Adapting the Tuning Programme Profiles to the Needs of Russian Higher Education

• Main Authors: Yevgeniya V. Karavayeva, Yelena N. Kovtun
• Format: Article
• Language: English
• Published: Universidad de Deusto 2014-04-01
• Series: Tuning Journal for Higher Education
• Subjects: Bologna process; higher education reform in Russia; TUNING-compatible programme profiles
• Online Access: http://www.tuningjournal.org/article/view/25

This article considers how TUNING-compatible programme profiles could be developed in the Russian Federation in the context of: on-going reform of the higher education; introduction of the new generation of Federal State Educational Standards (FSES); development of the new professional standards; implementation of a system of public accreditation of educational programmes; and a complex system of educational quality assessment. It also analyses the results of monitoring of the effectiveness of FSES implementation in the system of Russian higher education by the Association of the Classical Universities of Russia (ACUR) that identified a number of problems in the area of programme design and implementation related to drawbacks within the current FSES. Based on the experience gained during the implementation of the TUNING RUSSIA Project (2010-2013), this article demonstrates the usefulness of the TUNING basic principles and approaches and suggests the ways TUNING profile development methodology might be successfully adapted and applied for designing educational programmes in the course of the Russian higher education reform. Creating TUNING-model degree profiles may be crucial to aid the Russian higher education institutions in the development of the new educational programs. Brief but all-encompassing formulation of the aims and outcomes and specific characteristics of an educational programme, listing competences and learning outcomes could permit higher education institutions to move from trying to comply with standards and requirements, which are sent from above but are foreign to the institutions themselves, to adopting the principle of transparency and designing better and more competitive degrees.<br /><br />