Practical training of students of agrarian universities as a key element in training future specialists in the agro-industrial complex
DOI:
https://doi.org/10.22633/rpge.v26iesp.2.16548Keywords:
Practice-oriented education, Innovation, Agrarian university, Educational and experimental farms, EfficiencyAbstract
The modern labor market places quite high demands on graduates of agrarian universities. The competition in qualifications requires practical skills that can be demonstrated in the agrarian sector of the economy. Increased attention to the practical component of the educational process is required. The system of practice-oriented education includes various forms of interaction: early profiling of future students, their practical training, and research work. Successful training of highly skilled modern agrarians and their adaptation to the modern requirements of the labor market and the needs of future employers is only possible in the best farms constructed based on the examples of modern innovative technologies and techniques. Therefore, it is critical to further develop educational and experimental farms, experimental stations, and experimental sites and productions based on agricultural universities.
Downloads
References
BALDACCI, E.; GUIN-SIU, M. T.; DE MELLO, L. More on the effectiveness of public spending on health care and education: a covariance structure model. WP02/90, 2002.
BALTES, P. B.; SMELSER, N. J. (Eds.). Economics of education. In: International Encyclopedia of the Social and Behavioral Sciences. Amsterdam: Elsevier Science, 2001 v. 6, p. 4200-4208.
BENES, J.; SEBKOVA, H. Changes and innovations in the governance of the higher education system in the Czech Republic. In: OECD/IMHE GENERAL CONFERENCE, 2002. Proceedings […]. Paris, 2002.
BEVERWIJK, J. Higher education in the United Kingdom. Country report CHEPS Higher Education Monitor. CHEPS, 1999.
BOUD, D.; PASCOE, J. Experiential Learning: Developments in Australian Post-secondary Education. Sydney: Australian Consortium on Experiential Education, 1978. p. 45-50.
BROADWELL, M. M. Teaching for Learning (XVI). The Gospel Guardian, v. 20, n. 41, 1969.
CONROY, J.; HULME, M.; MENTER, I. Developing a 'Clinical' Model for Teacher Education. Journal of Education for Teaching, v. 39, n. 5, р. 557-573, 2013.
DOUGLAS, A. Education and employment division, population and human resources department. The World Bank, Adrian Ziderman Financing Universities in Developing Countries, 1992.
DWECK, C. S. Self-theories: their role in motivation, personality, and development. New York: Psychology Press, 2000.
EMELIANOVA, T. V. Praktiko-orientirovannoe obuchenie budushchikh pedagogov: zarubezhnyi opyt [Practice-oriented training of future teachers: foreign experience]. International Research Journal, v. 9-2, n. 99, p. 110-116, 2020.
KOLB, D. A. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, 1984. р. 21-38.
KUBAN STATE AGRARIAN UNIVERSITY. Self-assessment reports of the Kuban State Agrarian University named after I.T. Trubilin, 2021. Available: https://kubsau.ru/upload/university/docs/pol/sig/15-20210401.pdf?842. Access: 10 May 2021.
MEIERS, M. Teacher Professional Learning, Teaching Practice and Student Learning Outcomes. Important Issues. Springer, Netherlands, 2007. р. 11-12.
OBEDKOVA, L. P. et al. Formation of competencies in higher education by bachelors and masters. Utopia y Praxis Latinoamericana, v. 25, n. Extra 5, p. 215–220, 2020.
OECD. Creating effective teaching and learning environments: first results from TALIS. Teaching And Learning International Survey, 2009.
On the Approval of the Doctrine of Food Security of the Russian Federation: Decree of the President of the Russian Federation of January 21, n. 20, 2020. Available: http://www.kremlin.ru/acts/bank/45106. Access: 10 May 2021.
RAYISYAN, M. G. et al. The effectiveness of using virtual laboratory workshops in online education of students studying the discipline inorganic chemistry. Periodico Tche Quimica, v. 17, n. 36, p. 934–948, 2020.
SEKERIN, V. D. et al. Improving the quality of competence-oriented training of personnel at industrial enterprises. Quality - Access to Success, v. 19, n. 165, p. 68-72, 2018.
TRUBILIN, A. I. Uchkhozy Kubanskogo GAU: lidery na Kubani po proizvodstvu rastenievodcheskoi i zhivotnovodcheskoi produktsii [Educational farms of the Kuban SAU – leaders in crop and livestock production in Kuban]. 2021. Available: https://www.kommersant.ru/doc/4828877. Access: 10 May 2021.
TRUBILIN, A. I.; GAIDUK, V. I. Problemy podgotovki vysokokvalifitsirovannykh kadrov dlia sela [Problems of training highly qualified personnel for villages]. Innovations in the Agro-Industrial Sector: Problems and Prospects, v. 4, n. 16, p. 42-50, 2017.
TRUBILIN, A. I.; GAIDUK, V. I.; KONDRASHOVA, A. V. Strategiia razvitiia agrarnogo vuza v postpandemicheskii period [Strategy for the development of an agrarian university in the post-pandemic period]. Scientific Works of the Free Economic Society of Russia, v. 223, n. 3, p. 329-338, 2020.
ZAITSEV, I. A. et al. A methodology to assess innovation performance in digital economy. EurAsian Journal of BioSciences, v. 14, n. 2, p. 7087-7092, 2020.
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista on line de Política e Gestão Educacional
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.