of their research. The solution to this problem could be facilitated by increasing the scholarships of postgraduate students, greater (or mandatory) involvement of them in grant research conducted by organizations, unambiguous and unconditional inclusion of the period of postgraduate study in the work experience 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 human resources 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 graduate students must be taken into account for effective implementation public policy Russia in the field of education and the formation of an integral system for managing the process of training highly qualified personnel for postgraduate programs.

Gulnara Amangeldinovna Krasnova - Doctor of Philosophy, Professor, Chief Researcher of the RANEPA; Vadim Valerievich Grinshkun – Doctor of Pedagogical Sciences, Professor, Head of the Department of Informatization of Education, Moscow City Pedagogical University.​

This article is devoted to the study of the problem of the educational program for the training of highly qualified scientific and pedagogical personnel in connection with the legislative change in the status of postgraduate studies in the system Russian education. The object of research in the article is the process of preparing graduate students. The search for a new content of the educational program is associated with a modern interpretation of the understanding of the goals and results of postgraduate studies. The contradiction of the new model of graduate school, which does not require the mandatory preparation and defense of a PhD thesis, is revealed, although the graduate school was originally created to train highly qualified personnel, which is confirmed by the presence of a scientific degree. Two main approaches to the goal-setting of postgraduate training are analyzed: dissertation and qualification. Modern labor markets for postgraduate graduates and the competencies necessary for them are considered. The study 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 sciences

scientific and pedagogical staff of the highest qualification

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). – P. 44–52.

2. Poor B.I. The role and structure of educational training in postgraduate studies of a new type // 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 in the 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 Postgraduate Studies in Russia: Solutions for Improving the Targeting of the Selection of Applicants for Highly Qualified Personnel Training Programs // Nauka. Innovation. Education. - 2015. - No. 18. - P. 61–72.

6. Gvildis T.Yu. Experience and results of approbation of a universally oriented educational program for the training of scientific and pedagogical personnel in graduate school // Uchenye zapiski: scientific and theoretical journal. - 2015. - No. 2 (120). - S. 38-43.

7. Gusev A.B. Development of Postgraduate Studies in Russia: Problems and Solutions // Nauka. Innovation. Education. - 2015. - No. 17. - P. 196–224.

8. Statement of the Council for Science under the Ministry of Education and Science of the Russian Federation on the modernization of postgraduate studies, 31.03.2016 [Electronic resource]. – Access mode: http://www.sovetponauke.ru/info/31032016-declaration_postgraduate.

9. Indicators of education: 2016: statistical collection / L.M. Gokhberg, I.Yu. Zabaturina, N.V. Kovaleva and others; National research University "Higher School of Economics". - M.: NRU HSE, 2016. - 320 p.

10. Karavaeva E.V., Malandin V.V., Pilipenko S.A., Teleshova I.G. The first experience of developing and implementing 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 organizations educational activities on programs for the training of scientific and pedagogical personnel in graduate school // Higher education in Russia. - 2016. - No. 4 (200). – S. 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 directions "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 Postgraduate Studies on the Basis of 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 Studies: round table// Higher education in Russia. - 2014. - No. 7. - S. 71-85.

The relevance of the problem and the topic of this article is due to the fact that in 2017 the first graduation of postgraduate students who studied under the new conditions of reforming the institute of postgraduate studies took place in Russian graduate schools. "Law on education in Russian Federation”(273-FZ of 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 assignment of postgraduate studies to 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 training in postgraduate studies. "The procedure for organizing and implementing educational activities in educational programs of higher education - programs for the training of scientific and pedagogical personnel in graduate school (adjuncture)" regulates the training of graduate students in accordance with the Federal State educational standards(FSES of postgraduate studies) in the areas of training. In the process of learning, graduate students complete the curriculum, undergo internships and intermediate, and at the end of their studies - the state final certification, the forms of which are the state exam and a scientific report on the main results of the prepared scientific and qualification work (dissertation), upon successful completion of which they receive a postgraduate diploma with the qualification “Researcher. Lecturer-researcher. Also, regulatory legal acts have been adopted that regulate 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 postgraduate studies causes numerous discussions in the academic environment. Researchers, analyzing the first results of reforming postgraduate studies, note the ambiguity of these innovations. Thus, in the statement of 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 postgraduate studies from the level of postgraduate training to the level of higher education was “carried out mechanically, without taking into account the peculiarities of postgraduate studies as a system for training scientific and pedagogical personnel” . The authors talk about the lack of elaboration, regulatory uncertainty, 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 PhD thesis. Also, the imperfection of the mechanisms for financial support of the reform is noted, which does not allow most educational organizations to implement innovative postgraduate programs, and the traditional disciplinary structure of the financial resources provided (admission targets) does not correspond to either global trends or the structure of Russian research and development.

The paper notes that the Russian graduate school was not ready for the implementation of structured educational programs in accordance with the Federal State Educational Standards, and the purpose of postgraduate training should be to defend a PhD thesis.

Thus, it is obvious that in connection with the change in the status of postgraduate studies, it is necessary to search for new approaches to the content of the postgraduate educational program that provides effective training highly qualified personnel. The contradiction between the new requirements that the main “consumers” of this process make - the state, the scientific and pedagogical community and the graduate students themselves - to the system of training highly qualified personnel, the tasks that graduate students have to solve, and the previous approaches to its implementation, becomes apparent. resulting in low efficiency of this process. This contradiction allows us to designate a scientific problem - the need to develop new concept postgraduate educational program, including both theoretical understanding and the development of its specific methodological support.

And the first priority in this process is the answer to 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 briefly consider each of them.

Proponents' position "dissertation" approach" is that the goal of postgraduate study should be the purposeful research work of a postgraduate student and, as a result, the defense of a dissertation, and the educational program established by the Federal State Educational Standard distracts postgraduate students from preparing a dissertation. According to , a Ph.D. thesis should both improve and enrich science in a particular field of knowledge, and become a scientific qualification work that reveals the potential of a graduate student who has a set of specific competencies. The period of study in graduate school 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 a graduate student. In addition, researchers who adhere to the “dissertation” approach believe that the main academic and research competencies should be formed at the undergraduate and graduate levels, and during the period of postgraduate study, these competencies can only be developed and improved, mainly in the course of research work .

The main contradiction of the modern model of graduate school is, in our opinion, the fact that the graduate school, which was originally created to train highly qualified personnel who receive a scientific degree as a result of training, now does not set the goal for the graduate student in the learning process to prepare a dissertation for defense. If the previous legal act - "Federal state requirements for the structure of the main professional educational program of postgraduate professional education (postgraduate studies)" - unambiguously included the module "Preparation for the defense of a dissertation" in the postgraduate training program, then the current Federal State Educational Standards of postgraduate studies do not contain such a module (as and the Candidate's Examinations module) and define as the goal of postgraduate training the formation of a certain set of competencies: universal, general professional and professional. Thus, the preparation and defense of a dissertation is not an obligatory task for a graduate student. We share the point of view of researchers about a 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 organized educational process as the basis of postgraduate training, the main goal of which is to train a competent specialist who is equally ready for research and teaching activities capable of planning and solving problems of their 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 of the corresponding area of ​​training. According to the authors, educational programs for the preparation of postgraduate students should be focused on training personnel for the field of scientific and scientific-pedagogical activity, provide in-depth individual education with priority on 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 forming in graduates a set of universal competencies necessary for building a professional career.

In our opinion, an important factor in determining the goal of postgraduate training and, accordingly, the content of the postgraduate educational program is the demand of the labor market. For whom does the modern postgraduate school prepare personnel? The researchers ranked the importance of labor markets for PhD graduates. In the first place in this ranking - the teaching staff of universities, the second - the researchers of universities and research institutes, the third - the heads and managers of educational and scientific organizations. Each of these labor markets requires the formation of competencies that are significant for him. So, for the labor market teaching staff the most significant are competencies in the field of using methods and technologies of educational activities; competencies in the field of research activities; competencies in the field personal self-development; ethical and communicative competencies. For the labor market of researchers: competencies in the field of research activities; competencies in the field of personal self-development; ethical and communicative 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, design, organizational and managerial; competencies in the field of financial and fundraising activities; communicative competencies. Undoubtedly, the main labor market, which is focused on the training of graduate students, is the teaching staff of universities. It should be noted that in this labor market in last years there is a rather unfavorable situation for postgraduate graduates. An analysis of statistical data shows a trend towards a reduction in the number of jobs for teachers, both in general and for individual positions of the teaching staff. So, if in 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 only 299.8 thousand people. This circumstance, on the one hand, gives rise to the problem of graduate employment, and on the other hand, increases competition in the labor market, especially given the growth in the number of graduate students in social and humanitarian specialties, and again actualizes the problem of the quality of training in graduate school.

Solving the problem of insufficient orientation of postgraduate educational programs to the requirements of significant labor markets is possible by developing educational programs in profiles that not only correspond to the nomenclature of specialties of scientists, but also take into account the target orientation to key labor markets and the requirements for graduates' competencies. We share the point of view of B.I. Bednogo 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, it appears interesting experience development and approbation of a universally oriented educational program for the preparation of graduate students.

Thus, the main debatable issue is the question of whether postgraduate studies should retain their former form, where the main goal of teaching postgraduate students is to prepare and defend a dissertation, or become a full-fledged third level of education with the obligatory development of the corresponding educational program in the direction of training, the implementation curriculum, passing tests, exams and not requiring a doctoral student to defend a dissertation at the exit.

If we turn to world practice, we can note two main types of postgraduate studies: 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 the educational program, the structure of which includes, first of all, the obligatory 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 postgraduate model is preferable for modern Russian system education and science. And the answer to this question directly depends on a clear understanding and a clear formulation of the purpose of graduate school.

In our opinion, the purpose of postgraduate education should be the preparation and defense of a PhD thesis. This should be defined in the educational program as an independent block, such as, for example, the blocks "Disciplines (modules)", "Practices", "Research". The program of the state final attestation of graduate students should include the submission of a dissertation as a form of the GIA.

Based on the indicated goal of training postgraduate students, some of the tasks of forming the educational program of postgraduate studies include the following:

Taking into account in the process of teaching postgraduate students the requirements of the professional standard of a pedagogical and scientific-pedagogical worker, reflecting the structure of the teacher's professional activity high school who, in his work, implements gnostic, design, constructive, organizational and communicative labor functions;

Ensuring the continuity and integration of research training at the master's and postgraduate levels, while eliminating the 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;

Making full use of the potential of existing scientific schools, so as to ensure high level training of researchers is possible only on the basis of competitive scientific and pedagogical teams with decent infrastructural and financial support ongoing research. The relevance of the topics of dissertation research of graduate students will ensure their participation in the implementation of long-term and promising scientific projects;

Building a postgraduate educational program based on monitoring the modern labor market, applying the methodology, means and forms of postgraduate training that form competencies that are in demand in this market;

Possibilities of designing individual educational trajectories of graduate students in the educational program of postgraduate studies.

Thus, we share the opinion of researchers that the problem of developing an educational program for the preparation of 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 proceed from the fact that the uniqueness of graduate school as an institution lies in its infrastructure for business, science and education.

Bibliographic link

Reporting changes in the Rules for admission to MSTU. N.E. Bauman for training in educational programs of higher education - programs for the training of scientific and pedagogical personnel in graduate school in 2019.

• Information on the terms of enrollment (on the terms of posting lists of applicants on the official website and at the information stand, completion of acceptance of the original document of the established form or consent to enrollment in accordance with paragraph 4.1 of the Rules for admission to MSTU named after N.E. Bauman, issuing an order (orders) about enrollment)

basic information

Office for the training of highly qualified personnel MSTU. N.E. Bauman organizes and coordinates activities in relation to applicants for graduate school, graduate students, doctoral students and persons attached to prepare a dissertation for the degree of candidate of science without mastering the training programs for scientific and pedagogical personnel in graduate school and external students attached to pass candidate exams - foreign citizens, stateless persons, persons with disabilities 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, at each faculty there is a deputy dean of the faculty for postgraduate studies, who organizes and coordinates the activities of postgraduate students at the faculty, and at any department, respectively, there is a person responsible for postgraduate studies in the department.

Information on the start and end dates for the acceptance of 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 appropriations federal budget(including places targeted reception) documents are accepted in 2019:

Completion of acceptance of the original document of the established form and application for consent to enrollment - 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 to certify the copy by the admissions committee) and the 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. A document on education and qualifications (specialist or master's degree) (an applicant may not submit a document when applying for admission; at the same time, the applicant indicates in the application for admission the obligation to submit the specified document by 18:00 on July 15, 2019 upon admission to the budgetary basis of education);
5. Two photographs 3x4 cm (it is recommended to submit an additional 2 photographs (size 3x4 cm) for processing documents (postgraduate ticket and pass);
6. Documents confirming the individual achievements of the applicant (submitted at the discretion of the applicant; it is recommended for articles to provide a copy of the first published page in the journal / collection and a printed print screen electronic system RSCI/Scopus/Web of Science, in which the article is indexed);
7. A document confirming disability or limited health opportunities (provided if it is necessary to create special conditions during entrance examinations);
8. Other documents (submitted at the discretion of the applicant; it is recommended to provide a copy of SNILS and TIN).

Admission conditions

MSTU im. N.E. Bauman admits under the following conditions for admission to training 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 correspondence forms learning;
. separately within the control figures and under contracts for the provision of paid educational services;
. separately for places within the target quota and for places within the target figures minus the target quota;
. separately for postgraduate programs depending on their focus within the field of study: for each postgraduate program (a set of postgraduate programs) within the field of study.

The list of entrance examinations and their priority in ranking the lists of applicants

At MSTU im. N.E. Bauman established the following entrance tests and their priority:
. special discipline, which corresponds to the direction of the program for the training of scientific and pedagogical personnel in graduate school - (1st priority);
. foreign language(English, German or French) - (2nd priority);
. philosophy- (3rd priority).

Grading scale and the minimum number of points confirming successful completion entrance test(for each entrance test)

At MSTU im. N.E. Bauman, the following minimum number of points is established, confirming the successful completion of the entrance test:
. for each entrance test separately: 3 points;
. for the amount of entrance examinations: 9 points.

The level of knowledge of the applicant is assessed by the examination committee on 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, a combination of these forms.

Schedule of entrance examinations with indication of their venues

Information about the language(s) in which the entrance examinations are taken (for each entrance examination)

Entrance tests are conducted in Russian.

Information on the procedure for taking into account the individual achievements of applicants

The list of individual achievements taken into account and their priority:
1. The presence of scientific articles in journals included in international systems scientific citation of Scopus or WebofScience of the first or second quartile: 1 article or more - 5 points;
2. The presence 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 of a master's or specialist's degree - 2 points.
4. The presence of scientific articles in the proceedings of conferences included in the international scientific citation systems Scopus or WebofScience: 1 article - 2 points, 2 articles or more - 3 points;
5. The presence of publications in journals from the list of HAC: 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.

Scoring in total for all individual achievements is limited to 5 points.

Within each individual achievement that is taken into account, the points are given once (they are not supposed to be summed up for the same article or patent), and also in proportion to the contribution (co-authorship, etc.) of the entrant to study at N.E. Bauman.

The individual achievements submitted for registration must necessarily correspond to the direction of the applicant's future research.

The applicant submits documents confirming the receipt of individual achievements. Articles and patents submitted for individual achievements must be published and indexed by Scopus or Webofscience before the day the documents are accepted. 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 the training of scientific and pedagogical personnel in graduate school, in electronic form is not carried out in 2019.

Information about the peculiarities of conducting entrance examinations for incoming disabled people

Applicants with disabilities pass entrance examinations in the manner prescribed by the rules for admission to study in educational programs of higher education - programs for the training of scientific and pedagogical personnel in the graduate school of the Moscow State Technical University. N.E. Bauman, taking into account the peculiarities of psychophysical development, individual capabilities and health status (hereinafter referred to as individual characteristics).

When conducting entrance examinations for incoming disabled persons, the following requirements are met:

Entrance tests are held 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 writing or orally.

It is allowed to be present in the audience during the entrance test of a larger number of applicants with disabilities, as well as conducting entrance examinations for applicants with disabilities in the same audience together with other applicants, if this does not create difficulties for applicants when passing the entrance examination.

The duration of the entrance examinations, upon a written application of applicants submitted before the beginning of the entrance examinations, may be increased by the 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 workplace, move around, read and complete the assignment, communicate with the examiner).

Applicants are provided in an accessible form with instructions on the procedure for conducting entrance examinations.

Applicants, taking into account their individual characteristics, can, in the process of passing the entrance test, use the technical means they need.

The possibility of unimpeded access of applicants to the examination rooms, toilet facilities, as well as their stay in these premises is provided.

Additionally, when conducting entrance examinations, compliance with the following requirements is ensured, depending on the categories of restrictions for incoming disabled people:
a) for the blind:
. tasks to be performed at the entrance examination, as well as instructions on the procedure for conducting entrance examinations, 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 performed on a computer with specialized software for the blind, or dictated by an assistant;
. applicants to complete the task, if necessary, 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;
. applicants to complete the task, if necessary, are provided with a magnifying device;
. tasks to be completed, as well as instructions on the procedure for conducting entrance examinations, are drawn up in an enlarged font, it is also possible to use your own magnifying devices;
. assignments to be completed, as well as instructions for the procedure for conducting entrance examinations, are drawn up in an enlarged font;
c) for the deaf and hard of hearing, the availability of sound amplifying equipment for individual use is provided, if necessary, sound amplifying equipment for collective use is provided to applicants;
d) for the deaf and blind, the services of a typhlosound and 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, deaf, hard of hearing, all entrance examinations at the request of applicants can be conducted in writing;
f) for persons with disorders of the musculoskeletal system (severe disorders of the motor functions of the upper limbs or absence of the 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 about the possibility of remote entrance examinations (if the organization provides remote entrance examinations)

Remote delivery of entrance examinations required for admission to MSTU. N.E. Bauman for training in educational programs of higher education - programs for the training of scientific and pedagogical personnel in graduate school are not carried out in 2019.

Rules for filing and considering appeals based on the results of entrance examinations

According to the results of the decision of the examination committee on passing the entrance test, the applicant (trustee) has the right to file an appeal with the appeal commission about the violation, in the opinion of the applicant, of the established procedure for conducting the entrance test and (or) disagreement with the obtained assessment of the results of the entrance test.

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 entrance test and (or) the correctness of evaluating the results of the entrance test is checked.

The appeal is submitted by one of the methods specified in clause 4.4 of these admission rules.

The appeal is submitted on the day of the announcement of the results of the entrance examination or during the next business day. An appeal for violation of the established procedure for conducting an entrance test can also be filed on the day of the entrance test.

Consideration of appeals is carried out no later than the next working day after the date of filing the appeal.

When considering an appeal, the members of the examination committee and the applicant (trustee), who must have an identity document with him, have the right to be present.

When considering the appeal of MSTU. N.E. Bauman, the conditions necessary for incoming disabled people are observed in the manner prescribed by these rules for admission.

Members of the examination committee, whose decision is contested, are not included in the appeal committee.

After consideration of the appeal, the decision of the appeal commission is made:
. refuse to satisfy the applicant's application and leave the assessment of the results of the entrance examination unchanged;
. refuse to satisfy the applicant's application and lower the grade;
. satisfy the applicant's application and increase the grade.

If there are disagreements in the Appeal Commission, a vote is taken, and the decision is made by a majority of votes. In case of equality of votes, the vote of the chairman or chairman of the meeting of the appeal commission is decisive.

The decision of the appeal commission drawn up in the protocol is brought to the attention of the applicant (trustee) and is stored in the personal file of the applicant. The fact of familiarization of the applicant (trustee) with the decision of the appeal commission is certified by the signature of the applicant (trustee).

Information on the places of acceptance of documents required for admission and information on postal addresses for sending documents

105005, Moscow, 2nd Baumanskaya st., 5, building 1, Office for the training of highly qualified personnel. Room 234 (main building).

248000, Kaluga, st. Bazhenova, d. 2, building 5, postgraduate sector.

141005, Moscow region, Mytishchi, st. 1st Institutskaya, 1

Information about the availability of hostels

Dormitories are provided for all nonresident applicants for full-time education, if available free places and preparation of relevant documents.

Hostel provision for citizens of foreign states (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

Main professional educational programs