Abstract:

The article deals with the problem of the development and implementation of tutoring at a university as an ideology of the individualization of higher education. In recent decades, changes in Russian higher education caused by Russia's inclusion in globalization processes. Globalization has led to the transition of Russia to the innovative path of development, the adoption of the Bologna Declaration, the development of contacts with the world community, the development of academic and labor mobility, the modernization of education. Significant institutional changes are taking place in Russian education, manifested in the fact that, along with the traditional institutional core “school, a university,” the new institutional core matures, namely the “individual educational program,” which is the conceptual basis of tutoring. Recognition of the choice of individual educational trajectories as a value, the design of individual cultural and living environments formed a new sociocultural space. This sociocultural space marked the problem of designing a new university training strategy for specialists, one of the essential components of which is the individualization of the educational process, aimed at shaping students' subjectivity. The purpose of this article is to examine the problem associated with the development of tutoring in Russian university education and, on its basis, to identify the necessary organizational and managerial conditions for organizing the institution of tutoring in universities. The article examines the theoretical basis for the individualization of education and tutoring, justifies the need and identifies factors of tutoring institute development in the university educational space, analyzes emerging tutoring models at the university. The investigation allowed identifying the organizational and managerial conditions necessary for organizing the tutoring institute in Russian universities. The article shows the models of tutoring implemented in universities, which formed due to the need to solve actual problems of adapting students, supporting students in the educational process especially when implementing e-learning and distance learning technologies, research activities, and professionalization. The authors of the article explore current practices and opportunities for organizing the institution of tutoring in the university educational space using the example of the Ural Federal University named after the first President of Russia B.N. Yeltsin. The authors of the article justify the need to organize the institution of tutoring in modern Russian universities. For the implementation of the principle of individualization, a unique role belongs to the tutor, who has the necessary competencies, owns effective methods and technologies for practicing tutoring. The study revealed a set of requirements for university staff and the minimum requirements for the educational environment, necessary for the actual implementation of the principle of individualization. It is shown that organizational and managerial conditions have been created in the Ural Federal University that ensure the sustainability of the functioning and development of the tutoring institute at the university.

Keywords:

Individualization, openness of education, tutor, tutoring, tutoring models, university tutoring institute, organizational and management conditions, tutoring technologies, tutoring practices.