Research On Evolution Of National Education Standards Of Russian Higher Professional Education

To be melted into the European-education integration, Russia actively joined the Bologna process in 2003. In order to both correspond with the international higher education standard and maintain its own distinctive vocational education system, significant adjustments were processed in Russia, especially in higher vocational education policies. So as to both satisfy the requirements of the Bologna process and contemporary socioeconomic development, from 2006 Russia began to activate the academic, commercial and other social specialists to formulate the third generation of "National Education Standards of Higher Vocational Education" (ГОСÐ'ПО).This paper takes the third generation ofГОСÐ'ПОas mainline and considers the profession catalogue and curriculum system as main analysis elements. It analyzes the evolution of the third generation ofГОСÐ'ПОin detail, which puts forward advantageous recommendations ofГОСÐ'ПОto Chinese education..Firstly, this paper briefly reviews the main contents of the previous two generations ofГОСÐ'ПОand analyzes the process of decision-making, structural elements, main content and the overall characteristics of the third generation ofГОСÐ'ПО.Secondly, the analysis of this paper is based on the key elements, profession catalogue and curriculum system, which indicates the main characteristic of the three generations ofГОСÐ'ПО. Furthermore, this paper utilizes the horizontal comparison to illustrate the differences and relations of profession catalogues and curriculum systems in each generation ofГОСÐ'ПОfor cultivating various kinds of talents and to show the relations of profession catalogue between the third generation ofГОСÐ'ПОand the International Standard Classification of Education (ISCED). It applies the longitudinal comparison to analyze the contents of the entire reform among the three generations of profession catalogues and curriculum systems.Finally, the talent cultivation plan of Harbin Institute of Technology, as an individual case study, is compared with the third generation ofГОСÐ'ПОto come up with the differences of talents training modes in Sino-Russia higher engineering educations and advantageous recommendations ofГОСÐ'ПОto Chinese education.