Scientific Journal of KubSAU

The article presents the criteria for the effectiveness of the scientific and pedagogical workers of higher skill levels for the preparation of scientific and pedagogical staff. It is known that the preparation of the teaching staff (PhDs) - one of the most important activities of higher education institutions; Moreover, when the state accreditation of higher education institutions compulsorily taken into account indicators that reflect the impact of training candidates. Also, of course, that the training of the teaching staff (PhDs) - activities that require both high levels of research and pedagogical competence. This means that the results of scientific and teaching staff higher qualification levels for the preparation of the scientific staff - both indicators of research and pedagogical competence; own training of researchers - an area of "crossing" of scientific and pedagogical activity. Unfortunately, the increase in the number of scientific personnel being prepared does not always mean quality growth. Often trained scientific personnel (PhD) not only do not approach the level of competence of its research (the results of research) to the supervisor, and stopped to engage in scientific activities after defending his doctoral dissertation (or engaged at a low level). Therefore, the article authors consider it expedient to propose indicators that reflect not only the amount and timeliness of the research training (PhD thesis defense sometimes occur many years after graduate school), but also the productivity of this activity. From the point of view of the authors, the success of research training only can be considered productive when prepared by the scientific supervisor candidates of sciences are highly qualified scientific personnel, ie conduct high-level research, the results of which are recognized by the scientific community; the same is true of the scientific advice (highly qualified scientific workers - doctors). The practical significance of the study results - in the possibility of objective monitoring of research activity of scientific-pedagogical personnel of higher qualification. Methodological bases of research: a systematic, competence, sociological, and metasystem qualimetric approaches. Methods: modeling, methods of quality control, methods of set theory, relations and graphs. Normative base of research: the Federal Law "On Education" (2012), the federal state educational standards of higher education (2014, 2015). The work was performed as part of research projects "Monitoring of the research activities of educational institutions in the information society" (â„– 16-03-00382) and "Modern information and educational environment" (16-36-00048) with the financial support of the Russian Humanitarian Foundation from 17.03. 2016.

The purpose of this research is the development of models and methods of multiparameter diagnostic effectiveness of educational environments. We know, that a criterion-diagnostic system for monitoring the effectiveness of higher education institutions - educational Macromedia is being designed, which is not the monitoring of the effectiveness of educational microenvironments and meso-environment - departments and faculties. The issue of the research - to increase the productivity (efficiency) of functioning of educational environments. The problem of research is the question of how to diagnose the effectiveness of educational environments objectively and comprehensively. The urgency of this problem is due to: the need to ensure the effective functioning of educational institutions, their sustainable innovative development; increasing demand for general and vocational education, as well as its transition to a multi-level system. Methodological basis of the research: a competence-based approach (considered an important target value of the educational process formation of the competences and personal and professional qualities of students, integrating knowledge, skills and readiness for their effective use in solving of life, professional and educational problems), metasystem approach (considering the educational environment as a metasystem, including relatively independent subsystems - educational environment of lower level of the hierarchy), qualimetric approach (considering the effectiveness of the educational environment as an integrative figure, which is diagnosed on the basis of estimating a set of criteria), synergetic approach (considering the educational environment as a self-organizing system, and the efficiency of its functioning - as an indicator of the success of the use of resources for further development). Synergetic approach is relatively new in the evaluation of the effectiveness of the educational process and the educational environment as a whole