Designing the part of the main educational program of higher education that forms professional competences

One of the fundamental methodological challenges in developing core educational programs for higher education, which has yet to be adequately addressed, is the formulation of these programs. The situation is further complicated by the fact that the current Federal State Educational Standards do not include a list of professional competencies that educational institutions are required to define independently. The diversity of approaches currently employed by different universities to address this issue has resulted in unwarranted discrepancies in the structure and content of training for specialists with the same profile, as well as the inability to conduct centralized and objective assessment of the quality of such training. Ultimately, this has led to a disruption of the integrity of the educational space. The present article proposes and illustrates, using the example of a bachelor’s program in direction 26.03.02 “Shipbuilding, Ocean Engineering, and Systems Engineering of Marine Infrastructure Objects”, a systematic approach that enables the design of educational programs to address not only state requirements but also the interests of both universities and employers. The foundation of this approach lies in the analysis and utilization of relevant professional standards. Additionally, the paper provides recommendations for situations where professional standards corresponding to the program’s focus are unavailable. This ensures a comprehensive framework for aligning educational outcomes with both existing regulatory frameworks and practical industry needs. Particular attention in the paper is devoted to an issue closely related to the main topic of the article, namely: the meticulous formulation of learning outcomes based on the Bloom-Anderson taxonomy. The proposed approach was developed at the Saint Petersburg State Marine Technical University in 2020, piloted, and has been successfully utilized over the past five years in the design of educational programs across all levels of higher education. This article may be of particular interest to program directors, department heads, and staff members of university academic affairs offices responsible for the development of higher education programs

educational programme, professional competences, indicators, professional standards, labour functions