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Got to the factory: how internships for college teachers are conducted
There are three groups of employees at the university, on whom the success of the entire educational process and the university itself depends. These are teachers who directly conduct classes, methodologists who develop teaching methods, and masters of industrial training. A former employee of the company with extensive work experience, a laureate and winner of professional technical championships. The Institute for the Development of Professional Education develops and implements internships for each of these groups. Their main feature is the practice of working at the largest factories and enterprises of the country.
When it comes to professional education, theory is only the first step. True mastery comes when knowledge is tested in practice. Each group's internship consists of three modules: The first provides the "basics" of theory and is the same for everyone. The second and third modules are practical in nature and take place in corporate and university technology parks. Of course, teachers gain the most interesting experience during the production process itself. That is why the second module is of the greatest interest to students. The training begins with research and familiarization with lean manufacturing technologies and tours of the company. Photo: IRPO Press Service
What does it consist of and why is practical practice so exciting?
Here, teachers have the opportunity to work in factories, learn new skills and see with their own eyes how modern products and materials are manufactured. This year, more than 4,000 teachers across Russia have completed practical modules.
Yulia Nikolaevna Shelomentseva is a teacher with extensive experience. She was invited to do an internship at one of the largest training centers of the Tatneft enterprise — the South Ural Energy College. Yulia trains future specialists in the fuel and energy complex and, with the help of production specialists, learns first-hand how one of the largest enterprises in Tatarstan works.
From the first day of practice, we began to study lean manufacturing technologies. During the trip, I visited the Tikhonovsky testing ground and loaded the current protection of vacuum circuit breakers and programmable relay protection and automation devices of the BMRZ type. Then we visited the TagraS-EnergoService electrical appliances plant on an excursion and actually measured the current shift angle on a three-phase meter. Everything is the same as a normal working day of a master, but with a detailed analysis and clear guidance from a mentor.
"My colleagues from other universities and I were greeted very warmly. The internship was much more intensive than I expected. In fact, it was really good because we mastered almost the entire corporate work cycle in just a few days. There is a big difference in technology and management between the equipment I used as a student and the equipment I use now for practical classes. In order for my students to be ready, I need to fully understand the process myself. Therefore, the production technologies we acquired will help us create excellent training programs," Yulia shares her impressions of the internship.
The internship ended with a pilot exam. Yes, teachers also sometimes give tests, and Yulia did a great job.
What do you actually teach? The practical module is not just a tour of the factory. It is a 72-hour immersion in working with real equipment and techniques. It includes 2 hours of introductory lectures, 44 hours of mentored internship, and 26 hours of independent project work. Each participant gains new skills that help prepare students for real industry challenges. The practical module is made up of several blocks, each covering an important aspect of manufacturing. For example, one of the key elements of the second module is modern equipment. It is not just about “playing” with a new machine, it is about full immersion in the manufacturing process.
Teachers learn to manage complex systems, adapt them to the curriculum, and then create materials that help students better understand how to use these technologies in real life.
Here you will also learn about advanced technologies for digitalization of production. Many factories have implemented production process control systems that allow monitoring of each stage of the operation using digital panels.
Dmitry Usoltsev, a lecturer at the Siberian University of Transport and Construction, like most of his colleagues, recalls his internship at StatusSib and particularly commented on the second module of the program: "As part of the second module of the advanced training program, we completed an internship where we were able to develop existing competencies and acquire new competencies, knowledge, skills, and abilities. Communication with the company's employees played a key role; they introduced me to various equipment and showed me the main production processes."
This year, more than 5,000 teachers completed internships in 150 clusters across Russia. Each cluster focuses on a specific sector of the economy, such as mechanical engineering, the IT sector, or the agro-industrial complex. The exercise is like a normal working day for a master, but with detailed analysis and strict guidance from a mentor. Photo: KGAMT press service. L.B. Vasilyeva
The main goal of the practical module is to immerse teachers in a real production environment and understand what skills students need to succeed. This knowledge will then be transferred through training programs that teachers create based on the results of their internships.
The internship programs are gaining momentum. More than 5,000 teachers have joined this year, but this is just the beginning. The program is expected to expand in the future: by 2030, the plan is to create more than 940 clusters across the country to prepare a suitable workforce for all industries and all types of companies.