The article is devoted to analysis of the Russian literature related to the implementation of the competence-based approach in vocational education and training (VET). The objective of the study is to systematize existing publications on this issue and to formulate an agenda for future research. The paper presents a systematic literature review: a uniform description of a sample of publications from the most influential Russian journals for the period 2005-2019 within a pre-defined category system. Moreover, the research includes an in-depth study based on content analysis that reveals how different aspects of the competency-based approach are currently elaborated in the literature. The results include some basic conceptual features of the construct that underlies the competence- based approach in Russia. It summarizes the data on the conceptual and terminological apparatus used in the discussion on competency-based vocational education. The paper also presents the data on the dominant research methods and the target audience of the articles in the sample. The most important result of the study is an evidence of deficiencies in research that support the introduction and adaptation of competence-based approach in the Russian VET. In particular, there are practically no judgments, which indicate that researchers understand or delve into changes in assessment of educational outcomes that are reformulated in terms of competences.
The practical use of the results will fill the gaps in scientific support for the implementation of the competency-based approach in the Russian VET. The article will be useful for representatives of the research community, pedagogical and managerial personnel of vocational schools as well as for decision-makers in the field of VET policy.
Keyword(s) : competence-based approach
The determinants of the quality of higher education of teacher professional training
There is a high demand for teacher vocational training in secondary vocational educational
institutions. The training of such teachers in post-secondary institutions needs to take into account
the factors (determinants) of its quality and the challenges facing modern educational practice.
Building on earlier work by Russian researchers, particular attention is paid to the ideas about the
quality determinism of higher professional and pedagogical education by integration processes in
the society. However, in the works reviewed there is no agreement of the quality determinants with
the tasks of vocational training teachers’ qualifications as well as with their solutions.
The article highlights the determinants of the quality of vocational training teachers’ qualifications
in higher education, based on the analysis of the actual tasks of vocational training teachers’
qualifications. The research used substantive and formalized approaches to investigate the content
and interrelation of the determinants of the quality of the higher professional and pedagogical
education, together with the actual tasks of preparation and their solutions. It shows the
interdependence not only of the tasks facing educational practice, but also their solutions. In order
to ensure the sustainable development of a society and the knowledge economy, decisions on the
implementation of standards and recommendations of quality assurance in the European Higher
Education Area, must take into account:
• the interdependence of the main spheres of society’s life,
• the integration of competence and cultural approaches in the qualifications of future teacher
vocational training,
• and the orientation of higher professional and pedagogical education.
This work has led to further detailed research in the context of the essence of higher professional and
pedagogical educational quality.