Modern trends in the development of post-graduate studies in the context of foreign and domestic experience

Attention and requirements to modern higher education has increased from both employers, the public and the authorities. Despite many problems in education system, the issue of quality training including postgraduate studies, is the most relevant. The system of higher education with one of the most important elements being post-graduate studies is designed to train professionals who meet the needs of modern economy, social sphere and administration, and possess profound professional knowledge and skills and innovative thinking. The article examines the main trends in the development of post-graduate studies in the context of the Bologna process (Russian and foreign experience). Based on analysis of the existing Russian and international educational standards it is shown that in Russian postgraduate studies thesis preparation actually exists in isolation from the learning process, while in foreign post-graduate studies thesis preparation is included in the learning process: all resources (training courses, practice, counselling of internal and external experts) are aimed at preparation and implementation of a unique post-graduate research. When enrolling on foreign post-graduate studies students take part in a contest of documents which reflect the main items: motivation to study, work experience in the sphere reflected in the thesis and academic achievements. In Russia, the selection is carried out according to the results of entrance examinations. The period of post-graduate training abroad is in general longer that in Russia (5-8 years against 3-4 years in Russia). The author outlines the possible directions for the implementation of new models of post-graduate studies and ensuring quality education of the third stage. The main measures for the development of the Russian model of post-graduate studies is the following: introduction of a mechanism for collecting initial information on all stages of the learning process, tracking career trajectories of both graduates and those who have not completed the training; transition to the priority of a graduate portfolio for admission to post-graduate studies; development of a regulatory act providing for a post-graduate student to enter into an employment contract with the concerned employer, availability of an educational component widely represented in post-graduate educational programs.