Economic Education: Future Standards as a Main Reference Point

for the Economics Specialist’s Education

Olga Kvashina

, Ekaterina Nikiforova

and Julia Streletskaya

Federal State Budgetary Educational Institution of Higher Education «Velikie Luki State Agricultural Academy»,

Lenina Str., 2, Velikie Luki, Russia

Keywords: Educational Standard, Competence, Basic Professional Educational Program, Accelerated Learning,

Advanced Education Model, Digital Economy Specialist.

Abstract: This paper presents the main aspects of the development of economic education in Russia, as well as the

foreign higher education experience. The modern teaching practice in economic areas shows that the

economist and manager, as profession, will not be needed in society in a few years. Business leaders want to

see a specialist who has digital technologies knowledge, and is able to make competent and quick management

decisions. Sustainable development requires an advanced model for training a comprehensively competent

specialist for economic sectors in the shortest possible time. At the same time this specialist must highly

qualified, for example, have a master`s degree.

1 INTRODUCTION

The consequence of the COVID-19 and new strains

spread affects not only the country's economy, but

also the higher education system, in particular the

economic higher education.

The main document for the students higher

education is the Federal State Educational Standard.

Over the past decades, the State Standard of the 2nd

generation (Since, 2005), the Federal State

Educational Standard of the 3rd generation (FSES, or

FGOS) (Since, 2009) have been in effect in higher

education. In 2020, the FSES for higher education

with a preamble 3++ was adopted in economic

education areas.

The need for the development of the 3rd

generation FSES for higher education (FSES HE) was

associated with the ongoing processes of Russia's

integration into the Bologna Process.

In our opinion, over the entire period of the

European model of education implementation, the

formation of specialist for work in the sectors of the

national economy has not been brought to a common

denominator. Is higher education, i.e. bachelor's

degree, a priority? Or one needs a specialist level, or

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a master's degree, to perform the amount of work

assigned to a modern young specialist.

The development of the 3rd generation standards

was carried out in accordance with the experience

noted in the framework of the TUNING project. The

project is focused on the implementation of the

graduate's competence model (Zakharova, Kuzenkov,

2016) and the regulatory requirements for both

academic (general competence) and professional

(professional competence) components of the future

bachelors education. The distinctive features of the

FSES 3rd generation, in addition to teaching students

on a competency-based basis, were also the

introduction of a credit-modular educational system

and the measurement of the education complexity in

credit units (c.u.).

However, it should be noted that this model has

been being tested for already 10 years and has shown

that in the realities of time it needs to be improved

within the following aspects:

- introduction of methodological principles to

form a list of competencies;

- revision and structuralization of professional

competencies considering the type of activity;

Kvashina, O., Nikiforova, E. and Streletskaya, J.

Economic Education: Future Standards as a Main Reference Point for the Economics Specialist’s Education.

DOI: 10.5220/0011112100003439

In Proceedings of the 2nd International Scientiﬁc and Practical Conference "COVID-19: Implementation of the Sustainable Development Goals" (RTCOV 2021), pages 143-148

ISBN: 978-989-758-617-0

143

- weak correlation of the formed list of

competencies with sections of the main educational

programs;

- horizontal structure of the main educational

program, which limits the implement of the modular

principle of structuring the educational content.

In the current FSES HE 3+ which has been now

operating for more than 10 years, the key innovations

were:

- division of bachelor's degree programs into the

academic and applied parts;

- lack of study cycles and a list of studied subjects;

- formation of competencies in three groups –

general cultural, general professional and

professional in accordance with the types of activities

that the main professional educational program

(MPEP) is focused on;

- strengthening the role of using the information

and educational environment with an indication of the

requirements imposed on it, as well as the use of

distance learning technologies and e-learning.

The positive aspects of the FSES HE 3+

implementation were: the expansion of the of

universities freedom to independently form the MPEP,

the opportunity to chose forms, methods and means

of teaching (Bedny, B., Kuzenkov, O., 2017). Such

flexibility in the formation of the MPEP, the content

of teaching, and a set of competencies were aimed to

maximaze integration of education and the labor

market (Kuzenkov O., Zakharova I., 2018). However,

the factor limiting the integration was the low

correlation level between the results of mastering the

MPEP , i.e. the list of formed competencies and the

requirements of employers - generalized labor

functions outlined in professional standards. This

determined the need to modernize the FSES HE 3+

and switch to the new edition of the FSES HE 3++.

In August 2020, the FSES HE 3++ were approved

in economic education areas.

The standards analysis showed that the new

edition is focused on participating in the formation of

the employers' MPEP. General cultural competencies

have been replaced with universal ones. There is a

need for constant monitoring of the labor market, the

range of practices has been expanded in some

economic areas, there is no division into academic

and applied bachelor's degrees.

The innovations are made just on time, but we

believe that the question of getting a high-quality

education in 4 years remains open, as well as the

possibility of shortening the period of study for

students who have completed the secondary

vocational stage of education, continuing to pursue

higher education under the bachelor's degree

programs.

2 RESEARCH METHODOLOGY

The methodological basis of this research is the

scientific works of Russian and foreign specialists in

the field of formation of modern higher education

systems, preparation of regulatory documents for the

implementation of educational activities within the

requirements of the employers. We also consider the

possibility of introducing elements of studying in

specialized classes created on the basis of schools that

actively interact with the universities. In this study we

use methods of system analysis, generalization and

comparison of data, monographic and others methods.

The scientific novelty of our research consists in

the development of a model of an economic education

system in the field of organizing reduced studying in

related programs of secondary vocational education,

bachelor's and master's degree programs. The current

trends of entering the arket of a specialist with in-

depth knowledge of the digital economy aspects were

also taken into account.

We believe that on summarizing the results

obtained, it is possible:

- to attract a wider target audience for higher

economic education on a paid basis;

- to transform economic education in a way that

will allow regional universities, in particular,

agricultural universities, to develop standards

themselves and approve them on the basis of an

educational organization for the most popular

professions in which the employer is interested;

- to work more closely with students of 8th — 9th

grades, and also to use the employer's base for

organizing and conducting practical training;

- to facilitate the early identification of students

who are able to success in science and study under

additional professional programs, using distance

learning formats with the help of the methodology for

assessing the quality of educational services.

We also believe that Russian education in the 20s

of the third millennium is in a pronounced bifurcation

phase – at a radical turning point of its development.

The future forms, paradigms and models of education

will be influenced by the civilization evolution.

Education, as its important global component, should

contribute to those forms of development that will

implement the survival strategy of humanity to the

greatest extent, not only with the use of IT

technologies, but also preserving the biosphere.

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The ways of improving higher education and its

sustainable development within the framework of

new standards, the emergence of qualitatively new

professions should include:

- unified systems of electronic educational

websites for obtaining information (their accessibility

from any student's location);

- use of information technologies thanks to the

development of mobile means of transmitting and

processing information within the walls of the

university and at its expense;

- shortening of studying periods for those

categories of students who work in the specialty, or

have been taught in related programs of secondary

vocational education.

3 RESEARCH RESULTS

Currently, most of the field of studies in economic

specializations are not provided with on-budget

places. They are implemented on paid educational

services basis. In addition, the Unified State Exam

(USE) system shows over the past few years that most

school graduates choose those subjects that are not for

admission to economic educational areas: social

studies, mathematics (major level). It becomes quite

difficult to pass the threshold level. Many 9th year

graduates enter secondary vocational educational

institutions (SVE).

The obtained SVE degree allows one to pass the

entrance tests on the university base without passing

the Unified State Exam. However, there are other

disadvantages that graduates with a SVE degree

might encounter:

- on average, vocational education takes 3 years

and 10 months, while an ordinary school graduate

spends 2 years to receive a secondary general

education;

- young men are not granted with a deferral from

the army. That is a compulsory service in the armed

forces, after which a small percentage goes to higher

school on a full-time basis;

- according to the FSES HE 3++, the student credit

units, that does not allow to retest the studied

discipline. Thus, it is not always possible to shorten

the period of study by one calendar year, only if the

curricula with the same names of the subjects studied

is formed;

- acceleration of studies is possible only in a

related field and with reimbursement of tuition costs

(in the absence of on-budget places);

- additional costs, teaching according to an

individual curriculum are acceptable only for a

certain target audience.

According to the standard scheme (Fig.1), a

graduate student spends 9 years and 10 months before

receiving a higher education diploma if they studies

according to the 3-level education system: SVE -

Bachelor's degree - Master's degree. If an educational

institution develops and approves an internal

educational standard, taking into account the

comparison of all the features that restrain the

reduction of the education time, then in this case the

student can save 1.5 years (Fig.2). It should be noted

that in Russia only about 20 universities can

independently develop their standards. More than 800

universities in Russia work strictly according to the

FSES!

In the last few years, the model shown in Figure 2

has been used in practice by educational

organizations that represent all levels of education,

but it became possible to shorten the duration of

Master's programs within the FSES HE 3++.

Figure 1: Standard 3-level educational system.

In the last few years, the model shown in Figure 2

has been used in practice by educational

organizations that represent all levels of education,

but it became possible to shorten the duration of

Master's programs within the FSES HE 3++.

Figure 2: Express 3-level educational system.

Within the Master's degree in Economics the new

standard was approved in August 2020. It is just on

time to onboard undergraduates in 2022 and to

develop programs with the duration reduced by 0.5

years.

SVE

3 years

and 10

months

HE:

Bachelor’s

degree

4 years

HE: Master’s

degree

2 years

9 years 10 months

SVE

3 years 10

months

HE:

Bach\elor’s

degree

3 years

HE: Master’s

degree

1,5 years

8 years 3 months

Economic Education: Future Standards as a Main Reference Point for the Economics Specialist’s Education

145

As a part of the pilot project, we propose to

consider a model (Fig.3) in which school education

can also be involved.

For making students of 8th – 9th grades receive

additional education there should be classes focused

on Economics and ongoing 2-year education plan

which includes such subjects as Management,

Marketing, Economics, Introduction to the

Specialization (Accounting), History of Economic

Studies, Philosophy etc. Upon successful completion

of final works (abstracts, reports, projects) students of

9th grade will be able to get an additional educational

certificate. The received document can be equal to

primary vocational education, then learning process

will be reduced by another 1 year.

Figure 3: Express 4-level training system.

The model presented in Figure 3 aligns the

learning time period of school student with a graduate

student who has completed full-time learning at SVE

level. It is clear that the duration of learning at the HE

level will be reduced by 1.5 years.

There is a rational link in the proposed model:

classes focused on Economics can be issued at a

university. Students gain knowledge in the field of

Economics and Management, get used to the classes

organization within SVE and HE systems. In the

future, studying under SVE helps to acquire practical

skills and get acquainted with the specifics of the

future profession.

To implement this model, modern educational

platforms, qualified teachers who are able to work

with teenagers, and the educational organizations

interested in early career guidance among students are

needed.

The main steps to the implementation of this

model are preparation of documentation, licensing,

specification of the MPEP, which is agreed with the

employer. Taking into account the realities of the time

and the advanced development of economic sectors,

each educational institution should know the labor

market, develop competitive advantages in the field

of provided education, and also monitor professional

trends.

The analysis carried out during the research on

modern approaches in Russian education allowed us

to identify a number of triggers that determine the

trends for improving the system of economic

education:

- the external triggers should be the global trends

that operate in almost all areas of human activity and

have a direct impact on the educational field;

- the derived triggers will be the consequences of

"external triggers" that have independent significance

and relevance for the development of the education

system;

- system triggers will indicate trends and attitudes

already established in the education system;

- possible trends and attitudes should be

considered as promising triggers which can be

profitably used for the development of education

systems and their output to optimal scenarios for the

selected pilot projects;

- internal system triggers and trends should reflect

the specifics of education levels with general and

particular problems for each level of education.

Optimists believe that by 2030, people in

developed countries will be mainly involved into the

types of work robots and artificial intelligence will

not be able to perform due to either tasks’ "simplicity"

(economically inefficient) or high complexity. A

significant part of the working production activity

will become creative. Other people, on the other hand,

will work less with technical objects and more with

other people.

The economy of the future will require not only a

high-leveled "hard skills" for the production of mass

goods and services, but also conditions for conscious

consumption in order to create unique products. The

hand made and uniqueness trend will become stronger.

The future of specialists in Economics does not seem

bright either.

In leading companies, the traditional "workplace"

is gradually disappearing. The development of local

and distributed production systems (3D printing,

remotely-controlled robots and simulators) brings

them closer to the end user.

Many things already have to be studied remotely,

but not all students have high motivation within the

distance education conditions, and in the modern

world such a skill to study remotely acquires

additional value.

The exclusion of people from the field of

education due to digitalization and distance learning

without the "presence effect" can lead to the

disappearance of communicative and intercultural

competencies and drop in the emotional intelligence

level.

SVE

HE:

Bachelor’s

degree

HE:

Master’s

degree

2 years 10

months

3 years

1,5 years

8 years 3 months (-1 year)

Schoo

l 8th-

9th

1 year of

study

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As a result of the economic imbalances expansion,

the society differentiation by income increases. The

reduction of old production technology chains

combined with digitalization is already having a

strong impact on wages and employment of the

middle class representatives: they cannot afford

prestigious education (hence, Russia will get a chance

to develop education and educational tourism).

All over the world, children from rich families

study in prestigious educational institutions, which

also receive additional funding from private non-

profit foundations in addition to government funding.

Children in difficult life situations and children from

poor families, end up in ordinary schools. In such

educational institutions, a "cycle of social insolvency

reproduction" is already formed. It generally leads to

decrease in quality and effectiveness of the education

system. In Russia, significant work has to be done to

reverse this trend, otherwise, there is a risk of

increased school segregation and institutionalized

inequality of opportunities. And already at this stage,

a model of civilized development of the education

system is needed.

4 DISCUSSION OF THE

RESULTS

The main outline of the new civilization development

model and its most important subsystem – education

- have already been formed abroad. However,

Russian universities need at least 10 years to bring

standards for the tool that would allow to form highly

qualified specialists.

Sustainable development (SD) is not just one of

the new global strategies, but an evolving worldwide

movement that the future of all mankind and its fate

depends on. This is a completely new form (model)

of the the entire world development, that is now on

the path of reducing existential risks and its own

survival (Ilyin I., 2017).

The Sustainable Development Goals are a

continuation of both the targets of all previous UN SD

documents and the Millennium Development Goals

(MDGs). The MDGs identified eight international

development goals as priorities, they were

implemented by UN member states in 2000 and were

mostly completed by 2015 (Ursul, A., Ursul, T., 2017).

We believe that it is necessary to revise the FSES

HE 3++ as soon as possible (in particular, for both

secondary and higher education), in order to eliminate

those shortcomings that hinder progress, freeze the

possibility of opening new specializations that are

already in demand. A specialist in digital economy

has to study for 2 years if they chooses a master's

degree program. Yet there is no professional standard

in this field. Hence, the labor functions recommended

in the FSES HE 3++ for the formation of the

graduate’s necessary competence become odd.

The availability of higher education in Russia, the

soft conditions applied when evaluating a student

during exams or final certification have led to the

emergence of pseudo-specialists who are not able to

perform elementary tasks, or make administrative

decisions. Even upon the strict selection of specialists

among the candidates with higher education

undertaken in state institutions, incompetent ignorant

and not able to work graduates of universities, very

often working not according to the profile of their

education, carry out their work. Therefore, at the

completion stage of education in the SVE programs,

a strict selection for admission to higher education

should be carried out. One needs practical experience,

that is, in the last year of study, the vocational

education curriculum must necessarily provide for

work in production for 3-4 months.

Since 2021, instead of the practice concept of

practice, practical training has appeared at all levels

of education. Since "practical training in the

implementation of academic subjects, courses,

modules is organized by conducting practical classes,

workshops, laboratory work and other similar types

of educational activities involving the participation of

students in the performance of certain elements of

work related to future professional activities," then in

the future, a close relationship with production

organizations and enterprises should be established.

If specialized classes are created at leading

enterprises, then the teaching staff of the university

will be partially unloaded, and the production teacher

will be able to make a choice among students who are

interested in their future profession.

For many years, production teachers were not

motivated, there was no interest in organizing and

conducting practical training. Only with financial

support from the state and timely assistance from the

university it is possible for students to work

systematically in the workplace. And when assigning

a student's salary during the training, they will have

an interest and responsibility for performing the

assigned work.

It should also be noted that quotas for targeted

education are provided in universities. In general, this

is 10% of the total number of on-budget places

allocated for all educational programs. The range of

enterprises with which it is possible to sign an

agreement for targeted education is quite narrow. This

Economic Education: Future Standards as a Main Reference Point for the Economics Specialist’s Education

147

is another problem of higher education: specialists are

needed, yet there are no resources, no mentors, no

data on available vacancies in order to make efforts in

their training, to raise a qualified employee who, after

graduation, can be employed at this enterprise.

To develop a system of targeted training, it is

necessary to clearly identify in the development

strategy of the industry, educational institution or

enterprise the importance of human resources, the

creation of a personnel reserve for the future, the

graduate's interest in working in the desired

profession after graduation.

The availability of information resources, the

reliability of the information provided, the ease of

search and visual reproduction are important

components for an applicant to enroll in one’s

university. And in order to want to study both under

the SVE and under the HE programs, all conditions

must be created – from the social environment to the

career growth formation when hiring.

5 CONCLUSIONS

Based on the acquired at the university experience,

such as the formation and development of curricula in

economic study fields, the development of MPEP,

educational and methodological documentation on

subjects, trainings, state final certification and other

documentation, we have formulated a number of

measures that must necessarily be carried out in the

near future when finalizing the FSES HE 3++ in

economic education areas:

- the increase the variety of educational programs

(Senashenko, V., 2018): it is necessary to diversify the

courses presented in the plans, dividing them into

workshops, research subjects and subjects involving

the use of special software products (1C, simulation

modeling, robotics, business navigators, etc.);

- the implementation of an independent quality

assessment system (testing, qualification exams)

(Blinov, V., Yesenina, E., Klink, O., Kurteeva, L.,

Satdykov, A., Faktorovich, A. 2017);

- the new standards require at least 3-4

professional competences based on the education area

in order to indicate the necessary and sufficient level

of all implemented competences;

- the correct organization of the educational

process, trainings directly at enterprises (the structure

and amount of trainings within the bachelor's degree

program consist of about 2000 hours in accordance

with the FGOS HE 3+ and FGOS HE 3++. It is an

order of magnitude more than the additional

vocational education programs (AVE), and allows

students to master any professional competence and

labor functions, if the educational process is

organized correctly, in terms of production conditions,

and get the exact professional experience that the

employer needs);

- to provide accelerated training in bachelor's and

master's degree programs in related areas of

education on the basis of internal local acts (or by

developing standards on the university basis);

- education at all its levels "should not remain on

the periphery of global development as a traditionally

falling behind component of this process, but must

become its particularly important advancing

"catalyst" ..." (Ursul, A.., Ursul, T. 2017).

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