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RUSSIA |
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RUSSIA |
CONCLUSIONS
In Russia and in the Urals region in particular, the foundation of a system of training state and municipal employees has been established over the past seven years. Although this system was established on the basis of a existing network of Soviet higher party schools, it was essentially completely rebuilt during the 1990s.
The differences between training experts receive in the field of state and municipal management at the Urals Academy of State Service in comparison with the other institutions of higher education of the region are: the academy is completely focused on training personnel for state and municipal service, and training is carried out at two levels: higher education and training in post-graduate courses. Secondly, the academy is an educational institution in which the educational process is closely related to the practice of state and municipal management and scientific research, in contrast to other educational institutions working with the staff of bodies of state and municipal management.
In recent years, the academy’s management has increased interaction with the managing bodies of the Russian Federation in the Urals region. Currently, UAPA has contracts to prepare and retrain experts with: the government of the Udmurt Republic (1996); the administration of the governor of Sverdlovsk oblast (1995); the administration of the Chelyabinsk area (1998); the Chelyabinsk City Duma (1997); the administration of the Perm area (1996); the administration of Kurgan oblast (1997); the administration of the Orenburg area and the Orenburg State University (1998); the administration of the Khanty-Mansick administrative district (1997); the administration of the city of Kamensk-Uralsk in Sverdlovsk oblast (1996), among others.
At the same time, it is necessary to recognise that the present system of educating state and municipal employees must be improved. The Urals Academy of state service must focus on the following issues:
- monitoring and revising license specifications on the basis of their effectiveness in practice;
- revising the structure of the management of divisions;
- developing the curriculum and teaching materials;
- introducing new educational technologies (distance education, etc.);
- improving the system of entrance examinations;
- developing and perfecting the system for evaluating students at the end of the programme;
- increasing the overall quality of post-graduate courses;
- establishing active academic organisations, opening dissertation councils on the protection of the candidates’ dissertations, generating a computer database with the results of faculty research projects to be used in the educational process, ensuring more uniform and active participation of faculties and teachers in academic projects;
- improving the coordination of retraining programmes for civil servants.
- strengthening links with associations and universities that are offering similar professional educational programmes.
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