| Document's name: | |
| Document Number: | 1700 |
| Document type: | Order of the State Committee for Higher Education of Russia |
| Receiving authority: | State Committee for Higher Education of Russia |
| Status: | Inactive |
| Published: | |
| Acceptance date: | December 25, 1995 |
| Start date: | December 25, 1995 |
| Expiration date: | 09 October 2013 |
| Revision date: | 01 April 1999 |
STATE COMMITTEE OF THE RUSSIAN FEDERATION
IN HIGHER EDUCATION
On approval of the state educational standard for additional professional education (advanced training and retraining) for federal civil servants
(as amended April 1, 1999)
Revoked based on
Order of the Ministry of Education and Science of Russia dated October 9, 2013 N 1129
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Document with changes made:
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This order was declared invalid on the basis of order of the Ministry of Education of Russia dated July 31, 2000 N 2370.
Order of the Ministry of Education of Russia dated July 31, 2000 N 2370 was canceled due to the refusal of state registration by the Ministry of Justice of Russia (letter of the Ministry of Justice of Russia dated 02/07/2002 N 07/1162-UD) on the basis of order of the Ministry of Education of Russia dated April 4, 2002 N 1213.
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In pursuance of Decree of the President of the Russian Federation of September 6, 1995 N 900 “On priority measures to improve work with personnel in the public service system and the implementation of the Federal Law “On the Fundamentals of the Civil Service of the Russian Federation”
I order:
1. Approve the attached state educational standard for additional professional education (advanced training and retraining) for federal civil servants.
2. Heads of educational institutions carrying out advanced training and retraining of federal civil servants should bring curricula and programs into compliance with the requirements of this standard, as well as with the qualification requirements (characteristics) for public positions of federal civil servants.
3. The Department of Licensing, Accreditation and Nostrification (Savelyev B.A.), on the recommendation of the Department of Continuing Education (Bezlepkina V.V.), licenses educational institutions for the right to conduct educational activities in the field of advanced training and retraining of federal civil servants in accordance with the list of areas specified in the annex to the standard.
4. Entrust control over the implementation of this Order to the Department of Continuing Education (Bezlepkina V.V.).
Vice-chairman
State Committee for Higher Education of Russia
V.D.Shadrikov
State educational standard for additional professional education (advanced training and retraining) for federal civil servants
APPROVED
By order of the State
Committee of the Russian Federation
in higher education
dated December 25, 1995
N 1700
1.1. The state educational standard for additional professional education establishes:
The structure of additional professional education for federal civil servants, based on basic regulatory documents, is determined by the key concepts of this field of education;
General requirements for educational programs of additional professional education for federal civil servants and the conditions for their implementation;
General standards of study load for students of educational institutions of additional professional education;
Requirements for educational institutions implementing programs of additional professional education for federal civil servants;
General requirements for the list of areas of additional professional education for federal civil servants;
State control over the implementation of requirements for the level of additional professional education of federal civil servants.
1.2. The provisions of this standard are subject to mandatory application by all institutions of additional professional education located on the territory of the Russian Federation and providing training to federal civil servants.
2.1. This State educational standard for additional professional education (advanced training and retraining) of federal civil servants is based on the provisions of the Laws of the Russian Federation "On Education", "On the Fundamentals of the Civil Service of the Russian Federation", Decrees of the President of the Russian Federation "On Approval of the Regulations on the Federal Civil Service" ( dated December 22, 1993 N 2267) and additions to this Decree (dated April 29, 1994 N 841). "On the Russian Academy of Public Administration under the President of the Russian Federation" (dated 06.06.94 N 1140), "On advanced training and retraining of federal civil servants" (dated 23.08.94 N 1722), "On the register of public positions of federal civil servants" (dated 01/11/95 N 33), "On the state order for retraining and advanced training of civil servants" (dated 02/07/95 N 103), resolutions of the Government of the Russian Federation "On the organization of retraining and advanced training of civil servants of federal executive bodies" (dated 13.09. 94 N 1047), “On approval of the Regulations on the state order for retraining and advanced training of civil servants of federal executive bodies” (dated December 30, 1994 N 1462), “On approval of the Model Regulations on the educational institution of additional professional education (advanced training) of specialists" (dated 06.26.95 N 610), “On approval of the charter of the Academy of National Economy under the Government of the Russian Federation (dated 08.26.95 N 830), “On the interdepartmental commission for retraining and advanced training of civil servants of federal executive bodies” (dated 08.11.95 N 805) and other regulatory documents adopted in furtherance of the above-mentioned government decisions.
2.2. Additional professional education of federal civil servants - education on the basis of higher or secondary vocational education, carried out in educational institutions of higher, secondary and corresponding additional vocational education, in order to improve the professional knowledge and qualifications of federal civil servants, improve their business qualities, prepare for new work assignments functions.
2.3. Advanced training for federal civil servants is carried out as necessary, but at least once every 5 years.
For persons hired for the first time into the federal civil service, advanced training during the first year of work is mandatory.
Section 3. Structure of additional professional education
federal civil servants, promotion documents
qualifications and professional retraining
3.1. The structure of additional professional education is determined by the totality of all professional educational programs for senior, main, leading, senior and junior government positions.
3.2. For advanced training and retraining, programs at three levels are established:
Short-term programs with a volume of 72 to 100 training hours, aimed at improving qualifications in certain areas of professional activity;
Medium-term advanced training programs ranging from 100 to 500 hours, aimed at comprehensive advanced training in the field of state and municipal management, with specialization by position;
Professional retraining programs in the field of state and municipal management with a volume of over 500 hours with specialization by position.
3.3. In order to implement educational programs for additional professional education of federal civil servants, the following training periods are established:
For advanced training - from two to six weeks with a break from public service and from six weeks to six months without a break from public service;
For professional retraining - from three to six months with a break from public service and from six months to one year without a break from public service.
3.4. The curricula and programs for advanced training and professional retraining of federal civil servants in force at the time of adoption of this standard are brought into compliance with this standard during the academic year.
3.5. The mastery of educational programs of additional professional education by federal civil servants is confirmed by the state final certification, based on the results of which a state document is issued:
Certificate of advanced training - for persons who have completed short-term programs;
Certificate of advanced training - for persons who have completed medium-term programs;
Diploma of professional retraining - for persons who have completed training under a professional retraining program.
3.6. For persons who have not completed the program of additional professional education chosen for mastering or are not certified, the educational institution issues an academic certificate, which reflects the actual volume and content of the mastered educational program.
Section 4. General requirements for educational programs
additional professional education federal
civil servants and organizing their training
4.1. Educational programs determine the content of additional professional education based on the established requirements for federal civil servants. These programs define:
For the highest and main government positions in the civil service - the content of education, additional to higher professional education in the specialization of government positions in the civil service;
For leading and senior government positions in the civil service - the content of education, additional to higher professional education in the specialty "State and Municipal Administration" or according to the specialization of positions;
For junior government positions - the content of education, additional to secondary vocational education in the specialization of positions.
4.2. Educational programs of additional professional education during professional retraining must provide (include);
Basic training (state legal, public management, economic and general humanitarian training);
General special training (disciplines in the specialty);
Applied disciplines (disciplines by specialization, including the main disciplines of specialization, disciplines proposed by departments/teachers and the choice of students);
General or special computer training;
Internship or practice;
Preparation of final work;
Language training;
Physical training.
4.3. The specific content of educational programs for additional professional education of federal civil servants is determined by the educational institution independently within the framework of the general requirements established by this standard, as well as the qualification requirements for employees holding public positions in the civil service, taking into account the sectoral and regional characteristics of the civil service and the training of civil servants.
4.4. Additional professional education programs for federal civil servants implemented in educational institutions should include adapted international and domestic experience in organizing the civil service and political and administrative activities in the state. Programs should cover existing and promising areas of science, engineering and technology, areas of law and politics, economics and culture from the standpoint of social and personal significance.
4.5. Professional educational programs of additional professional education should include, along with the development of compulsory disciplines, a certain volume of disciplines at the choice of the student (elective disciplines), and also provide for prompt changes to the content of the programs at the proposals of students and executive authorities that sent them for training.
4.6. The procedure for implementing educational programs approved by the educational institution takes into account the compatibility of programs at different levels of professional education and ensures the possibility of continuing education in higher-level programs.
Section 5. General standards of student workload
institutions of additional professional education
5.1. The volume of student workload should not exceed per week:
When studying outside the civil service (full-time) - 36 hours of classroom work;
Without interruption from public service (evening uniform) - 14 hours of classroom training;
With partial separation from public service (full-time) at least 16 hours of classroom training.
5.2. The total volume of students' academic workload should not be less than 54 hours per week, including all types of classroom and extracurricular (independent) educational work.
When calculating the academic load of students studying full-time or with partial interruption from the civil service, working time at the place of main work is included in 54 hours.
Section 6. Requirements for educational institutions,
implementing additional professional training programs
education of federal civil servants
6.1. The right to educational activities and to receive benefits provided by the legislation of the Russian Federation arises for an educational institution from the moment it is issued a state license.
An educational institution providing professional retraining and advanced training for federal civil servants must have a license in the areas provided for in the Appendix.
6.2. Certain types of educational activities (language training, information technology, etc.) can be carried out under an agreement with other educational institutions (universities, specialized universities and colleges) that have the appropriate license.
Section 7. State control over execution
requirements for the level of additional professional
education of federal civil servants
7.1. The legal basis for state control over compliance with the state educational standard for additional professional education of federal civil servants is determined by the legislation of the Russian Federation.
The organization of state control over compliance with the requirements of this standard is carried out by the federal higher education management body together with ministries, departments and other executive authorities that send federal civil servants for training, as well as which are in charge of educational institutions that carry out advanced training and retraining of federal civil servants.
The standard was developed by the State Committee for Higher Education of Russia, the Ministry of Labor of Russia, the Academy of Public Administration under the President of the Russian Federation, the Academy of National Economy under the Government of the Russian Federation, and the Financial Academy under the Government of the Russian Federation.
Appendix to the State Educational Standard. LIST of areas of professional retraining and advanced training for federal civil servants to obtain a license for the right to conduct educational activities as an educator
Application
to the State
educational
standard
SCROLL
areas of professional retraining and improvement
qualifications of federal government employees for
obtaining a license to conduct educational
activities of educational institutions
1. Civil service in the Russian Federation
2. State building and management
3. State and municipal administration
4. Economic and social policy
5. Jurisprudence
6. Political science
7. Sociology and psychology
8. World economy
9. Finance and credit
10. International economic relations
11. Management of state property
12. Personnel management
13. Financial management and analysis of investment projects
14. Documentation and documentation support for management
15. Information technology in management
16. Ecology, nature conservation and environmental safety
17. Military-economic security of the state
18. Business foreign language (the clause was additionally included by order of the Ministry of Education of Russia dated December 5, 1996 N 423)
19. Organization and conduct of tenders (competitions) for the purchase of products for state needs (the clause was additionally included by order of the Ministry of Education of Russia dated April 1, 1999 N 810)
Revision of the document taking into account
changes and additions
"CODE"
On approval of the state educational standard for additional professional education (advanced training and retraining) of the federal... (as amended as of 04/01/1999) (lost force on the basis of order of the Ministry of Education and Science of Russia dated 10/09/2013 N 1129)
| Document's name: | On approval of the state educational standard for additional professional education (advanced training and retraining) of the federal... (as amended as of 04/01/1999) (lost force on the basis of order of the Ministry of Education and Science of Russia dated 10/09/2013 N 1129) |
| Document Number: | 1700 |
| Document type: | Order of the State Committee for Higher Education of Russia |
| Receiving authority: | State Committee for Higher Education of Russia |
| Status: | Inactive |
| Published: | B-ka magazine. "Social protection" - Civil Service, N 1, 1998 Bulletin of state.com. on higher education N 3, 1996 |
| Acceptance date: | December 25, 1995 |
| Start date: | December 25, 1995 |
| Expiration date: | 09 October 2013 |
| Revision date: | 01 April 1999 |
1. Additional professional education is aimed at meeting educational and professional needs, professional development of a person, ensuring compliance of his qualifications with the changing conditions of professional activity and the social environment.
2. Additional professional education is carried out through the implementation of additional professional programs (programs for advanced training and professional retraining programs).
3. The following are allowed to master additional professional programs:
1) persons with secondary vocational and (or) higher education;
2) persons receiving secondary vocational and (or) higher education.
4. The professional development program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) increasing the professional level within the framework of existing qualifications.
5. The professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity and acquiring new qualifications.
6. The content of the additional professional program is determined by the educational program developed and approved by the organization carrying out educational activities, unless otherwise established by this Federal Law and other federal laws, taking into account the needs of the person or organization on whose initiative additional professional education is carried out.
7. Standard additional professional programs are approved:
1) the federal executive body exercising the functions of developing state policy and legal regulation in the field of transport - in the field of international road transport;
2) the federal executive body authorized to carry out the functions of legal regulation in the field of maintaining the state real estate cadastre, carrying out cadastral registration and cadastral activities - in the field of cadastral activities;
3) the federal executive body in the field of industrial safety in agreement with the federal executive body authorized to solve problems in the field of protecting the population and territories from emergency situations - in the field of industrial safety of hazardous production facilities.
7.1. Typical additional professional programs in the field of assessing the compliance of cash register equipment and technical means of the fiscal data operator (applicant for permission to process fiscal data) with the requirements imposed on them are approved by the federal executive body authorized to control and supervise the use of cash register equipment.
8. The procedure for developing additional professional programs containing information constituting state secrets and additional professional programs in the field of information security is established by the federal executive body exercising the functions of developing and implementing state policy and legal regulation in the field of higher education, in agreement with the federal executive body exercising the functions of developing and implementing state policy and legal regulation in the field of general education, the federal executive body in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.
(see text in the previous edition)
9. The content of additional professional programs must take into account professional standards, qualification requirements specified in qualification reference books for relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary to perform job duties, which are established in accordance with federal laws and other regulatory legal acts of the Russian Federation on public service.
10. Professional retraining programs are developed on the basis of established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education for the results of mastering educational programs.
11. Training in additional professional programs is carried out both simultaneously and continuously, and in stages (discretely), including through mastering individual academic subjects, courses, disciplines (modules), completing internships, using online forms, in the manner established by the educational program and (or) an education agreement.
16. When mastering an additional professional program in parallel with receiving secondary vocational education and (or) higher education, a certificate of advanced training and (or) a diploma of professional retraining are issued simultaneously with receipt of the corresponding document on education and qualifications.
17. Standard additional professional education programs for persons who are authorized to collect, transport, process, dispose of, neutralize, and dispose of waste of I-IV hazard classes are approved by the federal executive body that carries out state regulation in the field of environmental protection.
In connection with the entry into force of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” and numerous requests received from educational organizations and training organizations that implement additional professional programs, the Ministry of Education and Science of Russia sends information about the specifics legislative and regulatory support in the field of additional professional education.
Application: for 25 l.
Explanations
on legislative and regulatory support for additional professional education
Abbreviations used:
Federal Law No. 273-FZ - Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;
Procedure - Order of the Ministry of Education and Science of Russia dated July 1, 2013 No. 499 “On approval of the Procedure for organizing and implementing educational activities in additional professional programs” (registered by the Ministry of Justice of Russia dated August 20, 2013, registration No. 29444);
DPO - additional vocational education;
DPP - additional professional programs.
Question 1. In the definitions of basic concepts (Article 2 of the Federal Law) subparagraph 3 - training, subparagraph 5 - qualifications, subparagraph 12 - professional education, a new concept of “competence” has appeared. What is its content?
Through the concept of “competence”, Federal Law No. 273-FZ defines learning outcomes and also implies a description of qualifications using competencies.
The higher education system has already accumulated some experience in developing and implementing educational programs based on a competency-based approach, and now Federal Law No. 273-FZ extends this practice to additional professional education.
You can get acquainted with the main aspects of the competency-based approach in education, including on the Internet, on the websites of the Research Center for Problems of the Quality of Training of Specialists, the Federal State Autonomous Institution “Federal Institute for Educational Development” and others.
Question 2. How should the implementation of additional educational programs be guided by a competency-based approach, and is this mandatory for short-term programs?
In accordance with Part 4 of Article 76 of Federal Law No. 273-FZ, the advanced training program is aimed at improving and (or) obtaining new competence necessary for professional activities, and (or) increasing the professional level within the framework of existing qualifications.
In accordance with Part 5 of Article 76 of Federal Law No. 273-FZ, the professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity and acquiring new qualifications.
The structure of the programs must indicate the planned result (clause 9 of Article 2 of Federal Law No. 273-FZ), which is formulated in a competency-based form for all types of DPP, including short-term programs.
It is obvious that organizations implementing additional professional educational programs will need to develop their own regulatory and methodological support, which will demonstrate the implementation of the competency-based approach, including planning learning outcomes (formation of competency models), assessing the level of development of competencies among graduates, etc.
Question 3. In basic terms (Article 2 of Federal Law No. 273-FZ), a definition of an approximate basic educational program is given. Will approximate, standard additional professional programs be developed for use in the educational process?
Educational programs are independently developed and approved by the organization carrying out educational activities, unless otherwise provided by law (Part 5 of Article 12 of Federal Law No. 273-FZ).
Authorized federal government bodies, in cases established by Federal Law No. 273-FZ, organize the development and approval of exemplary additional professional programs or standard additional professional programs, in accordance with which organizations carrying out educational activities develop corresponding additional professional programs (Part 14 of Article 12 of the Federal Law No. 273-FZ).
Standard and exemplary programs will be developed for the following cases established by Federal Law No. 273-FZ:
Standard additional professional programs in the field of international road transport are approved by the federal executive body responsible for developing state policy and legal regulation in the field of transport (Part 7 of Article 76 of Federal Law No. 273-FZ).
Approximate additional professional programs in the field of defense and state security, ensuring law and order are developed and approved by the federal government body in whose interests vocational training or additional vocational education is carried out (Part 3 of Article 81 of Federal Law No. 273-FZ).
Approximate additional professional programs for medical education and pharmaceutical education are developed and approved by the federal executive body, which carries out the functions of developing state policy and legal regulation in the field of healthcare (Part 3 of Article 82 of Federal Law No. 273-FZ).
Typical basic professional training programs and standard additional professional programs in the field of training specialists for civil aviation personnel, ship crew members in accordance with international requirements, as well as in the field of training railway transport workers directly related to train traffic and shunting work, are approved by the federal executive body authorities exercising the functions of developing state policy and legal regulation in the field of transport (Part 3 of Article 85 of Federal Law No. 273-FZ).
In order to provide methodological support for the implementation of Federal Law 273-FZ and the Procedure, the Ministry of Education and Science of Russia will present models of advanced training and professional retraining programs. Access to these resources will be free.
Question 4. Is the concept of “student” applicable in the system of additional professional education, along with the concept of “listener”?
Listeners - persons mastering additional professional programs, persons mastering vocational training programs, as well as persons enrolled in preparatory departments of educational institutions of higher education (clause 8 of part 1. Article 33 of Federal Law No. 273-FZ).
A student is an individual who is mastering an educational program (Part 2 of Article 15 of Federal Law No. 273-FZ).
Thus, both concepts can be used in additional vocational education.
Question 5. The concept of “individual entrepreneurs carrying out educational activities” has appeared. Should they obtain a license to operate educational activities? Can they implement additional professional programs?
Individual entrepreneurs can carry out educational activities only in basic and additional general education programs and vocational training programs (Part 3 of Article 32 of Federal Law No. 273-FZ). Federal Law No. 273-FZ does not provide for the implementation of additional professional programs by individual entrepreneurs.
At the same time, individual entrepreneurs carrying out educational activities directly, that is, individually, have the right not to go through the licensing procedure for educational activities.
Question 6. Is the concept of “teaching worker” applicable to teachers of additional professional education?
The concept of “teaching worker” applies to additional education teachers. In accordance with Part 21 of Article 2 of Federal Law No. 273-FZ, a teaching worker is an individual who has an employment or official relationship with an organization carrying out educational activities and performs duties for training, educating students and (or) organizing educational activities;
Organizations carrying out educational activities to implement educational programs of higher education and additional professional programs provide for positions of teaching staff and researchers who are classified as scientific and pedagogical workers. Teaching staff belong to the teaching staff of these organizations (Part 1 of Article 50 of Federal Law No. 273-FZ)
Organizations providing training and individual entrepreneurs, their students, teaching staff employed in organizations providing training or individual entrepreneurs are subject to the rights, social guarantees, duties and responsibilities of educational organizations, students and teaching staff of such educational organizations ( Part 2 of Article 21 of Federal Law No. 273-FZ).
Decree of the Government of the Russian Federation dated August 8, 2013 No. 687 approved the nomenclature of positions for teaching staff of organizations engaged in educational activities, positions of heads of educational organizations.
Apparently, there was a typo in the text of the previous paragraph. This refers to the Decree of the Government of the Russian Federation of August 8, 2013 No. 678
Question 7. Federal Law No. 273-FZ does not imply either federal state educational standards (FSES) or federal state requirements (FGT) in the field of additional vocational education. Paragraph 29 of Article 2 of Federal Law No. 273-FZ defines the quality of education through compliance with the Federal State Educational Standard and the Federal State Standards. Does this mean that the quality of education is not determined in additional vocational education?
In accordance with paragraphs 21-22 of the Procedure, the quality assessment of additional professional education is carried out in relation to:
compliance of the results of mastering the additional professional program with the stated goals and planned learning outcomes;
compliance of the procedure (process) for organizing and implementing an additional professional program with the established requirements for the structure, procedure and conditions for the implementation of programs;
the organization’s ability to effectively and efficiently carry out activities to provide educational services.
Assessment of the quality of development of additional professional programs is carried out in the following forms:
internal monitoring of education quality;
external independent assessment of the quality of education.
The organization independently establishes the types and forms of internal assessment of the quality of the implementation of additional professional programs and their results.
Requirements for internal assessment of the quality of additional professional programs and the results of their implementation are approved in the manner prescribed by the educational organization.
Organizations on a voluntary basis can apply procedures for independent assessment of the quality of education, professional and public accreditation of additional professional programs and public accreditation of organizations.
Question 8. Is additional professional education an integral part of continuing education?
According to Part 2 of Article 10 of Federal Law No. 273-FZ, education is divided into general education, vocational education, additional education and vocational training, ensuring the possibility of realizing the right to education throughout life (continuing education).
Part 6 of Article 10 of Federal Law No. 273-FZ determines that additional education includes such subtypes as additional education for children and adults and additional vocational education.
At the same time, the education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, and practical experience when receiving education.
Thus, it can be unequivocally stated that additional vocational training belongs to lifelong education (Part 7 of Article 10 of Federal Law No. 237-FZ).
Question 9. Additional education includes additional adult education and additional vocational education. Is continuing vocational education additional education for adults?
Additional education includes such subtypes as additional education for children and adults, as well as additional vocational education (Part 6 of Article 10 of Federal Law No. 273-FZ). Thus, additional vocational education is an independent subtype of additional education.
Question 10. Additional professional education programs include advanced training and professional retraining programs. Does Federal Law No. 273-FZ establish the scope for these types of programs?
The volume of development of DPP is established by the Procedure. Clause 12 of the Procedure defines the minimum permissible volume of development of DPP. Thus, for advanced training programs, the completion period cannot be less than 16 hours, and the completion period for professional retraining programs cannot be less than 250 hours.
Question 11. Federal Law No. 273-FZ states that licensing of educational activities is carried out according to subtypes of additional education. What does this mean? What subtypes of additional education can professional educational organizations implement?
In accordance with Part 6 of Article 10 of Federal Law No. 273-FZ, additional education includes such subtypes as additional education for children and adults and additional vocational education.
According to Part 4 of Article 23 of Federal Law No. 273-FZ, professional educational organizations have the right to carry out educational activities in the following educational programs, the implementation of which is not the main goal of their activities - these are additional professional programs and additional general education programs.
In accordance with Part 2 of Article 75 of Federal Law No. 273-FZ, additional general education programs are divided into general developmental and pre-professional programs. Additional general developmental programs are implemented for both children and adults. Additional pre-professional programs in the fields of arts, physical education and sports are implemented for children.
Question 12. Part 1 of Article 15 of Federal Law No. 273-FZ provides for a network form of implementation of educational programs. Is this applicable to the system of additional professional education?
The network form of implementation of educational programs (hereinafter referred to as the network form) provides the opportunity for students to master an educational program using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations. In the implementation of educational programs using a network form, along with organizations carrying out educational activities, scientific organizations, medical organizations, cultural organizations, physical education, sports and other organizations that have the resources necessary to carry out training, conduct educational and practical training and implement other types of educational activities provided for by the relevant educational program (Part 1 of Article 15 of Federal Law No. 273-FZ).
This article provides a network form for the implementation of any type of educational programs, including programs of additional professional education.
Question 13. Is it possible to use e-learning and distance learning technologies in educational organizations of additional professional education?
The use of e-learning and distance educational technologies (hereinafter referred to as DET) in additional vocational education institutions is possible if conditions have been created in additional vocational education organizations that meet the requirements of Article 16 of Federal Law No. 273-FZ.
At the same time, organizations carrying out educational activities have the right to use e-learning and DET in the implementation of educational programs in the manner established by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.
Question 14. Can the library collection of an educational organization of additional professional education be equipped only with electronic educational publications?
In accordance with Federal Law No. 273-FZ, in order to ensure the implementation of educational programs, libraries are formed in organizations engaged in educational activities, including digital (electronic) libraries that provide access to professional databases, information reference and search systems, as well as other information resources.
In accordance with Part 1 of Article 18 of Federal Law No. 273-FZ, the library collection must be equipped with printed and (or) electronic educational publications (including textbooks and teaching aids).
Question 15. If additional vocational education is an integral part of additional education, then can an organization of additional education conduct educational activities according to DPP, and an organization of additional vocational education - according to additional general education programs?
In accordance with Part 3 of Article 23 of Federal Law No. 273-FZ, the following types of educational organizations that implement additional educational programs are established in the Russian Federation:
1) organization of additional education - an educational organization that carries out educational activities in additional general education programs as the main goal of its activities;
2) organization of additional professional education - an educational organization that carries out educational activities in additional professional programs as the main goal of its activities.
Educational organizations of additional education have the right to carry out educational activities in the following educational programs, the implementation of which is not their main goal: educational programs of preschool education, vocational training programs (Article 23, part 4, paragraph 5 of Federal Law No. 273-FZ).
Educational organizations of additional professional education, in accordance with paragraph 6 of part 4 of Article 23 of Federal Law No. 273-FZ, can also implement training programs for scientific and pedagogical personnel, residency programs, additional general education programs, and vocational training programs.
Question 16. Is it possible to involve persons who do not have academic degrees and titles in the educational process in organizations of additional professional education?
In accordance with Part 1 of Article 46 of Federal Law No. 273-FZ, the right to engage in teaching activities is granted to persons who meet the qualification requirements specified in qualification reference books and (or) professional standards. Thus, persons who do not have academic degrees and titles can participate in the educational process of additional professional education organizations.
For the position of “teacher”, by order of the Ministry of Health and Social Development of the Russian Federation dated January 11, 2011 No. 1n “On approval of the Unified Qualification Directory of managers, specialists and employees, section “Qualification characteristics of positions of managers and specialists of higher professional and additional professional education”, the following qualifications are established requirements: higher professional education and work experience in an educational institution of at least 1 year, in the presence of postgraduate professional education (graduate studies, residency, postgraduate studies) or an academic degree of Candidate of Sciences - without presenting requirements for work experience.
Question 17. Is state accreditation required for additional professional programs?
Federal Law No. 273-FZ does not provide for state accreditation of educational activities in additional professional programs. In accordance with Part 8 of Article 108 of Federal Law No. 273-FZ, from the date it enters into force, certificates of state accreditation in terms of additional professional educational programs with state accreditation are considered invalid for all educational organizations.
Question 18. What are the features of licensing of additional vocational training programs in connection with the entry into force of Federal Law No. 273-FZ?
In connection with the entry into force of Federal Law No. 273-FZ, all educational organizations will change their license, and corresponding changes must be made to the annexes to the license. The content of the Law (Part 1 of Article 91; subparagraph 5 of Part 5 of Article 108, Part 7 of Article 108) states that after its adoption, educational organizations operate on the basis of licenses issued previously taking into account the norms of the new Law.
Part 4 of Article 91 of Federal Law No. 273-FZ stipulates that the annex to the license to carry out educational activities in additional professional programs will indicate only the subtype of additional education (in this case, additional vocational education) without providing the entire list of additional professional programs being implemented. Also, for additional professional education, the requirement to indicate in the annex to the license information about the addresses of the places of educational activities is excluded.
Question 19. How will the content of additional professional programs be determined?
The content of the additional professional program is determined by the educational program developed and approved by the organization carrying out educational activities, unless otherwise established, taking into account the needs of the person or organization on whose initiative additional professional education is carried out (Part 6 of Article 76 of Federal Law No. 273-FZ).
At the same time, organizations carrying out educational activities in additional professional programs should be guided by the following when developing them.
The content of additional professional programs must take into account professional standards, qualification requirements specified in qualification reference books for relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary to perform job duties, which are established in accordance with federal laws and other legal regulations acts of the Russian Federation on public service.
In addition, Part 10 of Article 76 of Federal Law No. 273-FZ provides that professional retraining programs are developed on the basis of established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education for the results of mastering educational programs.
Question 20. What are the requirements for the structure of the DPP?
Requirements for the structure of additional professional educational programs are determined by Federal Law No. 273-FZ and the Procedure. The structure of an additional professional program includes the goal, planned learning outcomes, curriculum, academic calendar, work programs of academic subjects, courses, disciplines (modules), organizational and pedagogical conditions, certification forms, assessment materials and other components (Part 9 of Article 2 of the Federal Law No. 273-FZ). The curriculum of the additional professional program determines the list, labor intensity, sequence and distribution of academic subjects, courses, disciplines (modules), other types of educational activities of students and certification forms (clause 9 of the Procedure).
In accordance with paragraph 6 of the Procedure: the structure of the advanced training program must contain a description of the list of professional competencies within the framework of the existing qualifications, the qualitative change of which is carried out as a result of training.
The structure of the professional retraining program should include:
characteristics of the new qualification and related types of professional activities, job functions and (or) skill levels;
characteristics of competencies to be improved and (or) a list of new competencies formed as a result of mastering the program.
Question 21. What is the status of the internship in the field of further education?
In Federal Law No. 273-FZ, internship is identified as a form of implementation of additional professional programs, and not a separate type of additional professional educational program.
According to Part 12 of Article 76 of Federal Law No. 273-FZ, an additional professional program can be implemented in the forms provided for by Federal Law No. 273-FZ, as well as fully or partially in the form of an internship.
Clause 13 of the Procedure describes this form of implementation of the DPP; the content of the internship is determined by the organization, taking into account the proposals of the organizations sending specialists for the internship, the content of additional professional programs.
The duration of the internship is determined by the organization, independently based on the learning objectives. The duration of the internship is agreed upon with the head of the organization where it is conducted.
The internship is individual or group in nature and may include activities such as:
independent work with educational publications;
acquisition of professional and organizational skills;
studying the organization and technology of production and work;
direct participation in planning the organization’s work;
work with technical, regulatory and other documentation;
performing the functional duties of officials (as an acting or backup);
participation in meetings and business meetings.
Based on the results of the internship, the student is issued a qualification document depending on the additional professional program being implemented.
Question 22. What are the requirements for documents that are issued upon completion of additional professional programs?
General requirements for qualification documents are established in paragraph 2 of Article 60 of Federal Law No. 273-FZ.
Qualification documents are drawn up in the state language of the Russian Federation, unless otherwise established by this Federal Law, the Law of the Russian Federation of October 25, 1991 No. 1807-1 “On the languages of the peoples of the Russian Federation”, and are certified by the seals of organizations carrying out educational activities.
Qualification documents can also be drawn up in a foreign language in the manner established by organizations engaged in educational activities.
Based on the results of mastering additional professional programs, a qualification document is issued, a sample of which is independently established by organizations carrying out educational activities.
Clause 1 of Part 10 of Article 60 of Federal Law No. 273-FZ determines that a qualification document confirms an increase or assignment of qualifications based on the results of additional professional education (confirmed by a certificate of advanced training or a diploma of professional retraining).
In accordance with paragraph 19 of the Procedure, the qualification document is issued on a form that is a counterfeit-proof printed product, a sample of which is independently established by the organization.
Question 23. Who establishes the procedure for approving forms of qualification documents?
An educational institution develops a procedure for approving forms of qualification documents independently and consolidates this procedure with a local act of the organization.
In accordance with Part 15 of Article 60 of Federal Law No. 273-FZ, organizations engaged in educational activities have the right to issue training documents to persons who have completed educational programs that do not require final certification, according to the model and in the manner established by these organizations independently.
Question 25. Does the organization have the right to enroll in advanced training and issue a certificate of advanced training to students with secondary general or primary vocational education from September 1, 2013?
In accordance with Part 2 of Article 76 of Federal Law No. 273-FZ, the following are allowed to master additional professional programs:
1) persons with secondary vocational and (or) higher education;
2) persons receiving secondary vocational and (or) higher education.
Thus, the admission of students for training in DPP with secondary general education is not allowed, with the exception of persons studying in basic professional educational programs of secondary vocational and higher education.
Question 26. Are there advanced training programs that, from September 1, 2013, will require approval from ministries and departments? Will there be a register of such programs?
Coordination with ministries and departments will require additional professional programs containing information constituting state secrets, as well as additional professional programs in the field of information security.
According to Part 8 of Article 76 of Federal Law No. 273-FZ, the procedure for developing additional professional programs containing information constituting state secrets and additional professional programs in the field of information security is established by the federal executive body exercising the functions of developing state policy and legal regulation in in the field of education, in agreement with the federal executive body in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.
Question 27. What documents are required for admission to further education programs for persons from near and far abroad?
In accordance with Part 1 of Article 78 of Federal Law No. 273-FZ, foreign citizens and stateless persons have the right to receive education in the Russian Federation in accordance with international treaties of the Russian Federation and Federal Law No. 273-FZ.
1) If an applicant has a document from an educational institution listed within the framework of Government Order No. 1624-r dated September 19, 2013, then he is accepted on an equal basis with citizens of the Russian Federation.
2) Foreign citizens who are compatriots living abroad have the right to receive secondary vocational education, higher education and additional vocational education on an equal basis with citizens of the Russian Federation, subject to their compliance with the requirements provided for in Article 17 of the Federal Law of May 24, 1999 No. 99- Federal Law “On the state policy of the Russian Federation towards compatriots abroad” (Part 4 of Article 78 of Federal Law No. 273-FZ).
3) Interstate agreements signed by the Russian Federation and the former republics of the USSR may be taken into account.
Documents on foreign education and (or) foreign qualifications recognized in the Russian Federation must be legalized and translated into Russian in accordance with the procedure established by the legislation of the Russian Federation, unless otherwise provided by an international treaty of the Russian Federation (Part 13 of Article 107 of Federal Law No. 273-FZ ).
Question 28. What seal is used to certify documents based on the results of mastering the DPP?
From September 1, 2013, persons who have successfully completed the relevant additional professional program and passed the final certification are issued a certificate of advanced training and (or) a diploma of professional retraining (Part 16 of Article 76 of Federal Law No. 273-FZ).
The document, which is issued based on the results of mastering the DPP, is certified by the seal of the educational organization, which is enshrined in the organization’s Charter.
Question 29. Is there a difference in the documents that are issued following the completion of professional retraining programs that allow for a new type of professional activity and confirm the assignment of a new qualification?
In accordance with paragraph 5 of Article 76 of Federal Law No. 273-FZ, the professional retraining program is aimed at obtaining the competencies necessary to perform a new type of professional activity and acquiring new qualifications.
Considering that the form of the qualification document (professional retraining diploma) is determined by the organization independently, various options for sample documents can be determined that use different recording options:
assignment of a new qualification (indication of the name of the qualification);
assignment of a new qualification (indication of the name of the qualification) and performance of a new type of professional activity (indication of a new type of professional activity);
performing a new type of professional activity (indicating a new type of professional activity) within the framework of previously existing qualifications.
The organization independently decides on the formalization of entries in professional retraining diplomas.
Question 30. By what sign or principle can one determine that a professional retraining program is being implemented or developed as part of the main educational program?
Such a sign is the presence of learning outcomes under professional retraining programs, which correlate with learning outcomes (competencies) formulated in the federal state educational standards of vocational education and (or) basic educational programs of vocational education and are aimed at acquiring new qualifications.
Question 31: What is the difference between “e-learning” and “distance educational technologies”?
According to Part 1 of Article 16 of Federal Law No. 273-FZ, e-learning is understood as the organization of educational activities using information contained in databases and used in the implementation of educational programs and information technologies, technical means, as well as information and telecommunication networks that ensure transmission along the lines of communication of the specified information, interaction between students and teaching staff.
Distance educational technologies are understood as educational technologies implemented mainly using information and telecommunication networks with indirect (at a distance) interaction between students and teaching staff.
E-learning does not require interaction between students and teachers.
Question 32. How, within the framework of the Federal Law of July 21, 2005 No. 94-FZ “On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs,” additional professional programs can be implemented based on network interaction at the request of government and municipal customers?
The customer can indicate in the technical specifications that the program is implemented in a network form. The contractor encloses with the application an agreement on joint activities of educational and other organizations. According to Part 3 of Article 16 of Federal Law No. 273-FZ, the agreement on the network form of implementation of educational programs specifies:
Apparently, there was a typo in the text of the previous paragraph. This refers to Part 3 of Article 15 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”
1) type, level and (or) focus of the educational program (part of an educational program of a certain level, type and focus), implemented using a network form;
2) the status of students in the organizations specified in part 1 of this article, the rules for admission to study in an educational program implemented using an online form, the procedure for organizing academic mobility of students (for students in basic professional educational programs) mastering an educational program implemented using network form;
3) the conditions and procedure for carrying out educational activities under an educational program implemented through a network form, including the distribution of responsibilities between the organizations specified in part 1 of this article, the procedure for implementing the educational program, the nature and volume of resources used by each organization implementing educational programs through network form;
4) issued document or documents on education and (or) qualifications, document or documents on training, as well as organizations carrying out educational activities that issue these documents;
5) the duration of the agreement, the procedure for its amendment and termination.
Please note that on January 1, 2014, the Federal Law of April 5, 2013 No. 44-FZ “On the contract system in the field of procurement of goods, works, services to meet state and municipal needs” comes into force, according to which it is no longer in force Federal Law of July 21, 2005 No. 94-FZ “On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs.”
Question 33. What is the mechanism for creating organizations that carry out professional, public and public accreditation?
Decree of the Government of the Russian Federation No. 286 of March 30, 2013 “On the formation of an independent system for assessing the quality of work of organizations providing social services” created the legal basis for the organization of public-state councils, which will have the authority to create accreditation agencies in various areas.
The rules approved by this Government Resolution determine the procedure for the formation of an independent system for assessing the quality of work of organizations providing social services, carried out with the participation and based on the opinions of public organizations, professional communities, the media, specialized rating agencies and other experts in order to improve the quality of the work of these organizations.
Question 34. Is it planned to develop professional standards in the field of education?
The order to approve at least 800 professional standards was given in Decree of the President of the Russian Federation of May 7, 2012 No. 597 “On measures to implement state social policy.”
By Order of the Government of the Russian Federation of November 29, 2012 No. 2204-r, a plan for the development of professional standards for 2012 - 2015 was approved.
The Russian Ministry of Education and Science approved the Schedule for the development of professional standards for 2013 - 2014 (dated July 9, 2013 No. DL-14/06), including 7 professional standards in the field of education and science:
teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher);
specialist in the field of education (activities for social and pedagogical support of students);
teacher (teaching activities in vocational education, additional vocational education, additional education);
specialist in the field of educational psychology (activities for psychological and pedagogical support of students);
head of an educational organization (education management);
head of a scientific organization (research management);
scientist (scientific (research) activity).
Question 35. What is the mechanism for reimbursement of costs to educational organizations for training discharged military personnel as part of the experiment in 2012 - 2014?
The regulation on conducting in 2012 - 2014 an experiment on training discharged military personnel on the basis of providing state registered educational certificates was approved by Decree of the Government of the Russian Federation of May 21, 2012 No. 501 (hereinafter referred to as the Regulation) and came into force on June 5, 2012. In accordance with this resolution, it is necessary to ensure the creation of conditions for the training of at least 2,000 discharged military personnel during the experiment.
Part 9 of the Regulations establishes that reimbursement of expenses of educational institutions within the framework of the experiment is carried out by the Ministry of Education and Science of the Russian Federation in the amount of standard costs for the provision of educational services provided by educational institutions within the framework of the experiment for professional retraining programs on the basis of secondary vocational and on the basis of higher professional education by providing subsidies from the federal budget to budgetary and autonomous institutions for these purposes in accordance with paragraph two of part 1 of Article 78.1 of the Budget Code of the Russian Federation in the prescribed manner.
If the cost of training for a professional retraining program exceeds the standard costs for the provision of educational services provided by educational institutions within the framework of the experiment under professional retraining programs on the basis of secondary vocational and higher professional education, the cost of training in excess of the standard costs is reimbursed at the expense of the certificate holder and (or) other individual (legal) person in accordance with the legislation of the Russian Federation (Part 12 of the Regulations).
Question 36: How is the selection of discharged military personnel carried out as part of the experiment in 2012-2014?
The regulations on conducting the experiment in 2012 - 2014 were approved by Decree of the Government of the Russian Federation dated May 21, 2012 No. 501 (hereinafter referred to as the Regulations) and came into force on June 5, 2012. In accordance with this resolution, it is necessary to ensure the creation of conditions for the training of at least 2,000 discharged military personnel during the experiment.
The selection of discharged military personnel to participate in the experiment on training discharged military personnel on the basis of the provision of state registered educational certificates is carried out in the manner and in accordance with the criteria established by the Russian Ministry of Defense, the Russian Ministry of Internal Affairs, the Russian Ministry of Emergency Situations and the Federal Security Service of Russia, from among the military personnel undergoing military service under a contract , in respect of which the following requirements are simultaneously met:
the total duration of military service in calendar terms is 5 years or more, not counting the time of study in military educational institutions of higher professional and (or) secondary vocational education;
the discharged serviceman has a higher professional or secondary vocational education;
dismissal from military service on grounds including reaching the age limit for military service, expiration of the contract, as well as for health reasons and organizational and staffing measures.
In accordance with Part 2 of the Regulations, a certificate is understood as a personal document confirming the right of its owner to additional measures of state support in terms of payment for his training in an additional professional educational program of professional retraining (hereinafter referred to as the professional retraining program).
The certificate is issued to a discharged serviceman if he is excluded from the lists of personnel of a governing body, military unit, ship, institution, organization of the Armed Forces of the Russian Federation, other troops, military formations and bodies in the manner established by the Russian Ministry of Defense, the Russian Ministry of Internal Affairs, the Russian Ministry of Emergency Situations and the Federal Security Service of Russia, respectively (Part 3 of the Regulations).
Document overview
On September 1, 2013, the new Education Law came into force. Some issues related to its use in terms of additional vocational education are considered.
Thus, the concept of “competence” is fixed. Through it, learning outcomes are determined. Description by means of qualifications is implied.
Regarding additional professional programs. They will be developed by authorized bodies. Thus, exemplary programs in the field of defense and state security, ensuring law and order are designed and approved by the federal government agency in whose interests the training or education is carried out. The Russian Ministry of Education and Science will present models of advanced training and professional retraining programs. Access to resources will be free.
It is also clarified that in additional vocational education two concepts can be used simultaneously: listener and student.
By virtue of the law, an individual entrepreneur has the right to engage in educational activities without a license. Organizations can use e-learning, the necessary distance educational technologies.
A number of other issues were considered, including those related to state accreditation of programs and their content. The status of internships in the field of additional vocational education is clarified. The requirements for documents issued based on the results of mastering additional professional programs are listed.
De jure and de facto
In 1992, the concept and procedure of state accreditation for all educational institutions without exception were introduced into Russian legislation. The law established the triad: state educational standard - state accreditation - state diploma (or other state-issued educational document). But over the past twenty years, this “reinforced concrete structure” has gradually disintegrated brick by brick, and the new law “On Education in the Russian Federation” provides for variations.
Preschool education does not imply obtaining a level of education and issuing graduates with educational documents. In the new federal law “On Education in the Russian Federation” dated December 29, 2012, No. 273-FZ (Article 92, paragraph 1), preschool education programs do not undergo state accreditation. The presence and purpose of federal educational standards for preschool education as the first level of general education (Article 11) are not clearly stated.
A secondary school could undergo state accreditation once and for all if it did not change its accreditation status to a lyceum or gymnasium. The new law provides for periodic state accreditation of general education programs for each level of education and the issuance of a certificate of state accreditation for the institution as a whole for a period of twelve years.
For higher education (as well as for other educational organizations), accreditation status will no longer be established during state accreditation - accreditation is established for each level and each enlarged group of specialties and areas of training. But now the document on education will not necessarily be state (Article 60, paragraph 4). And federal state educational standards will be established only for basic educational programs, which in higher education include bachelor's, specialist's, master's and postgraduate programs (adjunct, residency).
Additional vocational education (Additional Professional Education) is not included in the main educational programs; it does not have federal state standards (FSES), and the new law does not provide for federal state requirements (FGT). Consequently, DPO does not undergo state accreditation and cannot issue state-issued documents to its students. For law-abiding institutions of additional vocational education, accustomed to state regulation, this situation is incomprehensible, even taking into account the fact that previously the Ministry of Education was the last to get to the procedural issues of assessing the quality of additional vocational education.
When you can't see the forest for the trees
The regulatory framework for state accreditation of additional vocational education institutions was introduced by order of the Ministry of Education of Russia dated September 23, 1996, No. 113. Before the issuance of this order, certification of additional vocational education institutions was carried out both for professional retraining programs (volume of over 500 classroom hours) and for advanced training programs qualifications of specialists (from 72 to 500 hours). With the release of the specified document regulating the procedure for certification and state accreditation of further education programs, certification and state accreditation began to be carried out only for educational programs of professional retraining. Based on the current State educational standard for advanced training of federal civil servants, approved by order of the State Committee for Higher Education of Russia dated December 25, 1995, No. 1700, educational programs for advanced training of federal civil servants with a volume of 36 classroom hours were also subject to certification and subsequent accreditation.
Advanced training programs were not considered at all during the certification of educational institutions at different levels (universities, colleges, advanced vocational training). Meanwhile, they make up more than 90 percent of further education programs. Thus, it turns out that the bulk of them actually did not undergo expert evaluation, and the quality of training in these programs was not controlled by the accrediting body.
For state educational institutions, the problem of accreditation of these educational programs was solved by order of the Ministry of Education of Russia dated May 20, 1997, No. 946 “On state accreditation of educational institutions of additional professional education.” In accordance with paragraph 2 of this order, it was decided to “consider state educational institutions of further professional education that implement advanced training programs for specialists and have received the appropriate licenses as having state accreditation until the adoption in the prescribed manner of a regulation on state accreditation of educational institutions of additional professional training that implement programs for advanced training of specialists.”
Moreover, state educational institutions of further professional education, implementing only advanced training programs, could not obtain accreditation certificates, since on a formal basis they had no grounds for receiving a positive certification, and after the cancellation of certification as a procedure - an accreditation conclusion, on the basis of which, in accordance with The Law “On Education” provides accreditation. Thus, until July 2008, only educational programs exceeding 500 hours were subject to certification and then accreditation examination.
In July 2008, the “Regulations on state accreditation of educational institutions and scientific organizations” came into force, approved by Decree of the Government of the Russian Federation dated July 14, 2008, No. 22. It established the procedure for state accreditation of educational institutions and educational organizations created in other organizational and legal jurisdictions. forms and implementing educational programs in accordance with the legislation of the Russian Federation. In terms of additional professional educational programs, the regulation regulates the state accreditation of additional professional education institutions - exclusively those that implement educational programs of postgraduate and/or additional professional education, in respect of which state educational standards or federal state requirements have been established (additional professional education programs over 1000 hours total labor intensity). These programs make up just over 1.5 percent of the total number of post-secondary education programs.
As a result, at present, all educational programs for advanced training, as well as professional retraining programs (from 500 to 1000 classroom hours) are not subject to examination to establish the quality of education - neither at the federal level, nor at the level of the constituent entities of the Russian Federation. Thus, educational programs of professional retraining (over 500 classroom hours) without assigning a new qualification are currently excluded from the field of accreditation examination.
“To be honest, they are not a couple”...
The absence of requirements of federal state educational standards (FSES) and federal state requirements (FGT) for the content and conditions for the implementation of educational programs of additional professional education, in turn, “frees hands” in the development and use of new standards, criteria and procedures for their assessment. During the state accreditation of further education institutions, indicators and criteria were used (by the way, not yet officially approved), which are not fundamentally different from the indicators for higher professional education: qualifications of teaching staff (percentage of teachers with academic degrees and titles and leading specialists in the relevant industry), publication of educational -methodological manuals and monographs, volumes of research funding per unit of teaching staff.
With a radical change in the target function of the implementation of educational programs of additional professional training and the actual customer, such requirements will cause, at least, bewilderment: what impact do scientific research, monographs and the number of doctors of science have on the quality of the program? And are criterial values of indicators necessary in this case given such a significant diversity in the content and scope of training? Moreover, we are not talking about establishing the accreditation status of an institution.
These differences do not exhaust the entire set of inconsistencies between the accreditation indicators of universities and continuing education institutions. But the above is enough to conclude that it is necessary to develop a list of indicators that will allow us to objectively and informally assess the quality of education in further education programs.
In recent years, the legislative and regulatory framework regulating the activities of universities and colleges has undergone significant changes, but this has not at all affected the documents defining the activities of further education. At the same time, it is obvious that there are big differences in the work of a university or college and a further education institution.
Firstly, universities and colleges operate according to educational programs in accordance with the Federal State Educational Standard, which change relatively rarely (as a rule, no more than once every five years). Programs in educational institutions of additional vocational education, which are practically self-financing, have a short duration (from 72 hours) and are developed taking into account the requirements of students and consumers). The time they are in demand in the educational services market sometimes does not exceed a year.
The second most important difference is the composition of the audience. These are not students who do not yet have a special education and receive fundamental knowledge at a university or college. This is a specialist with higher or secondary vocational education who has not only certain life experience, but also work experience in his specialty. This professional specialist is primarily interested in improving his qualifications in accordance with the innovations that have appeared since he received his basic vocational education. Hence, another feature is the problem of teaching staff capable of satisfying their requests for modern and relevant information.
Highly qualified teachers of universities and colleges are focused on student audiences and stable educational programs, determined by the current requirements of the Federal State Educational Standard for Higher Professional Education and the Federal State Educational Standard for Secondary Professional Education. Meanwhile, students of the additional professional training system are interested in information related to solving practical problems that they encounter in their daily professional activities. Often, a university or college teacher cannot answer these questions, and inviting highly qualified specialists from enterprises and institutions as teachers who do not have an academic degree or academic title can significantly reduce the overall performance of the institution when passing state accreditation. In educational institutions implementing further education programs, the structure of the teaching staff differs from that of universities not only in terms of the proportion of teachers with academic degrees and titles, but in terms of their work experience and professional qualifications.
Thirdly, in accordance with the new legislation, higher education has switched to two-level training, which ends with the awarding of academic degrees (bachelor's and master's), rather than professional qualifications. This means a transition from higher vocational education to higher education. And one more thing - that professional qualifications should be awarded in a different environment from the academic environment.
The transition to a two-level higher education system leads to the fact that basic educational programs lose their professional status, since the educational function becomes prevalent for bachelor's degrees. The emergence of mass bachelor's programs that do not have professionally completed educational programs increases the need for the development of a large number of constantly updated short educational programs of vocational training to effectively adapt to the demands of the labor market and reduce the conflict situation between the education sector and the labor market.
Thus, it is quite obvious that for the development of the further education system, other approaches are needed - both in the organization of educational activities and in assessing its quality. No one denies that continuing education programs can be implemented in educational institutions of higher and secondary vocational education, and in specialized institutions of additional professional education. But their specificity cannot be ignored.
If from September of this year state-issued documents are not issued under additional vocational training programs, many of them will lose relevance, demand and, as a result, funding, since most of them are implemented on a paid basis. The DPO system may be on the verge of survival. The only condition for maintaining its attractiveness is a clearly defined niche of a “link” between basic education and practice, when the higher education system does not know WHAT is needed to train a specialist, and production does not know HOW.
Saving DPO is the work of DPO itself
Currently, the Ministry of Education and Science of the Russian Federation is implementing the Federal Target Program for the Development of Education for 2011-2015. As part of “creating conditions for the development of state and public assessment of the activities of educational institutions, public and professional accreditation of educational programs” (action 10), a model of professional and public accreditation of additional professional programs should be developed, the development goals of which are:
- determination of objective, understandable and transparent parameters, criteria and procedures for conducting an independent assessment of the quality of continuing professional education programs;
- bringing additional vocational training programs in line with the requirements of the economy and labor market;
- creating conditions for civilized competition through the formation of independent ratings of companies providing additional vocational education and their continuing education programs;
- improving the quality of education of additional vocational training programs and providing assistance in this regard to institutions implementing additional vocational training programs;
- recognition of the level of training of graduates who have completed the further education program as meeting the requirements of professional standards and labor market requirements;
- formulation of the principles on the basis of which a register of respectable organizations is formed that carry out public and professional accreditation of additional vocational training programs, the decisions of which are trusted by the state, society, employers and their employees, and companies participating in the additional vocational training market.
In addition, Presidential Decree No. 599 of May 7, 2012 prescribes the creation of a public and professional accreditation system in the country by December 2014.
The Department of State Policy in the field of workforce training and additional vocational education, which is a structural unit of the Ministry of Education and Science of the Russian Federation (order No. 835 of October 17, 2012), is entrusted with interaction with public and professional organizations, employers, including on the development and application of professional standards, social and professional assessment of the quality of vocational education.
In accordance with the new federal law, additional professional educational programs will be developed, implemented and evaluated in terms of their usefulness to the labor market.
The new law interprets additional education as “a type of education that is aimed at comprehensively satisfying a person’s educational needs in intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education” (Article 2, paragraph 14). For the first time, it is stated that “the education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, practical experience in obtaining education” (Article 10 , paragraph 7).
The quality of implementation of professional educational programs, including additional ones, can be assessed through professional and public accreditation with the involvement of employers, their associations, as well as organizations authorized by them (Article 96, paragraph 3). “Professional and public accreditation of professional educational programs is recognition of the quality and level of training of graduates who have mastered such an educational program in a specific organization carrying out educational activities, meeting the requirements of professional standards, labor market requirements for specialists, workers and employees of the relevant profile” (Article 96 , paragraph 4).
Organizations, including independent accreditation agencies conducting professional and public accreditation, must ensure openness and accessibility of information about the procedure for conducting such accreditation (Article 96, paragraph 7). The procedure, standards, and criteria for making a decision are developed in this case by the accrediting organization.
Thus, the executive body of government reserves the coordination of procedures for assessing the quality of further education programs and the activities of accreditation organizations that evaluate them, but all procedural and organizational issues must be resolved in a professional and academic environment. In this case, in order for the results of public and professional accreditation to become recognized within the country and even possibly at the international level, it is necessary to have:
- technology of public and professional accreditation agreed upon and accepted by the professional community of employers and the academic community;
- regulatory documents governing relations and procedures of educational organizations, accreditation agencies, associations of employers and public organizations;
- high qualifications, authority and reputation of certified experts and accreditation agencies.
It is fundamentally important to ensure trust in the results of social and professional examination. This means that all procedural issues must be thought through, starting with the conditions for obtaining public and professional accreditation, preparation and on-site examination (taking into account the fact that, unlike the main programs, in this case it is very difficult to assess the level of acquired knowledge among graduates such programs), the formation of an expert commission consisting of highly qualified certified expert specialists.
It is necessary to take into account that the result of training in further education programs, to a greater extent than for anyone else, is the degree of satisfaction of the students themselves.
The effort to provide independent, objective, carefully considered public and professional expertise is worthwhile. The results of public and professional accreditation can have a positive impact on updating and improving training programs in accordance with the constantly changing requirements of employers and indicate that such a program occupies a leading position among similar Russian educational programs of additional professional training, and its graduates have great prospects in the labor market, which provides a guarantee of further employment or career growth.
LITERATURE
- Accreditation of higher educational institutions in Russia: textbook / Navodnov V.G., Gevorkyan E.N., Motova G.N., Petropavlovsky M.V. - Yoshkar-Ola: Mari State Technical University, 2008. - 166 p.
- Barabanova S.V., Shageeva F.T., Gorodetskaya I.M. Additional professional education in the Russian Federation: legal regulation and technology (see kstu.ru/servlet/contentblob?id=56551).
- Motova G.N. Accreditation of educational systems: monograph. - Yoshkar-Ola - Moscow: Center for State Accreditation, 2004. - 260 p.