partners of any competitive company. The creation of a logistics infra-
structure in Russia is closely related to solving the problem of com-
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petence-based training of future logistics specialists, which is realizable
in accordance with the theory of contextual learning. The methodo-
logical basis for preparing bachelors and masters for competitive
professional activity is, in our opinion, the integration of education with
science, professional activity and business [1].
The list of basic requirements imposed by employers for the
specific knowledge and skills of applicants for the position of logistics
specialists includes: possession of the competencies listed in the Federal
State Educational Standard of Higher Education; inventory and supply
chain management skills; the ability to use in practice the laws and
regulations in the field of transportation; knowledge of the principles of
foreign economic activity (FEA), as well as international legislation in
the field of foreign economic activity and transport logistics, customs
legislation, warehouse and transport logistics, the basics of labor
legislation and labor protection standards, the principles of organizing
storage facilities. This list is basic, the heads of logistics companies are
always ready to continue it. However, their main requirement, presented
in a concise form, sounds laconic: competitive employees of logistics
companies must have the ability and willingness to mobile and
efficiently solve complex transport logistics problems. The appropriate
training of a new generation of logistics specialists is a responsible task
for domestic universities, positioning themselves in the market of
educational services in the field of logistics. In connection with the
transition to a multi-level system of higher professional education, the
training of logistics specialists at MADI has been carried out since
September 2011 within the framework of the “Logistics and supply
chain management” profile, which is part of the structure of the direction
of training for bachelor's degree 38.03.02 “Management”. This profile
has become the "successor" of the specialty "Logistics and supply chain
management". One of the graduating departments at the Faculty of
Logistics and General Transport Problems is the Department of
Logistics. To date, the team has managed to develop the university's
previous ones and establish new business contacts with leading Russian
and international companies: Wimm Bill-Dann, STS Logistics, FM
Logistics, DHL, Major Cargo Service. Wide and mutually beneficial
professional relations of the department with innovative logistics
companies have made it possible to create scientifically grounded
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models of professionally-oriented training of future logisticians at each
educational level in accordance with the models of professional
logisticians who successfully work at modern domestic and foreign
enterprises. In accordance with the concept of projective education,
scientific and pedagogical workers, in the process of preparing for work
on the basis of a competence-based approach, carried out a large-scale
interdisciplinary project that provides for the continuity of the
development process of a system of general cultural and professional
competencies in subjects of logistics education. The theory developed in
the works of Russian scientists V.S. Lednev and P.F. Kubrushko [2; 3].
The leaders of logistics companies believe that the most important
personal qualities of successful logisticians are: an engineering mindset,
analytical and creative skills, systems thinking, composure and
efficiency, the ability to plan and organize activities, the ability to
quickly establish effective contacts, communication skills, enthusiasm,
etc. commitment to lifelong learning. Professional requirements
formulated by representatives of employers' enterprises are well known
to MADI teachers, who provide the processes of education, training,
creative and intellectual development of future logisticians. That is,
educational processes carried out in accordance with the curricula of
academic disciplines and focused on obtaining specific measurable
results - the competencies of graduates, meet the requirements of both
federal state standards and employers. At the same time, the
formulations of requirements for professional competencies, fixed in the
curricula of academic disciplines, as a rule, do not evoke criticism from
representatives of the professional community. Despite this, over the
past few years, a very strong belief has formed in our community that
there is a certain contradiction between the needs of logistics companies
for competent graduates of universities who are ready for professional
activities and the real professional opportunities of young specialists.
The practice of leading logistics companies has shown that in order
to successfully solve real problems of transport logistics and supply
chain management, a university graduate needs, but not enough, to
possess a set of knowledge and competencies acquired during mastering
basic educational programs. Successfully working professional
logisticians argue that a fundamentally important condition for the
effective work of an employee of a logistics company is his professional
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experience. In most cases, such experience is acquired by a purposeful
graduate in stages, over several years of continuous work in a logistics
company. "Adjusting" a young specialist to the level of a full-fledged
professional requires significant labor costs from companies. At the
same time, there is no guarantee that a specialist, having achieved a high
level of professional competence, will continue his work in the same
company, and will not prefer a competing organization to it. That is why
employers, when announcing an existing vacancy for a certain position,
always clearly indicate the minimum practical experience of the
applicant required by them. At the same time, one year of work in a
logistics company is taken as a unit of measurement of the experience of
a young specialist. The contradiction noted above between the needs of
logistics companies and the real possibilities of graduates of logistics
educational programs starting their professional activities, in our
opinion, is not obvious. By now, a problematic situation has really
formed. Representatives of universities and logistics firms jointly agree
on a list of professional competencies that should be formed among
university graduates. Teachers of academic disciplines, managing
educational processes, orient students towards achieving the goals
formulated in the programs and obtaining the corresponding results -
specific competencies. At the end of the educational process at the
university, the presence of competencies demanded by employers is
diagnosed during the defense of diploma projects. However, already at
the beginning of work at a logistics enterprise, it becomes clear that
young employees are not always ready to independently solve modern
complex practical problems in the conditions of real professional
activity. The professional and academic community believes that one of
the means to remedy the situation should be the professional standard
“Logistics specialist”. The draft of this professional standard was
developed by the team of the Moscow State University of Railways.
Taking into account the results of the discussion and negotiations, in
which the representatives of MADI took an active part, the project
spelled out labor functions, qualification levels, requirements for
education and training, the necessary competencies of graduates of
educational institutions and requirements for practical work experience.
The professional standard, which includes a scientifically grounded list
of aggregate requirements for logisticians by domestic companies, is
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undoubtedly a fundamentally important document that determines the
knowledge, abilities, skills and complex of competencies of a university
graduate. However, the many years of experience of interaction between
universities and logistics business enterprises available to date shows
that even if there is a mutual agreement on the composition of the
requirements for the results of professional training of a future
logistician, a university graduate needs many years of "fine-tuning" in a
real logistics business. As a result, there is no reason to be sure that only
the introduction of a professional standard, clarification of the list of
justified professional requirements for a logistician will become an
effective tool for harmonizing the requirements of employers and the
opportunities of graduates of educational programs.
At the same time, agreeing that the customer is always right, and
realizing the essence of his main requirement, we made the following
system solution. First, to preserve the interdisciplinary fundamental
training of students, traditional for MADI, which is the basis for both
understanding the essence of phenomena and processes, and for
continuous successful learning. Secondly, to create the necessary
conditions so that, while studying at the university, future logisticians
could master not only the currently relevant methods of solving
operational problems, but also those promising advanced methods that
are just beginning to be introduced into the practice of innovative
enterprises. Obtaining the planned results corresponding to the
implementation of the first part of the jointly adopted decision was
beyond doubt. It was provided by many years of experience of the
university's scientific and pedagogical staff, the integral capabilities of
their collective intelligence and the enormous potential of formalized
and unique personal knowledge. There were two important prerequisites
for obtaining results consistent with the second part of the solution.
Firstly, the experience of long-term cooperation of the university not
only with the leading enterprises of the domestic logistics business, but
also with the best logistics companies of developed European countries
and, secondly, the theory of contextual learning developed in Russia.
Contextual is such teaching, in which in the language of sciences and
with the help of the entire system of forms, methods and means of
teaching - traditional and new - the subject and social content of the
future professional activity of students is consistently modeled [4].
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The work aimed at implementing the decisions made began with a
comprehensive analysis of the work programs of all academic
disciplines that are part of the curriculum structure. It turned out that the
curricula of academic disciplines contain full information about the
theoretical part of education and modern pedagogical technologies for
the formation of academic competencies, but in most cases they do not
provide for the study of practical tools for solving operational problems
that correspond to the realities of today. During subsequent
communication with representatives of logistics companies in order to
clarify the methods of solving operational problems that are relevant for
them, it turned out that the enterprises that form the requirements for
graduates, paradoxically, themselves do not fully possess information
about new, more effective methods and technologies already used. in
international practice. Thus, it was unexpectedly found that employers,
criticizing graduates for their unpreparedness to use methods for solving
operational problems, themselves are not always guided by the already
existing methods of the new generation. Based on a systematic analysis
of currently existing innovative methods for solving problems in the
field of logistics, transportation and supply chain management, it was
found that their information and technical capabilities significantly
exceed those that were considered very high a few years ago. In fact, we
can talk about the revolution that took place in this area. Thus, the use of
modern intellectually capacious methods allows automatic search for
information necessary for making optimal decisions with minimal
human participation. It is the reduction of labor costs (both managerial
and the cost of performing technological operations) that is the main
direction of the development of the "logistics of the future". The
effectiveness of the application of innovative methods is manifested in a
significant reduction in the labor intensity of technological and business
procedures. The introduction of the latest methods of solving logistics
problems into the sphere of practical activity opens up broad prospects
for increasing its efficiency. In some cases, due to the use of new
methods, it is possible to achieve an increase in efficiency tenfold.
Unfortunately, the level of awareness of many Russian logistics
companies about the advantages of innovative methods and new
opportunities associated with them remains low to date. In the sphere of
higher education, as a rule, information about new methods comes,
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however, for various reasons, university students are taught mainly
using those tools for solving logistic problems that were created ten, and
sometimes twenty years ago. In this situation, it is impossible to
guarantee university graduates a level of proficiency in modern methods
of solving operational problems that meets international requirements. In
the current conditions, the development of a methodology for training
professional personnel for innovative activities in the field of logistics
becomes highly relevant. From the point of view of engineering
pedagogy, the methodological basis for the innovative training of
logisticians for competitive professional activities should be the
integration of education with advanced science, real production and
innovative business - a special model of social partnership, focused on
equal cooperation of all its participants [5].
Focusing on the practical solution of the problems formulated
above, in 2013 MADI began to create, within the Faculty of Logistics
and General Transport Problems, a Scientific and Educational Center for
Innovative Technologies in Logistics (RECTL) in order to provide
subjects of training with the context of innovative professional activity
(www.madi.ru). The creation of RECTL was preceded by a lot of work
on the formation of the composition of the laboratories and the
development of the concept of each of them. This work was carried out
jointly with leading Russian and foreign organizations: the Coordination
Council for Logistics (KSL), the Federal Union of Logistics of Germany
(BVL), the Institute for Organization and Automation of Industrial
Production of the Society. Fraunhofer IFF, as well as with an expert
council, which included representatives of leading companies operating
in the Russian market. In connection with the opening of the center, the
Faculty of Logistics and General Transport Problems has unique
opportunities for the implementation of basic and additional educational
programs at all levels of professional education, for conducting large-
scale scientific research, designing systems and technologies in the field
of logistics and supply chain management.
Currently, on the basis of RECTL, a set of basic and additional
educational programs in the field of logistics is being implemented at the
level of higher (bachelor's, master's, specialty) and postgraduate
education (advanced training, professional retraining). More than 10
advanced training programs have been developed, differentiated
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according to specializations and forms of education. Training is carried
out according to educational programs of various complexity, including
professional short-term programs (practical seminars, master classes,
international internships and trainings). Each program is built on the
basis of an analysis of the real tasks and problems of trade,
manufacturing and logistics companies, as well as the requirements for
the training of personnel from leading European universities. Most of
the programs are developed and implemented in cooperation with the
largest European organizations in the field of logistics: ELA, BVL,
Fraunhofer IFF, Ottovon GuerickeUniversität (Magdeburg). Teachers
and training consultants are some of the best specialists in Russia;
among them are top managers of companies and heads of logistics
departments (Bright Colors, LogistiX, Marsh & Wilts, HAVI Logistics,
STS Logistics, SCM Engineering, etc.), as well as world-renowned
scientists. Many specialists and teachers have been trained in logistics
and supply chain management at major European universities (Lough-
borough University, Chartered Institute of Logistics and Transport,
Middlesex University, London). The educational process is based on the
optimal combination of practical exercises (master classes, business
cases, simulation) and system-organized theoretical training. Both
during the training and after its completion, students are given the
opportunity to receive advice from teachers and specialists of the
NOCTL on various aspects of innovative methods and technologies, as
well as on the specifics of their implementation in the relevant industry.
The high efficiency of learning outcomes, advanced training and
professional retraining of logisticians at the MADI Scientific and
Educational Center indicates that the implementation in the educational
space of a domestic university of competence-based training of
logisticians, carried out in the context of innovative professional
activities, is quite possible if the methodological basis of its organization
is integration with science. professional sphere and business.
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