Transformation of higher education: overcoming the conflict of competence and fundamentality

Abstract

The purpose of the paper is to analyze the problems of transformation of higher education in Russia, expressed in the transition to a competence-based approach, which became a natural result of the introduction of the so-called “Bologna process”. The research methodology consists of a comparative taxonomic analysis of basic education and education obtained by competencies, with the identification of potential advantages and disadvantages. The introduction of new standards in the field of education, not of Russian origin, is considered by the authors as the result of defeat in institutional competition, which does not exceed arguments about the unity of diplomas or educational space. For the strategic development of Russia, it is necessary to build systems of higher education according to its own rules, focus on basic fundamental education, and consider the acquisition of certain competencies as an auxiliary action at the next stages of improving personnel of higher qualifications, when fundamental education has already been obtained. Thus, it is proposed to take the competence approach beyond the boundaries of university education to the stage of postgraduate professional development and additional training.