INTRODUCTION
Today all over the world there is an increased interest in one of the central social problems - the search for new ways to develop the education system. Every teacher is looking for the most effective ways to improve the educational process, increase interest and increase student performance. Because it is education that determines the shape of our future, what humanity will be like in the third millennium, its economic, intellectual, personal, cultural and moral potential depends on us.
The relevance of the work lies in the fact that by creating educational and methodological support for the topic when studying the discipline, the author goes through the research path that any teacher goes through in the course of his activities. The teacher’s ability to correctly provide students with educational material, select the means and methods of presenting the material, and develop interest in learning is one of the guarantees that students will be interested in the learning process itself, which in turn will have a positive impact on their performance. Therefore, it is very important for a teacher to be able to research educational material in the discipline and constantly improve in its teaching.
The purpose of the course work is to develop methodological support for the topic “Color harmonies in still life” when studying the discipline “Painting with the basics of color science.”
Based on the above goal, the following tasks were identified:
Conduct an analysis of educational and methodological documentation;
Select a topic from the thematic plan of the work program for the discipline;
Select and systematize educational material on the chosen topic;
Conduct a structural and logical analysis of educational material;
Develop lesson plans for theoretical and practical training on a chosen topic;
Develop a system of teaching aids for theoretical and practical lessons;
Create means of thematic control for theoretical and practical lessons.
ANALYSIS OF EDUCATIONAL AND METHODOLOGICAL DOCUMENTATION
educational thematic lesson
Analysis of the Federal State Educational Standard for the specialty of secondary vocational education
This federal state educational standard for secondary vocational education (FSES SPO) is a set of requirements that are mandatory for the implementation of basic professional educational programs in specialty 072501 Design (by industry) by all educational institutions of vocational education on the territory of the Russian Federation.
Area of professional activity of graduates of basic training: organization and implementation of work on the design of artistic and technical, subject-spatial, industrial and socio-cultural environments, maximally adapted to the needs of various categories of consumers.
The objects of professional activity of basic training graduates are:
· industrial products;
· subject-spatial complexes: internal spaces of buildings and structures, open urban spaces and park ensembles, subject, landscape and decorative forms and complexes of their equipment and equipment.
The designer prepares for the following activities:
1. Development of artistic and design (design) projects for industrial products, object-spatial complexes;
2. Technical execution of artistic and construction (design) projects in the material;
3. Control over the manufacture of products in production in terms of compliance with their original design;
4. Organization of the work of a team of performers;
5. Carrying out work in one or more professions of workers, positions of employees (Appendix 1 to the Federal State Educational Standard).
Sazonova Marina Nikolaevna
Teacher at State Budgetary Educational Institution of the Moscow Region "Hydrometeorological College"
Analysis of educational program documentation developed
based on the Federal State Educational Standard for Secondary Education.
This Certificate has been compiled on the basis of studying the lecture materials of this course and methodological support on the essential characteristics of modern processes in vocational education, possible areas of innovative activity in the context of the implementation of the Federal State Educational Standard for Secondary Professional Education, as well as on the basis of an analysis of existing educational program documentation.
The educational and methodological complex of the specialty (UMKS) includes - work programs of the OGSE, EN, OP cycles, along with the Federal State Educational Standard for Secondary Professional Education in the specialty and the technical school curriculum, work programs for professional modules, methodological recommendations for industrial practice, preparation of coursework, organization of independent student work, graduation project, etc.
Federal State Educational Standard . The basis of the Federal State Educational Standard for Secondary Professional Education is a competency-based approach, which determines, first of all, the requirements for educational results, which leads to systemic changes in the main professional educational program and its main documents regulating the content and organization of the educational process: curriculum, programs of academic disciplines, professional modules, methodological recommendations, etc. The Federal State Educational Standard for Secondary Professional Education provides the appropriate qualifications and level of education through the development of competencies.
Syllabus – a normative document that determines the composition of basic professional educational programs, the order (sequence) of their study by year of study, the forms and volume indicators of the minimum necessary and maximum possible time expenditure (hours) for an educational institution to achieve planned educational results.
UP . Training programis a normative document that outlines the range of basic skills and knowledge to be acquired in each individual academic discipline. It includes a list of topics to be studied, recommendations on the amount of time for each topic, their distribution by years of study and the time allocated for studying the entire course.
RP . Working programm academic discipline, as well as MDK (interdisciplinary course),educational and industrial practice (industrial training) is a normative document that defines learning outcomes, criteria, methods and forms of their assessment, as well as the volume, order, content of training and requirements for the conditions for the implementation of the academic discipline. The RP is part of the comprehensive methodological support of the discipline (CMS) and is compiled for all forms of education (full-time, part-time), for the duration of the curriculum, for each academic discipline in the specialty . The feasibility of developing several work programs in the same discipline for students of different specialties is determined by the cycle commission that ensures the teaching of the discipline.
CBS . A set of control and evaluation tools for the academic disciplineis developed on the basis of a work program, is intended for monitoring and evaluating the results of mastering an academic discipline, includes control materials for conducting ongoing monitoring, intermediate certification, etc.
MR SR . Methodological recommendations for extracurricular independent work of students are developed on the basis of the Federal State Educational Standard and the current RP in the specialty.
KTP. A calendar-thematic plan is an educational and methodological document compiled on the basis of the discipline’s RP, working curriculum and academic calendar schedule. It: 1) reveals the sequence of studying sections and topics of the program, 2) distributes study time among sections and topics of the discipline . The CTP is developed by the teacher and approved by the PCC annually.
Lesson Plans , include:
lecture notes;
instructions for conducting laboratory work and/or practical classes;
control and measuring materials for carrying out current and intermediate monitoring of the results of mastering the discipline;In the CTP, the content of the educational material provided for by the program is distributed among training sessions: 1) forms and types of training sessions, laboratory and practical work, excursions, business games, educational conferences, etc. are planned; 2) the volume of homework and its even distribution are determined; 3) assignments and control of extracurricular independent work are determined; 4) the necessary teaching aids are prepared (books, visual aids, teaching materials and teaching aids).
In the course of an experiment, at Technological College No. 14 in Moscow, new approaches to assessing the professional and general competencies of students were developed
The passion for the Unified State Exam has not yet died down, a clear attitude in society towards this innovation has not yet developed, and the education system is already facing new challenges - the transition to training according to the new third generation Federal State Educational Standards.
What does the transition to new educational standards mean? How do Federal State Educational Standards differ from the old educational standards, and what tasks does a vocational college face in this regard?
The structural element of the old educational standards was the subject (discipline). The structural element of the third generation of competency-based educational standards is the educational field, presented in the form of professional modules designed to master specific types of professional activities. In turn, the structural elements of professional modules become professional and general competencies, the totality of which in any type of professional activity is considered as integral quality indicator its development.
Thus, at present, the attitude towards learning outcomes and, accordingly, to the forms and methods of their assessment are radically changing. If previously the assessment of learning outcomes was reduced to assessing the level of knowledge, skills and abilities, then in accordance with the new educational standards, the assessment of the results of mastering a type of professional activity (VPA) is complex, integrative in nature: the formation of both professional and general competencies is assessed. General competencies are of a supra-professional nature and are expressed through such personality qualities as independence, the ability to make responsible decisions, constantly learn and update knowledge, think flexibly and systematically, carry out communicative actions, conduct dialogue, receive and transmit information in various ways. The assessment of the maturity of these qualities is reflected in the assessment indicators and, accordingly, in the tasks developed on the basis of these indicators. When developing tasks, I used product approach, when the result of a completed task is a finished product or service. The tasks are designed in such a way that the assessment of the development of competencies is carried out step by step in accordance with the logic of the professional tasks being performed and in accordance with the developed assessment criteria, which are reflected in the assessment sheets.
Since the assessment should be complex, integrative in nature, the college developed a methodology for determining assessment indicators, which makes it possible to subdivide them into various forms of control: current, intermediate and final. This was done to avoid duplication in both forms and methods of assessment for different stages of control. The most relevant ones in module-competency training were identified forms assessment of the development of professional and general competencies: exam (oral, written, practical, etc.), portfolio defense, certification, project defense (individual, group), final qualifying work (FQR), business game. And in accordance with the selected forms, they were determined methods, the ones that best meet the objectives of a comprehensive assessment of the formation of professional and general competencies: these are expert observation, expert assessment, interviewing, questioning, testing, and presentation.
At Technological College No. 14 in Moscow in the 2010-2011 academic year, during an experiment on the implementation of professional module programs based on the Restaurant Business faculty, approaches to assessing the formation of professional and general competencies were developed. The experiment showed that the assessment should be done in stages.
In our opinion, the first stage is very important - accompanying assessment. It provides monitoring of the stage-by-stage formation of professional (PC) and general (GC) competencies in the process of theoretical training, educational and industrial practice and is carried out both by the mentor (tutor) and by the student himself (self-assessment).
For this stage, a fund of assessment tools for ongoing monitoring of the development of knowledge, skills, and practical experience included in the PC of the mastered HPE is being developed. The types of tasks for ongoing monitoring are compiled in such a way that they meet not only the tasks of developing professional competencies, taking into account the principle of individualization of training (of varying degrees of complexity), but are also aimed at the gradual development of personally significant qualities.
At the same stage, great importance is given to the formation of the skills to carry out self-assessment and evaluation of work performed by colleagues in study pairs and small groups.
Great importance is attached to keeping a diary of achievements, which the student receives at the beginning of training. It contains all groups of skills that must be mastered. Therefore, from the first day of training, students, seeing the full scope of the required skills, can independently or with the help of master mentors and teachers build an optimal sequence for their development. In addition, the diary allows you to monitor the development of competencies throughout the entire period of training and identify difficulties in the early stages, when it is easy for the student to carry out the correction process.
Second phase - interim assessment formation of professional and general competencies - takes place in the form of an exam or test upon completion of mastering the program of each MDK. This type of assessment is carried out, in our case, in two stages: testing allows you to quickly and accurately assess the assimilation of the entire amount of knowledge included in the PC of this interdisciplinary course, the second stage - modeling of professional activity - allows you to assess the degree of development of practical skills. This type of control is carried out before entering industrial practice, and the tasks are practice-oriented in nature and show the degree of readiness of the student to perform tasks in production, directly at the workplace.
At the third stage it is carried out final grade formation of PC and OC during the qualification exam (EC), which is comprehensive in nature, including the simultaneous assessment of both professional and general competencies. This changes the structure of the traditional exam, approaches to its methodological support, development of assessment tools and exam procedures (see Fig. 1). In our case, we chose a combination of two forms: a practical exam - comprehensive demonstration of practical skills in the workplace(or in a simulated workplace environment) and protection portfolio achievements.
Figure 1. Structure of the qualifying exam.
At the moment, a set of requirements has already been established both for the procedure for assessing the development of professional and general competencies, and for the assessment tools themselves:
- validity of assessment materials;
- compliance of the content of materials with the requirements for the level of knowledge, skills, and practical experience of PCs included in the professional module;
- clear formulation of evaluation criteria (indicators);
- maximum objectivity of assessment forms and methods;
- transparency of the assessment procedure;
- participation of highly qualified specialists and employers in the assessment procedure;
- an unambiguous conclusion based on the assessment results (VPA mastered/not mastered).
Figure 2 shows the logic and sequence of selecting forms and methods for assessing the formation of PC and OC. First, we analyzed a set of requirements for the level of knowledge, skills, and practical experience for all PCs included in the assessed VPD, taking into account the requirements of the Federal State Educational Standard, the requirements included in the PM program through the hours of the variable part on the recommendations of the college’s social partners, as well as the requirements of the professional standard (for specialty 260807 “Technology of public catering products”).
Then assessment indicators were developed corresponding to point 5 of the PM program for each PC and OK. And based on them, comprehensive assessment indicators were developed, which made it possible to form a fund of assessment tools that most fully reflects the entire complex of both professional and general competencies.
Figure 2. Logic for developing forms and methods for assessing the formation of PC and OK.
Methodological support for the qualification exam (EC). To ensure transparency of the examination procedure (given the current lack of specific methodological recommendations), the college has developed a regulation on the qualifying examination. In accordance with it, the exam program is developed directly for each professional module. A package of documents on the qualification exam procedure was also developed: minutes of the meeting of the examination qualification commission, assessment sheets for PC included in the mastered professional module, a sample certificate issued to students based on the exam results. Assessment tools, in addition to exam papers, include task cards with step-by-step recommendations, which allows you to conduct a step-by-step assessment of all practical skills in accordance with the developed indicators and enter them into the assessment sheet.
In addition, recommendations were developed for the development and methods of presenting a portfolio of achievements. The portfolio includes three parts: a portfolio of educational and professional achievements, a portfolio of creative achievements and a portfolio of social achievements. This allows the expert commission to assess the maturity of the entire complex of general competencies.
The portfolio of educational and professional achievements includes evidence of mastering PC and OK (photos, video materials, examination sheets, assessment sheets for laboratory and practical work, a diary of achievements with an assessment from a mentor/tutor).
The portfolio of creative achievements contains diplomas, awards, prizes, photos of manufactured products, indicating the presence of a sustainable interest in the chosen profession, active participation in professional skills competitions at various levels, in project activities, and research work.
The portfolio of social achievements contains evidence of communicative activity (characteristics from work), evidence of participation in student government, and an active social position.
It is simply impossible to conduct a qualifying exam without using an established mechanism of mutually beneficial partnership between the college and leading enterprises in the region. The employer participates both in the development of the qualification examination program at the stage of agreeing on the examination procedure and the assessment materials themselves, and in the assessment procedure itself. The role of the employer is especially great in assessing the development of professional competencies, when assessing the skills and abilities necessary for rapid adaptation to real production conditions.
Our experience in implementing professional module programs, conducting a qualifying exam, the results of a student survey, and an assessment of social partners have shown that the technology of module-based competency-based training is accepted positively by both students and employers. But the implementation of the Federal State Educational Standard on a module-competency basis requires great efforts from the teaching staff of professional colleges to develop comprehensive methodological support for professional module programs, master innovative forms and methods of organizing the educational process, and create a practice-oriented educational environment.
1. ANALYSIS OF FSES SVE AND SPECIALTY CURRICULUM
The work of a teacher in developing a program of an academic discipline (UD) of the main professional educational program (OPEP) begins with an analysis of the Federal State Educational Standard for secondary vocational education and the curriculum (UP) for the specialty.
1.1. When working with the Federal State Educational Standard, it is necessary to:
Study the requirements for the results of mastering the discipline (“to be able to”, “to know”);
Study the requirements for the results of mastering those professional modules
(“have practical experience”, “be able to”, “know”), professional competencies
(PC) which are indicated as guidelines in the study of this discipline;
Carry out a comparative analysis of the requirements for the results of mastering the discipline and the professional module in order to specify and detail the results of studying the discipline.
This work will allow you to include in the content of the discipline the necessary material that will be required when mastering the module and will be aimed at developing a PC.
Note: professional and general competencies (PC and OK) for each discipline are separately indicated in the Federal State Educational Standard for Secondary Professional Education in Table 3 “Structure of the main professional educational program of secondary vocational education of basic training” in the column “Codes of formed competencies”.
Attention! The content of the discipline must include only those topics, laboratory work and/or practical exercises that are necessary to achieve
results of mastering the discipline specified in the Federal State Educational Standard (in the Federal State Educational Standard for Secondary Professional Education the results are “to be able to”, “to know” are given in Table 3 for each discipline separately).
1.2. Curriculum Analysis will allow you to study
list, volumes, sequence of studying (according to courses) disciplines, professional modules,
types of training sessions,
stages of educational and industrial practice,
amount of time (in hours) for laboratory and practical classes,
course design (if available),
types of state (final) certification.
The sequence of studying disciplines, based on interdisciplinary connections;
Studying which disciplines precede the study of the module;
Studying which disciplines can be carried out in parallel with the module.
2 . DESIGN OF THE TITLE PAGE OF THE WORK PROGRAM
DISCIPLINE AND THE DOWN SIDE
The title page of the work program is drawn up in strict accordance with the template established by the college (Appendix 1
3. SPECIFICATION OF THE RESULTS OF MASTERING THE DISCIPLINE
3.1. Specification of professional competencies, skills, knowledge
The Federal State Educational Standard for Secondary Professional Education contains a list of skills and knowledge for each discipline (see column
“Name of cycles, sections, modules, requirements for knowledge, skills, practical experience” in the Federal State Educational Standard), OC and PC are listed (see the column “Codes of formed competencies” in the Federal State Educational Standard). It is impossible to change the PCs and OKs specified in the Federal State Educational Standard for the discipline.
It is important to understand that for disciplines for which PCs are not indicated as guidelines in the Federal State Educational Standard for Secondary Professional Education in Table 3, program developers need to independently
choose a PC for which your discipline will prepare you. (The list of PCs is given in the Federal State Educational Standard in section V “REQUIREMENTS FOR THE RESULTS OF MASTERING THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM”). Remember that disciplines should prepare students for subsequent mastery of PCs in professional modules, i.e. The content of the discipline must be structured in such a way that topics and/or laboratory (practical) work are PC-oriented, but do not form them.
The purpose of the disciplines is to prepare you for mastering a PC!
When specifying the requirements of the Federal State Educational Standard for Secondary Professional Education for the results of studying the discipline
it is necessary to fill out the table, which is a mandatory appendix to the work
UD program.
necessary in order to properly develop a UD program.
This table will allow you to determine:
content and type of training sessions;
name of laboratory work and/or practical classes,
the need for the necessary equipment to carry them out (approximately),
topics of classes necessary for the formation of knowledge listed in the Federal State Educational Standard, and to avoid the inclusion of “extra” topics in the content of the discipline and, as a result, duplication of topics with the content of professional modules.
If your discipline does not have hours for laboratory work and/or practical classes, then in order to develop skills it is necessary to choose active forms of conducting classes, for example, a lesson-seminar, a business game, a lesson-presentation, a conference, etc., i.e. . such types that will allow students to develop skills.
The title of the job should make it clear what skill it develops. However, some skills are labor-intensive in terms of technology to perform. In such cases, the skill is developed element by element, through several practical works. The skill is detailed into elements:
by type of impact;
by type of work or by system
on other features of the work technology.
If in your discipline in the column “Codes of formed competencies” not single PCs from different types of professional activities (VPA) are listed (section V of the Federal State Educational Standard), but all PCs related to one VPA, then instead of PCs in the appendix “Specification of study results discipline") indicates the name of the type of professional activity.
Attention! Professional competencies are not formed during the study of academic disciplines! The purpose of the academic discipline is to prepare students to master PCs within the framework of professional modules.
Table 3.1.
SPECIFICATION OF THE RESULTS OF MASTERING THE DISCIPLINE
| PC for this VPD |
|
| Be able to: | |
| Know: | List of topics: |
| Independent student work | |
| PKn - ……..(indicate the name of the competency according to the list in the column “Codes formed competencies" Federal State Educational Standard) Or the name of the VPD, if all are indicated in the “Codes of generated competencies” PC for this VPD |
|
| Be able to: | Subject of laboratory/practical work (indicate the specific name of laboratory and/or practical work that develops skills and is aimed at preparing for mastering a PC in |
| Know: | List of topics: (indicate the names of didactic units of knowledge that are necessary for the formation of skills and are aimed at preparing for mastering PC in PM) |
| Independent student work | Subjects of independent work: formulate through activity) |
Attention! The completed table is a mandatory appendix to the work program of the academic discipline.
Sequence of filling out the table:
From the text of the Federal State Educational Standard, professional competencies are written out (sequentially) into the table (from the column “Codes of formed competencies” of the Federal State Educational Standard) in accordance with each specific competency, the lines “Be able to”, “Know” and then “Independent work of the student” are filled in
The program compiler must independently correlate the skills and knowledge listed in the Federal State Educational Standard with the corresponding PC or VPD. One PC may include one or more components of skills and knowledge that are focused on its formation.
The Federal State Educational Standard requirements for learning outcomes (including the types of professional activities mastered, competencies, practical experience, skills and knowledge) are mandatory for fulfillment and cannot be changed. You can add “your own” if you have hours for variable training.
In this case, the content of the columns “Topics of laboratory/practical work”, “List of topics” should differ according to the PC, because each PC is an independent professional function in a specific type of professional activity
The content of students’ independent work must be formulated through activities. The topic of independent work should reflect the type and content of the student’s activity, have a variable and differentiated nature, and take into account the specifics of the specialty and the content of the discipline. The wording of independent work should be clearly understandable to the student. These formulations will then go into section 2.2 of the work program and, during subsequent planning, into the calendar-thematic plan (CTP) of the discipline.
For reference:
Independent work is carried out by the student on the instructions of the teacher, but without his direct participation.
Independent work can be carried out individually or in groups of students depending on the purpose, volume, specific topic of independent work, level of complexity, level of students’ skills
The formulation of independent work should determine the topic and type of activity (describe what the student should do on this topic), and be clearly understood by teachers, students, parents, and administration. Everything that does not overlap on topics with classroom work, but without which the discipline cannot be fully studied, is the student’s independent work. Independent work is not included in the teacher's workload.
performing practical work
selection of the optimal solution
analysis of the pedagogical situation
solving situational pedagogical problems
preparation for business games and participation in them;
preparation of abstracts, reports;
research educational work;
reading the source text;
additional literature;
drawing up a text plan;
cataloging
compiling a list;
graphic representation of the text structure;
registration of educational and methodological documentation (or its fragment
. Internet search and registration of specified information within the discipline being studied;
taking notes from the text
working with dictionaries and reference books;
work with regulatory documents;
compiling tables to systematize educational material;
text analysis (annotation, reviewing, abstracting, content analysis, etc.);
compiling a bibliography,
crosswords;
testing;
solving variable problems and exercises;
preparation for projects, etc.
Please pay attention! Information about the content, forms and methods of control, indicators and criteria for assessing independent work must be provided to students at the very beginning of studying the discipline.
Important! For high-quality development of the content of UD, when creating the application “Specifying the results of mastering the discipline,” it is necessary to consult with the developers of professional modules. Only in a close relationship between PM and UD developers will a good level of creation of a work program be guaranteed.
Based on this table, the content of the UD program is formed (Table 2.2 of the discipline’s work program). The sequence of filling out the table must be from skills to knowledge.
3.2. Specification of OK formation technologies
Among the educational results defined by the Federal State Educational Standard are general competencies (GC), which are understood as “universal methods of activity, common to all (most) professions and specialties, aimed at solving professional and labor problems and being a condition for the integration of a graduate into social and labor relations in the job market".
Federal State Educational Standards define OK as the final results of students mastering the OPOP.
At the same time, OCs are defined as the results of mastering academic disciplines (see the column “Codes of formed competencies”), and in such a way that the same OC can be the result of students mastering each of a dozen or more other UDs and PMs.
When specifying the results of mastering a discipline in accordance with the Federal State Educational Standard, it is necessary to think through the forms and/or technologies for conducting training sessions, options for competency-oriented tasks of independent work, which will be aimed at developing an OC at the stage of studying a specific discipline. To specify the technologies for the formation of OC, it is necessary to fill out the table given in Appendix 2.
The importance of carrying out this work is due to the fact that the standards clearly indicate that the formation of general competencies occurs within all structural units of the BOP, which means that within the framework of any professional module or academic discipline their formative assessment (point or binary) should be carried out. passed/not passed)).
In this case, formative assessment acts as an intermediate type of assessment of the formation of OC in students.
This type of assessment is called formative because the assessment is focused on a specific student and is designed to identify gaps in the development of OC. Formative assessment is necessary in order to diagnose how the learning process is going at the initial and intermediate, and not just the final stages, and - if the data turns out to be unsatisfactory - based on the information received, make the necessary changes to improve the quality of educational activities (learning). It, in essence, acts as a feedback mechanism that ensures the continuity of the process of improving the quality of education.
In order for you to be able to assess the level of mastery of OC based on the fact of assessing the results of studying the discipline, it is necessary to think through the technologies for their formation at the stage of developing the work program. The grade will be given based on the totality of students’ performance of competency-oriented tasks (including independent work tasks) for each section of the academic discipline program.
Since general competencies represent generalized methods of activity, mastering them is a long-term and complex process and is ensured to one degree or another by all elements (UD and PM, including practice) of the OBOP, then the summative assessment of general competencies will be carried out at the final stage of training.
DISCIPLINE WORK PROGRAM is filled out in strict accordance with the program template
Implementation of the Federal State Educational Standard for Secondary Professional Education in the TOP-50 in a professional educational organization
Deputy Director for Research and Development of State Budgetary Educational Institution SRMK
In Russian educational policy at the beginning of the 21st century, the period of predominant anti-crisis adaptation of vocational education organizations to new socio-economic realities has ended and the stage of fairly well-thought-out change management has begun.
The basic condition for economic development is a highly trained and qualified working class. But it is the system of training workers and mid-level specialists that has undergone the most dramatic changes in the modern history of Russia. These include legislative consolidation of the abandonment of the level of “primary vocational education”, the introduction of the concepts of “vocational education and training”, the transfer of vocational education institutions to the regional level and their optimization, serious measures aimed at reorienting this level of education to the needs of employers, the formation of a new infrastructure etc.
In pursuance of subparagraph 8 of paragraph 1 of the list of instructions for the implementation of the Presidential Address to the Federal Assembly of December 4, 2014 (dated December 5, 2014 No. Pr-2821), the order of the Government of the Russian Federation approved a set of measures to create conditions for training personnel in the most popular and promising professions and specialties in accordance with the best foreign standards and advanced technologies by 2020 in half of professional educational organizations.
As part of the implementation of the specified set of measures, priority measures should be implemented in 2016-2017 to ensure in the constituent entities of the Russian Federation personnel training in the most in-demand and promising specialties and blue-collar professions (TOP-50) in accordance with international standards and advanced technologies.
Order of the Ministry of Labor and Social Protection of the Russian Federation No. 000 dated November 2, 2015 approved a list of the 50 most in demand in the labor market, new and promising professions requiring secondary vocational education (TOP-50).
The order continues the implementation of a set of measures aimed at improving the system of secondary vocational education. One of the target indicators was the training of personnel in the 50 most in-demand and promising professions in accordance with the best foreign standards and advanced technologies by 2020 in half of the country’s professional educational organizations.
Currently, new Federal State Educational Standards for Secondary Professional Education have been approved for professions and specialties; Federal State Educational Standards for Secondary Professional Education for the TOP-50.
According to a set of measures aimed at improving the system of secondary vocational education, from September 1, 2017, professional educational organizations in Russia must begin training in the new Federal State Educational Standards for Secondary Professional Education for TOP 50. Therefore, educational organizations are faced with the important task of implementing the Federal State Educational Standard for TOP - 50.
The State Budgetary Educational Institution “Stavropol Regional Multidisciplinary College” has developed the Program “Implementation of the Federal State Educational Standard for Secondary Professional Education in the most popular and promising professions and specialties in accordance with international standards and advanced technologies in the professional educational organization State Budgetary Educational Institution “Stavropol Regional Multidisciplinary College” (hereinafter referred to as the Program). The program was developed in accordance with the goals of implementing the state educational policy of the Russian Federation in the field of education and is a management document that determines the prospects and development paths of an educational institution in the medium term.
In the process of developing the Program, we conducted a comparative analysis of the current Federal State Educational Standards for Secondary Professional Education and Federal State Educational Standards for Secondary Professional Education for TOP-50, and identified their features. Federal State Educational Standards for Secondary Professional Education in the TOP-50 are new standards that are brought into line with international requirements and professional standards, they increase the academic freedom of educational organizations in terms of forming the structure and content of education, introduce additional requirements for the practical experience of teaching staff, and introduce a demonstration exam as part of the state final certification, a new concept and composition of competencies was introduced, the structure of the Federal State Educational Standard was brought into compliance with the Federal Law “On Education in the Russian Federation”, the Federal State Educational Standard for an enlarged group of specialties appeared, the duration of training was increased, the mandatory disciplines “Psychology of Communication”, “Foreign Language” were introduced in professional activities” and other features.
During the development of the Program, we carried out a PEST analysis and a SWOT ANALYSIS; the strengths and weaknesses of the SRMK, opportunities and threats that may arise during the implementation of the Federal State Educational Standard SVE TOP-50 have been identified.
Strengths:
1. Fundamental difference from other educational organizations (a regional educational and methodological association has been created in the field of Mechanical Engineering, there is a Profile Resource Center, a Center for Applied Qualifications in the field of “Mechanical Engineering, Metalworking, Motor Transport and Electric Power Engineering”).
2.Positive image in society.
3.Highly qualified personnel.
4.Use of space and resources of the partner enterprise.
5. Demand for this specialty.
6. Demand for college graduates.
Weaknesses of SRMC:
1.Limited budget possibilities for purchasing methodological support.
3. A significant proportion of personnel who have reached retirement age.
4. Lack of a regulatory framework regulating the interaction of professional educational organizations and employers.
SRMC capabilities:
1. Availability of resources for timely training of teaching staff.
At the final stage, an analysis of the fulfillment of the requirements of the Federal State Educational Standard for Secondary Professional Education in the TOP-50 and the employment of graduates will be carried out, as well as planning of measures to improve personnel training.
LITERATURE
1. Federal Law of 01.01.2001 N 273-FZ (as amended on 01.01.2001) “On Education in the Russian Federation” (as amended and supplemented, entered into force on 01.09.2016)
2. Decree of the President of the Russian Federation dated July 7, 2011 No. 000 (as amended on January 1, 2001) “On approval of priority areas for the development of science, technology and technology in the Russian Federation and the list of critical technologies of the Russian Federation”
3. Order of the Government of the Russian Federation dated January 1, 2001 N 349-r “On approval of a set of measures aimed at improving the system of secondary vocational education for 2015 - 2020.”
4. Order of the Government of the Russian Federation of March 5, 2015 “On approval of the action plan aimed at popularizing blue-collar and engineering professions.”
7. Strategy for the development of a system for training workers and the formation of applied qualifications in the Russian Federation for the period until 2020 (approved by the Board of the Ministry of Education and Science of the Russian Federation (protocol dated July 18, 2013 No. PK-5vn).
8. List of instructions for the implementation of the President’s Address to the Federal Assembly of December 4, 2014 (dated December 5, 2014 No. Pr-2821).
9. Order of the Ministry of Labor of Russia No. 000 of November 2, 2015 “On approval of the list of the 50 most in demand on the labor market, new and promising professions requiring secondary vocational education.”