The need for productive network interaction between the university and the institution of secondary vocational education is substantiated, which is determined by the specific requirement of the educational standard, which provides for obtaining a working profession for bachelors of education. An analysis of the network model “SVE – University” was carried out, the results were summarized and the conditions for partial integration of educational programs for practice-oriented training of vocational teachers and modern metalworking specialists were considered. The possibility of consolidation and cooperation of participants in the educational process through the joint use of personnel, material and information resources of multi-level educational organizations has been established. The article, in addition, outlines the legal, educational and methodological foundations of cooperation, as well as the experience of creating a network model “SVE – University” on the basis of a regional resource center for mechanical engineering.
regional resource center
networking
integration of educational programs
professional competencies
cooperation
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The preparation of bachelors in the direction 44.03.04 “Vocational Training” (industry “Mechanical Engineering”) in accordance with the requirements of the Federal State Educational Standard (FSES) provides for the development of such a specific type of activity for a vocational training teacher as training in a working profession. At the same time, among the professional competencies (PC) that a graduate who has mastered a bachelor's degree program must have, there are also such as the ability to perform work of the appropriate qualification level, readiness for productive work and the use of advanced industry technologies in the process of learning a working profession (PC-31, PC -32, PK-36).
The purpose of this scientific and practical work is to create a model of interaction between educational institutions of various levels to develop professional competencies among future bachelors of education related to the use of advanced production technologies in training a working profession.
The content of these competencies is explained by the fact that the field of professional activity of bachelors of education includes not only training students in mechanical engineering professions and specialties in institutions of secondary vocational education (SVE), but also work in educational course centers for training and retraining personnel at mechanical engineering enterprises. Advanced training of machine tool workers involves training them in advanced techniques for processing parts on metal-cutting machines of various types (lathes, milling, drilling and grinding) and types (universal, special and program-controlled), the development of technology for manufacturing parts of increased complexity, and the rules for using progressive cutting tools , special and universal devices.
Hence the requirement of the Federal State Educational Standard for initial vocational education in the profession 151902.03 “Machine operator (metalworking)” that when implementing the basic professional educational program (OPEP), the institution must be provided with teaching staff who have a secondary vocational or higher vocational education corresponding to the profile of the taught discipline (module ). At the same time, industrial training masters must have 1 - 2 categories in the worker's profession higher than those provided for by the educational standard for graduates. In addition, experience in organizations of the relevant professional field is mandatory for teachers who teach professional disciplines. These teachers and industrial training masters must undergo internships in specialized organizations at least once every 3 years.
When drawing up programs for technical disciplines, it is necessary to analyze the structure and functions of professional activities, i.e. transfer the model of a specialist’s activity to the content of bachelor’s education in accordance with modern ideas about the organization of the educational process, its practical orientation and the formation of professional competencies.
However, the implementation of this requirement in relation to a university student obtaining a qualification category in a working profession in the practical educational activities of a higher educational institution is difficult, and in most cases, completely impossible. In order to effectively master the main educational program and successfully pass the state final certification with the subsequent assignment of 3-4 categories to the graduate in the profession “Machine Operator,” in addition to qualified teaching staff, the university must have a developed material base. This means metalworking workshops (metalworking, turning, milling) with a line of 12-15 machines, demonstration devices of one or more main machines (at least a universal lathe), simulators for practicing skills in controlling the main components (for example, a support) of the machine. The formation of a developed infrastructure that makes it possible to purposefully train students to obtain a qualification category requires capital financial investments of the order of 30-40 million rubles, which is a difficult task for most budgetary educational organizations.
A way out of this situation is possible by creating a network form for implementing the educational program together with regional resource centers. An analysis of scientific sources in pedagogical research in recent years shows that network interaction is an important element in the development and support of innovative educational technologies. This form of cooperation is carried out through the organized and targeted involvement of educational, informational, methodological, personnel and other resources of several one or multi-level organizations. So, M.Yu. Shvetsov notes that “the network interaction of vocational education institutions and universities in the regions represents stable and orderly social actions between vocational educational institutions that differ in their types, types and forms of organization, regional vocational education authorities and specific participants in this process.”
The purpose of such interaction in relation to vocational training teachers is the parallel development of OPOP HPE with the simultaneous mastery of a working profession. The vertical type of integration of the content of educational programs in the preparation of vocational education teachers is based on the fact that the learning process mainly takes place in the base organization - Yaroslavl State Technical University, and for its full implementation, a secondary vocational education organization is involved - Yaroslavl Automotive College, which also carries out training of machine operators. On the basis of this educational institution, as part of the region’s innovative development program, in 2008 a resource center was created in the priority area of mechanical engineering training for the Yaroslavl region, which trains workers in metalworking professions. The center is equipped with modern laboratory and industrial equipment and has an extensive information and educational environment. College graduates meet the requirements for modern workers and specialists in high-tech diesel and power engineering clusters.
Cooperation between a university and a college is based on the “educational organization - resource organization” network interaction model, which is based on parity cooperation between these institutions and involves the sharing of available educational resources. The regulatory and legal basis for this type of cooperation was the partnership established by agreement between the network participants, as well as their charters and constituent documents. The agreement establishes the conditions and procedure for the implementation of educational activities, including the distribution of responsibilities between institutions, the procedure for implementing the educational program, the type and amount of resources allocated by each of the participants. In accordance with the agreement, the participants assumed responsibilities for organizing network interaction, coordinating activities, and exchanging personnel, information, scientific, technical and educational resources. In addition, logistics issues related to organizing the movement of students along educational routes were also resolved.
Before starting to create a mechanism for interaction and implementation of the joint educational program “SVE - University”, the training plans for teachers and machine operators, respectively, in each of the collaborating organizations were analyzed, the content and labor intensity in credit units of individual modules and disciplines, the training period and a number of others were agreed upon. specific questions. The basic part of the university curriculum was the discipline “Industrial Training” in the amount of 324 hours, and in the curriculum for training machine operators, special attention was paid to the professional cycle in the amount of 1245 training hours. This cycle is based on two professional modules: “Program control of metal-cutting machines” and “Processing of parts on metal-cutting machines of various types and types”, as well as two interdisciplinary complexes: “Processing technology on machine tools with program control” and “Processing technology on metal-cutting machines "
In addition, an agreement was reached on the recognition of learning outcomes with the harmonization of a grading system and evaluation criteria. On this basis, credit units are re-credited in a number of disciplines of the general professional cycle (“Technical measurements”, “Fundamentals of materials science”, “Technical graphics”), which were successfully completed by university students as part of the implementation of the main educational program.
State (final) certification includes the defense of a final qualifying work in the form of a final practical qualifying work and a written examination paper. A mandatory requirement is that the subject of the final qualifying work corresponds to the content of one or more professional modules. In addition, the final practical qualifying work must include the implementation of operational actions that, in complexity, meet the requirements of the category for the profession of a machine operator, provided for by the Federal State Educational Standard.
Practice-oriented training in the applied bachelor's degree program contributes to the successful adaptation of students to the upcoming educational and pedagogical activities in educational organizations. They gain their first professional experience during teaching and pre-graduate internships in colleges and technical schools.
Over the course of six years of networking, about two hundred university students completed full-time and part-time training at an auto mechanic college, mastered the necessary professional competencies and received the third, and some even fourth, category in the working profession. A significant portion of graduates successfully work in vocational education institutions in the region. The efficiency of using the educational, educational and personnel potential of educational institutions - participants in network interaction has increased significantly.
conclusions
- The introduction of the new generation Federal State Educational Standards created the conditions for the active implementation of basic professional educational programs in the network interaction mode, since the structure of the content of the programs is organized according to a modular principle.
- One of the most important results of the work done was the accumulation of experience in implementing network interaction mechanisms, consolidation of participants in the educational process and the creation of a system of connections between them, which makes it possible to effectively solve educational, methodological and organizational tasks facing the university.
- The quality of labor potential and the qualifications of engineering and teaching staff sent by the university to educational institutions in the region have increased. This circumstance has a beneficial effect both on the development of the regional labor market and on expanding the range of educational services and increasing the competitiveness of the university.
Reviewers:
Shevchuk V.F., Doctor of Pedagogical Sciences, Professor, Head of the Department of Vocational Training, Yaroslavl State Technical University, Yaroslavl;
Serebrennikov L.N., Doctor of Pedagogical Sciences, Professor of the Department of Economics, Technology and Management of the Yaroslavl State Pedagogical University named after. K.D. Ushinsky", Yaroslavl.
Bibliographic link
Modnov S.I., Malanov A.G. IMPLEMENTATION OF THE NETWORK MODEL “SVE – UNIVERSITY” IN THE PREPARATION OF BACHELORES OF EDUCATION // Modern problems of science and education. – 2015. – No. 1-1.;URL: http://science-education.ru/ru/article/view?id=17658 (date of access: 09/18/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Art. 60, Federal Law-273 “On Education in the Russian Federation”, “The procedure for organizing and implementing educational activities in educational programs of secondary vocational education”, approved by order of the Ministry of Education and Science of the Russian Federation dated June 14, 2013 No. 464, and the College Charter.
1.2. Concepts and definitions:
Net- this is a set of actors (agents) occupying certain positions and connections between them. The main components that describe the network are structural and resource.
Structural component networks- spatial arrangement (configuration) of actors and connections between them determined by this configuration.
Network resource component- types of exchanged resources and differentiation of positions based on such exchange.
Online learning resources are qualified in five areas:
Human Resources - highly qualified teachers and industrial training masters who own modern production and pedagogical technologies; including practical skills in managing high-tech equipment, specialists in educational technologies, teaching methods in the NPO/SVE system, private methods in training technical personnel, experts in the field of assessing professional qualifications.
Informational resources - databases that accumulate information about the latest production technologies, trends and developments in technical areas of production of goods and services, about labor markets for medical specialists and their development trends, changes in employers' requirements for the quality of professional training in this segment of the labor market; electronic libraries; depositories of multimedia products, etc.
Material and technical resources - laboratory base, specialized premises (workshops and training grounds), training and production equipment, tools and materials, including real production equipment used for educational purposes, as well as educational analogues of equipment (computer models, simulators, simulators, pro-emulators, etc. .).
Educational and methodological resources – basic and additional professional educational programs, professional modules on modern production technologies and methods of their development; teaching materials (manuals, recommendations for teachers and students, etc.); diagnostic tools for assessing the level of mastery of educational material; computer training and diagnostic programs.
Social Resources - established partnerships with enterprises and organizations in the real sector of the regional economy; “horizontal” connections in the professional and pedagogical community of the region; connections with public associations and non-profit organizations expressing the interests of employers in this segment of the labor market, professional communities, etc.
Network organization of educational resources , within which various resources available in individual units of the network are shared by other educational organizations on the basis of mutually beneficial agreements, is one of the strategic decisions within the framework of the modernization of the regional vocational education systems of the city of Moscow.
1.3. The network can be formed from the following participants in legal relations:
- general educational organizations (by district or district);
- college as the central organizer of a network form of education;
- organization-base of practices;
- other educational organizations of secondary vocational education;
- educational organizations of higher professional education;
- specialized employers of government and commercial structures.
1.4. The college may also join network programs of other educational organizations.
1.5. The network form of education is a mobile structure that effectively responds to any economic and other innovative processes.
1.6. The use of a network form of education in college is dictated by the requirement for economically feasible targeted distribution and use of all types of resources.
1.7. Key stages of creating a network form of learning:
Concentration of unique educational resources in specialized network units;
Ensuring the use of resources concentrated in one network unit by other educational organizations (intranetwork interaction);
Organization of interdepartmental networks of interaction between vocational education institutions and structures and agents external to it (primarily with employers and their associations, professional communities).
1.8. The online form of education in college can be organized in the following forms:
1.8.1. through the formation unified supporting infrastructure education system, including information services, used jointly by all (most) network units;
1.8.2. by implementing network educational programs, in which the content of education is mastered by students in several educational institutions (at least two) on the basis of a single (network) curriculum.
1.9. Internet sites and regional educational portals with open interactive access for all participants in network interaction are recognized as effective formats for information exchange in the college network system.
1.10. The main objectives of the network form of training:
Creation and maintenance of the functioning of the corporate network of the education system in order to ensure technologically consistent access of the college to global information resources using traditional and new technologies in this area;
Cataloging, consolidation and monitoring of regional information resources for educational purposes using the regional educational portal;
Development of a distance learning system within the framework of the functioning of the corporate network of the education system with support points in specialized resource centers;
Support for educational, methodological and technological support for the introduction of information and communication technologies into the educational process.
1.11. General information services are used as part of the development of programs of additional professional education (advanced training and professional retraining of educators). At the same time, on the information portal of organizations participating in network interaction, information is provided on the implementation of this type of activity (program, requirements for its completion, didactic support, control and diagnostic tools, etc.).
1.12. The implementation of joint advanced training programs in a distributed structure involves the use of distance educational technologies. Students are given the opportunity to receive online consultations, conduct seminars, conferences, forums, and are provided with consulting support using information and telecommunication technologies.
1.13. The created network with direct horizontal connections between participants is characterized by the emergence of positive external effects. A unified information field emerges, allowing any of the network participants to significantly reduce the costs of organizing new projects.
1.14. The network form of implementation of educational programs is carried out by agreement of educational organizations or by decision of the authorities in charge of educational institutions. Students and parents (legal representatives) of minor students can also initiate the organization of relevant activities.
1.15. Educational organizations participating in the implementation of educational programs within the framework of network interaction must have appropriate licenses for the right to carry out educational activities.
1.16. The procedure and conditions for interaction between educational organizations during the joint implementation of educational programs are determined by an agreement between them ( Annex 1).
CHAPTER 2. ORGANIZATION OF THE EDUCATIONAL PROCESS AND IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN A NETWORK FORM
2.1. General rules for organizing the educational process and implementing educational programs.
2.1.1. Basic educational programs can be implemented by the college, both independently and jointly with other educational organizations through the organization of network interaction (hereinafter referred to as the network form of implementation of the educational program).
2.1.2. Organizations of science, culture, sports and other organizations that have the resources necessary to carry out training, educational and industrial practices and other types of educational activities provided for by the relevant educational program can also participate in network forms of implementation of educational programs.
2.2. The college's online learning system may include::
Educational organizations, i.e. organizations carrying out educational activities on the basis of a license as the main type of activity in accordance with the goals for which such an organization was created;
Organizations carrying out educational activities, including foreign ones, i.e. educational organizations and organizations providing training (organizations that, on the basis of a license, along with their main activities, carry out educational activities as an additional type of activity);
Other (resource) organizations, such as: scientific organizations, medical organizations, cultural organizations, physical education and sports, etc., i.e. having the necessary resources to implement training, practice, etc.
2.3. Educational programs that can be implemented online:
Pre-vocational training for students in grades 8-11 of secondary schools using the educational resources of the college;
Programs for advanced training of personnel in the NPO/SVE industry on the basis of two educational organizations: college and institutions of additional professional education/institution of higher professional education (advanced training of specialists);
Industrial training programs for blue-collar professions on the basis of two educational institutions (college and professional organizations),
Internships and training for adults.
2.4. Network programs for pre-vocational training for students in grades 8-11 of secondary schools.
2.4.1. The participants in network interaction in this case are a secondary school (several schools) and a college equipped with modern educational resources for certain blue-collar professions (employee positions). Senior school students who are mastering a general education program within the college profile are given the opportunity to undergo pre-vocational training, the result of which is mastery of a working profession. The list of such professions is determined by the Instructive Letter of the Ministry of Education and Science of the Russian Federation.
2.4.2. In the organizational model of college interaction, the issue of “mutual offsets” of students’ educational achievements is of significant importance.
2.4.3. The system for assessing the educational results of students using school and college resources is consistent, and evaluation criteria are unified.
2.4.3. To solve this problem in the practice of network interaction, a permanent methodological commission (council) of the network program with representation of school and college specialists is most often used. The regulations on this public body for educational and methodological support of network educational programs are included in the list of local acts of both organizations.
2.5. The job responsibilities of certain categories of employees and the administration of organizations must be adjusted. If necessary, changes are made to the agreement between the founder and the institution.
2.6. If the college’s participation in the implementation of network educational programs affects the rights and interests of employees, changes are required in the collective agreement concluded between the employer’s representative (the head of the educational organization) and the representative of its employees.
2.7. The agreement on the network form of implementation of educational programs specifies:
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 organizations, rules for admission to study in a network educational program, the procedure for organizing academic mobility of students mastering a network educational program;
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 organizations, the procedure for implementing an educational program, the nature and amount of resources used by each organization implementing educational programs through a 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.
2.8. The network educational program is implemented jointly by educational, scientific, industrial and other organizations on the basis of an agreement on a unified curriculum. Calendar-thematic plans are developed jointly by all participants in the educational process.
2.9. The curriculum of the network educational program indicates the organizers of the partner organizations responsible for specific modules (disciplines, cycles of disciplines).
2.10. Recruitment for the network program is carried out by the base Institution, which coordinates activities for the implementation of the program, monitors the implementation of the curriculum, and organizes the final certification.
2.11. Based on the results of training, the student is issued a diploma from the basic institution.
2.12. The annex to the diploma lists professional modules, disciplines, and practices that the student has completed in other educational organizations.
2.13. The total duration of training at the base Institution must be at least 40% of the standard period (labor intensity) for mastering the entire educational program.
2.14. The duration of study for a network educational program cannot exceed the period for mastering the educational program of the corresponding field of training (specialty).
2.15. In the case of studying under a joint or double degree program, two curricula are drawn up for two different educational organizations, where a number of academic disciplines are mutually counted, and a number of disciplines can be implemented jointly (research work, final qualifying work, etc.).
2.16. Based on the results of the training, the student is issued two diplomas. In this case, the duration of study in each Institution must be at least 40% of the standard period (labor intensity) for mastering the educational program, and the total increase in labor intensity for the student does not exceed 25% per year.
2.17. Single-level double programs are implemented as two educational programs in different areas at the same level of training, and two degrees are awarded in different areas of training. In this case, an integrated curriculum is formed, where the basic disciplines satisfy both areas of training and are interchangeable (mutually readable). Variative disciplines allow you to develop flexible training programs in two areas at the same time.
2.18. For each educational program, academic (theoretical training) and research components are distinguished. The research component includes student research work, various types of internships, preparation of final qualifying work, etc.
2.19. In the network form of training, taking into account the types of interacting organizations and the availability of educational licenses, we can distinguish the following types of educational activities that can be implemented jointly: theoretical training; research work; training in the form of internship; practice in the form of an internship; research work in the form of an internship.
2.20. If an educational program is implemented jointly by several educational organizations and (or) organizations providing training, they draw up a general curriculum, which additionally indicates the distribution of training courses, subjects, disciplines (modules) at the place of mastery (to the organizations implementing them).
2.21. The class schedule is formed taking into account the form of training, the main types of educational activities provided for by the educational program, and includes classroom and other forms of classes conducted by the teaching staff with students.
2.22. The form of classes is determined in accordance with the curriculum, educational technologies and teaching methods used, based on the need to ensure effective mastery of the relevant training courses, subjects, disciplines (modules). Classes can be conducted in group or individual form.
2.23. When studying according to an individual curriculum, an individual lesson schedule is drawn up for the student.
2.24. The class schedule does not include training courses, subjects, disciplines (modules) that are mastered by students using distance learning technologies without the participation of a teacher (independently).
2.25. State authorities exercising management in the field of education and local government bodies do not have the right to change the curriculum and annual academic calendar of an educational organization after their approval, except in cases provided for by the legislation of the Russian Federation.
2.26. The language (languages) in which training and education are conducted in an educational organization is determined by its founder (founders) and (or) the charter of the educational institution in accordance with the legislation of the Russian Federation.
2.27. Educational and work practice provided for by the curriculum is organized by educational organizations on the basis of agreements with organizations operating in the profile of the relevant educational program.
2.28. Assessment systems, forms, procedure and frequency of intermediate certification of students in the educational process are determined and fixed by the organization carrying out educational activities in the relevant local act. The form and procedure for ongoing monitoring of student progress is determined by teaching staff independently.
2.29. The institution keeps individual records of the results of students' mastery of educational programs, as well as storing in archives data on these results on paper and (or) electronic media in the manner approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education .
2.30. Parents (legal representatives) of minor students should be provided with the opportunity to familiarize themselves with the progress and content of the educational process, with information about the students’ progress and the results of their intermediate certification.
CHAPTER 3. APPLICATION OF THE CREDIT-MODULAR SYSTEM ORGANIZATION OF THE EDUCATIONAL PROCESS.
3.1. When implementing basic professional educational programs, a credit-modular system for organizing the educational process can be used, based on the block-modular principle of presenting the content of the educational program and constructing curricula, using a system of credit units and relevant educational technologies.
3.2. The introduction of this form of organization of the educational process for each area of training and specialty of the main professional educational programs is provided for by the relevant federal state educational standard.
3.3. The system of credits is used to determine the volume of study load and time required to master a course, subject, discipline, module or educational program as a whole. A credit unit is a unified unit of measurement of the labor intensity of a student’s academic workload, which includes all types of his educational activities provided for in the curriculum, including classroom and independent work, internships, internships, etc.
3.4. To organize the educational process on the basis of a credit-module system, along with the basic curriculum for each area of training (specialty), a working curriculum is drawn up, intended for the formation of an annual calendar educational schedule and calculation of the labor intensity of teaching work for teachers, on the basis of which, with the personal participation of students, they are developed individual educational plans.
3.5. In the working curriculum, the complexity of each academic course, subject, discipline, module is indicated in academic hours (classroom) and in credits.
3.6. Students are required to master educational courses, subjects, disciplines, modules, undergo practical training, internships in strict accordance with their individual curricula.
3.7. Upon completion of a student’s mastery of a training course, subject, discipline, module, the organization carrying out educational activities conducts certification, based on the results of which the level and quality of the student’s mastery of the corresponding training course, subject, discipline, module is assessed in the assessment system adopted in this organization, and is also counted its labor intensity in credits.
3.8. Credit units (credits) are awarded only upon receipt of satisfactory certification results for a given educational course, subject, discipline, module, while the number of points scored, which determine the quality of their development, does not affect the number of credit units (credits).
3.9. Features of the organization of the educational process using credits are determined by the federal executive body that carries out the functions of developing state policy and legal regulation in the field of education.
3.10. The procedure for crediting duly documented results of a student's mastering additional educational programs in third-party organizations is determined by the local act of the college in which the student was enrolled in the main educational program.
3.11. The final certification of students and the issuance of educational documents to them is carried out in accordance with the general procedure established for students of the educational organization in which the student was enrolled in the main educational program.
3.12. Features of the organization of the educational process in the network form of implementation of general education and professional educational programs are established by the federal executive body that carries out the functions of developing state policy and legal regulation in the field of education.
- IMPLEMENTATION OF EDUCATIONAL PROGRAMS IN A NETWORK FORM OF TRAINING USING DISTANCE AND ELECTRONIC TECHNOLOGIES.
4.1. Distance educational and (or) electronic educational technologies are used in network learning to provide students with expanded opportunities for learning directly at the student’s place of residence or temporary stay (stay), including for medical reasons due to disabilities.
4.2. Distance educational technologies are understood as educational technologies implemented mainly using information and telecommunication technologies with indirect (at a distance) or incompletely indirect interaction between a student and a teacher.
4.3. Electronic educational technologies are understood as distance educational technologies that provide the learning process in electronic form via the Internet.
4.4. Lists of educational programs, the implementation of which using or through distance educational and (or) electronic educational technologies are not allowed, are established by the Government of the Russian Federation.
4.5. The ratio of the volume of classes using distance learning and (or) electronic educational technologies and through direct interaction between a teacher and a student during the implementation of the main educational program is determined by the partner organization independently.
4.6. The college has the right to use distance learning and (or) electronic educational technologies in the educational process if it has the necessary training of teaching staff and educational support staff, educational and methodological documentation (on paper and electronic media) and access to electronic educational and information resources, necessary for mastering the relevant educational program, as well as specially equipped premises with appropriate technical means and software and hardware.
4.7. The federal executive body, which carries out the functions of developing state policy and legal regulation in the field of education, establishes the procedure for the use of distance educational technologies and (or) electronic educational technologies in state-accredited educational organizations in the implementation of basic educational programs (including requirements for conditions of the educational process, the procedure for establishing the compliance of classroom lessons with their infocommunication analogues (telelectures, testing, teleconsulting, teleforums, working with educational programs, simulators, etc.) and calculating their labor intensity, as well as the specifics of using such technologies when teaching disabled children and other persons with disabilities in basic educational programs).
CHAPTER 5. PRINT AND ELECTRONIC EDUCATIONAL MATERIALS
AND INFORMATION RESOURCES IN THE EDUCATIONAL PROCESS.
5.1. At the college, in order to ensure the educational process according to the educational programs being implemented, electronic library systems are formed that contain basic and additional educational literature, scientific literature, official, reference, bibliographic and specialized periodicals in printed and (or) electronic forms, as well as providing access to modern professional databases, information reference and search systems.
5.2. Each educational organization that is a Party to online learning determines the amount of information resources that it is ready to provide.
5.3. The library collection for cooperation in online form should be equipped with electronic editions of basic educational literature (textbooks, teaching aids), as well as educational and methodological documentation for all educational courses, subjects, disciplines, and modules included in the implemented basic educational programs.
5.4. Partner organizations provide students with access to the electronic library system and free use of its printed and electronic publications and other resources necessary for use in the educational process in the main educational courses, subjects, disciplines (modules) of the educational program they are mastering.
5.5. Partner organizations, in order to expand the capabilities of their electronic library systems and improve the quality of the educational process, conduct a prompt exchange of information with Russian and foreign educational, scientific and other organizations that have the necessary information resources, in compliance with the requirements of the legislation of the Russian Federation on intellectual property and international treaties of the Russian Federation. Federations in the field of intellectual property.
CHAPTER 6. CERTIFICATION OF STUDENTS. STATE FINAL CERTIFICATION OF STUDENTS.
6.1. When mastering professional modules in various educational organizations and passing qualifying exams at the place of their development, the state final certification is carried out in the Institution in which the student was enrolled.
6.2. Other forms of state (final) certification of students who have completed educational programs of secondary general education may be established by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education for students with disabilities who have completed educational programs of secondary education. general education.
Annex 1
AGREEMENT No. ___
on networking and cooperation (framework)
(double sided)
Moscow
"___"__________ 20____
An educational organization, hereinafter referred to as "Party 1", represented by the director ......, acting on the basis of the Charter, on the one hand, and _________________________________________________________________, referred to as "Party 2", represented by _________________________, acting on the basis of _________________________, on the other hand, hereinafter referred to as jointly the “Parties”, within the framework of network interaction for the purpose of implementing educational programs, have concluded this Agreement on the following:
- Subject of the agreement
1.1. The parties agree on network interaction to resolve
the following tasks:
Development of models of network interaction of educational institutions of various types for the implementation of innovative educational programs.
Ensuring optimal concentration and targeted use of modern educational resources;
Increasing the professional competence of managers and teaching staff of the Parties, providing them with free access to professional information related to modern technologies of training and education of students;
Providing the opportunity for students to master an educational program using the resources of several organizations engaged in educational activities, including foreign ones, as well as, if necessary, using the resources of other organizations
Improving analytical activities in terms of identifying and forecasting the needs of citizens for educational services.
1.2. This agreement is a framework agreement, i.e. defining the structure, principles and general rules of relations between the parties. In the process of network interaction and within the framework of this agreement, the parties additionally enter into contracts and agreements providing for detailed conditions and procedures for interaction between the parties. Such additional contracts and agreements become an integral part of this agreement and must contain a reference to it.
1.3. In their activities, the Parties do not set the main goal of making a profit, but also carry out activities to attract additional financial and material resources to ensure the joint activities of the parties and its qualitative improvement in strict accordance with the norms of legislation on the possibilities of conducting income-generating activities of partners and the provisions of the constituent documents. All additionally attracted financial and material resources are spent on the statutory activities of the parties.
1.4. The parties guarantee the availability of a license to conduct educational activities and accredited programs, which they offer to use as part of the online form of education.
1.5. The parties provide the following standards for joint activities:
Voluntariness;
Concentration of educational resources for the purpose of their most effective use;
Openness for the purpose of optimal use of educational resources based on contractual relations with other educational institutions;
Equal access of students to education based on the resource center.
1.6. The parties ensure that joint activities comply with legal requirements. Each partner guarantees the availability of legal opportunities to fulfill their obligations, provide financing, staffing, the availability of the necessary permits (licenses, permission from the property owner in the case of providing property for use by the other party) and other circumstances that ensure the legality of the party’s activities.
- Rights and obligations of the parties
2.1. When conducting educational and educational activities, the parties have the right to transfer the implementation of part of the educational or educational program to the other party under this agreement. The college assists _______ in conducting educational and educational activities to provide basic general and additional education to children.
2.2. The parties have the right to transfer to the college the implementation of part of the main general education program in terms of extracurricular activities of students. The implementation of part of the educational program is transferred under an additional agreement of the parties, which determines the procedure for interaction between the parties regarding such implementation, resolves issues of financing these activities, and also determines other issues of interaction. The parties independently ensure compliance of this activity with the legislation of the Russian Federation, in particular, the requirements for licensing educational activities. The implementation of part of the general education program may be financed by the college at its own expense. In this case, the relationship between the parties is formalized by an additional contract for the provision of free services, which defines the requirements for the types, quality, and quantity of educational services provided, as well as the size, timing, and procedure for paying for college services.
2.3. The parties assist each other in implementing projects, attracting grants, charitable donations and other gratuitous income by providing information support and consulting services.
2.4. The parties provide mutual assistance in matters of staffing the activities of the partner under this agreement. The parties undertake, upon receipt of a request for the need to attract relevant specialists from the contracting partner, to convey information about the partner’s search for a performer of appropriate qualifications to their employees.
The request is sent in writing, indicating the required qualifications of the employee, the expected timing and mode of attracting the employee to work, as well as the conditions for formalizing legal relations with him
2.5. In the course of joint activities, the parties mutually use each other’s property.
The use of property is carried out in compliance with the requirements and procedures established by the legislation of the Russian Federation, on the basis of additional lease agreements for property or gratuitous use of property, which determine the procedure, limits, conditions for use of property in each specific case.
The party transferring property for use to a partner under an agreement is responsible for the legality of such transfer, in particular, independently ensures the receipt of the founder’s consent to the disposal of property, an expert assessment of the consequences of the agreement for ensuring the education, upbringing, development, recreation and health of children, compliance with other necessary procedures .
The parties, using the premises, equipment, and other property of the partner under the agreement, ensure the safety of the property, taking into account natural wear and tear, and also guarantee the intended use of the property if the purposes for providing the property were specified in the additional agreement on its provision for use.
2.6. The parties contribute to information support for the activities of the contracting partner. Specific obligations of the parties may be established by additional agreements.
2.7. The parties contribute to scientific, educational, methodological, and consulting support for the activities of the contract partner.
Specific responsibilities of the parties may be established additionally
contracts.
- Organization of the educational process within the network form of education.
3.1. If an educational program is implemented jointly by several educational organizations and (or) organizations providing training, they draw up a general curriculum, which additionally indicates the distribution of training courses, subjects, disciplines (modules) at the place of mastery (to the organizations implementing them).
3.2. The class schedule is formed taking into account the form of training, the main types of educational activities provided for by the educational program, and includes classroom and other forms of classes conducted by the teaching staff with students.
3.3. The form of classes is determined in accordance with the curriculum, educational technologies and teaching methods used, based on the need to ensure effective mastery of the relevant training courses, subjects, disciplines (modules). Classes can be conducted in group or individual form.
3.4. When studying according to an individual curriculum, an individual lesson schedule is drawn up for the student.
3.5. The class schedule does not include training courses, subjects, disciplines (modules) that are mastered by students using distance learning technologies without the participation of a teacher (independently).
3.6. The language (languages) in which training and education are conducted in an educational organization is determined by its founder (founders) and (or) the charter of the educational institution in accordance with the legislation of the Russian Federation.
3.7. The organization of the educational process by the Parties must ensure the creation of the conditions necessary for students to receive a quality education.
3.8. An organization carrying out educational activities that has state accreditation maintains individual records of the results of students' mastery of educational programs, as well as storage in archives of data on these results on paper and (or) electronic media in the manner approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.
3.9. When implementing basic professional educational programs, a credit-modular system for organizing the educational process can be used, based on the block-modular principle of presenting the content of the educational program and constructing curricula, using a system of credit units and relevant educational technologies.
3.10. To organize the educational process on the basis of a credit-module system, along with the basic curriculum for each area of training (specialty), a working curriculum is drawn up, intended for the formation of an annual calendar educational schedule and calculation of the labor intensity of teaching work for teachers, on the basis of which, with the personal participation of students, they are developed individual educational plans.
3.11. In the working curriculum, the complexity of each academic course, subject, discipline, module is indicated in academic hours (classroom) and in credits.
- Other conditions
3.1. The Agreement comes into force from the moment of signing this Agreement and is valid until _____________________________________________.
3.2. The parties undertake to fulfill in good faith their obligations under this Agreement, and also bear responsibility for failure to fulfill this Agreement and additional agreements concluded for its implementation.
3.3. Amendments and additions to this Agreement shall be made in writing.
3.4. The agreement is drawn up in 2 copies, one for each of the parties.
- Addresses and details of the parties:
The network infrastructure of the vocational education system also includes regional educational and methodological associations and commissions, boards of directors of educational NPO/SPO educational organizations, associations of accountants of educational institutions and other professional associations, as well as other formal and informal associations. An important mission of such consolidated structures is representation on behalf of the relevant subjects of educational activities in the external environment of the educational network, lobbying their interests in government structures, business circles, the regional community, and other network tasks and functions. Sometimes they are created in the form of a legal entity (usually a non-profit organization), which allows for more successful development of public-private partnerships.
It should be noted that boards of directors and associations of NGO/SVE institutions in an associative format represent the interests of a network of educational institutions, and, therefore, can effectively interact not only with individual enterprises of the regional economy, but also with associated employers. One example of such infrastructural interaction is the activities of the Association of Motor Vehicle Maintenance and Repair Enterprises and NGOs of the Tver Region.
3.3. Institutional formats of network interaction educational organizations.
Organization of network interaction is also possible in the form of establishing a new legal entity in one or another organizational and legal form provided for by current legislation. Educational institutions that are non-profit organizations, by virtue of clause 2 of Art. 11 of the Federal Law “On Non-Profit Organizations” dated January 12, 1996 No. 7-FZ, may voluntarily unite into associations (unions) of non-profit organizations.
An association (union) of non-profit organizations is a non-profit organization; its members retain their independence and rights as a legal entity, and the association (union) itself is not responsible for the obligations of its members. Members of an association (union) bear subsidiary liability for the obligations of this association (union) in the amount and in the manner provided for by its constituent documents.
According to experts, an institutionalized network of organizations as a subject of law is more predictable and manageable, organizationally more stable and institutionally stable. It offers the consumer of educational services all the combined resources of the network under unified forms of responsibility and obligations of all participants in network interaction.
These forms of legal and regulatory design can also be considered as successive stages in the development of network interaction. At the stage of formation and development (stage of legalization) of network formats, a contractual form is used and, above all, a simple partnership agreement (agreement on joint activities). At the next stage of tested and established network interactions (stage of institutionalization), a new legal entity, an association (including in the form of unions, associations) of legal entities is formed.
Associations (unions) can be created on industry, inter-industry, territorial grounds and other grounds. As domestic experience shows, industry associations of educational institutions and industry associations of employers are the most common format of regional integration. Most often, the creation of such educational consortia occurs in priority segments of the regional labor market for economic development.
At the same time, certain limitations of association or union formats should be kept in mind. First of all, such an institutional solution requires the creation of permanent bodies for managing and alienating the property of participants. Property contributions transferred to the association become its property, are directed for statutory purposes and are not returned to the founders after the termination of the association's activities. The legal capacity of the association is limited to coordinating the activities of the organizations united in it, representing and protecting their common interests. This narrows the range of possible areas of network interaction.
Thus, associations are actually prohibited from engaging in entrepreneurial and other income-generating activities. To carry out such activities, the association must be transformed into a business company, for example, a joint stock company, partnership, or must create (become a participant) a separate legal entity in the form of a business company, partnership (commercial organizations).
The choice of the option for regulatory support of network interaction of educational organizations is determined mainly by its subjects (or initiators). The entire set of forms and types of joint activities of network participants is built as a system of mutually agreed upon multi-disciplinary agreements, as well as internal local regulations provided for by the charters of educational organizations and regulating certain aspects of interaction.
4. Organizational and financial mechanisms for the development of network formats for interaction between educational organizations.
4.1. Financing of network educational programs based on state assignments within the framework of subsidizing budgetary and autonomous institutions.
After the federal law came into force (from January 1, 2011 with the establishment of a transition period until July 1, 2012), three types of state (municipal) institutions operate in Russia - budgetary, autonomous and state-owned. Funding of the main activities of budgetary and autonomous institutions occurs by providing a subsidy from the founder’s budget to reimburse standard costs associated with the provision of state (municipal) services (performance of work) defined in the state (municipal) task.
Thus, the budget financing scheme for “new budget” and autonomous institutions includes subsidies to educational institutions in the format of state assignments of the founder, which are calculated taking into account “per capita” (per student) standards.
The description of the state task can and should include not only quantitative data on the training ordered at the expense of the budget in the context of professions and specialties, but also their qualitative parameters (characteristics). Quality standards for state (municipal) services and work represent a natural basis for the development of cost standards, making it possible to link the volume and results of budget expenditures.
In accordance with clause 6 of the Decree of the Government of the Russian Federation dated 02.09.10 No. 000 “On the procedure for forming a state task in relation to federal state institutions and financial support for the implementation of state tasks”, the main managers of budget funds in relation to state institutions, executive authorities performing the functions and powers of the founder in relation to budgetary or autonomous institutions, has the right to establish indicators characterizing the quality of public services (quality indicators). Requirements for quality indicators are described in paragraph 12 of this Resolution. The task for subordinate budgetary and / or autonomous institutions is formed for the next financial year and planning period with its subsequent annual clarification.
The Ministry of Finance of the Russian Federation has developed Comprehensive recommendations to the executive authorities of the constituent entities of the Russian Federation and local self-government bodies on the implementation of the Federal Law of 05/08/10 “On amendments to certain legislative acts of the Russian Federation in connection with the improvement of the legal status of state (municipal) institutions.” They record that “... indicators characterizing the quality of public services in the field of vocational education at various levels are proposed to be formed by the founder individually” (p. 61 of the Comprehensive Recommendations). In accordance with the Law of the Russian Federation “On Education”, state authorities of the constituent entities of the Russian Federation (local self-government bodies) independently establish the procedure for financial support of educational institutions of the constituent entity of the Russian Federation (municipal educational institutions). When establishing the procedure, it is advisable to be guided by the provisions of the Federal Law established for each type of state (municipal) institution (p. 65 of the Comprehensive Recommendations).
Methodological recommendations for calculating standard costs for the provision of public services by federal government institutions and standard costs for maintaining the property of federal government institutions were approved by joint Order of the Ministry of Finance of the Russian Federation N 149n and the Ministry of Economic Development of the Russian Federation N 625 dated 07.11.11.
Regional legislation is formed on the basis of these provisions.
4.2. Other organizational and financial mechanisms for financing network interaction used in regional practice.
Other mechanisms for financing the solution of target objectives for the development of the education system are also possible. For example, in domestic practice, program-targeted planning and financing mechanisms are widely used, which are formalized in the form of state (regional), municipal and departmental target programs, as well as individual projects. Approval of departmental programs and determination of the volume of their financing falls within the competence of budget planning subjects. The same mechanisms can be applied by the regional education authority to develop network interaction between educational institutions.
The practice of implementing the Priority National Project “Education” in Russia has shown that within the framework of program-targeted financing, the principle of financing “money in exchange for obligations” can be successfully implemented (when financing is conditioned by the solution of target tasks).
In a number of regions there are competitions for cultural and educational initiatives that identify and provide resources for innovative projects, forming a community of regional experimental sites. These mechanisms can also be used to finance networking.
Contractual relations between educational organizations, supported by special regional regulations and procedures, are the most widespread mechanism for financing network interaction. For example, in the Kaliningrad region, distance elective courses that have successfully passed the regional examination are mandatory for credit in all educational institutions in the region and are implemented on the basis of agreements between educational institutions. This mechanism is enshrined in the regional Regulations on specialized training in the Kaliningrad region.
5. Technology for organizing network interaction in the field of training workers and technical specialists.
The strategic goal of organizing network interaction in the technical profile segment of the regional network of educational organizations NPO/SPO is to achieve the quality of vocational education that meets the requirements of the modern labor market, without additional investments by increasing the efficiency of using existing educational resources.
The expedient sequence of actions of a regional education management body includes a number of relatively independent stages, starting with the creation of a temporary working group for the strategic design of network interaction and the establishment of regulations for its activities and ending with a public discussion of the formed medium-term programs and individual projects for restructuring the networks of educational organizations.
5.1. Assessment of the network potential of the regional system for training technical personnel and the level of efficiency of its use.
Logically, the first stage in organizing the network interaction of network units is the information and analytical stage, within which the network potential of the technical personnel training subsystem and the current level of efficiency of its use are assessed. NPO professions and technical vocational education specialties, as shown in section 1.2 of these Recommendations, are present in various industry groups: metallurgy, mechanical engineering and metalworking, transport, agricultural industry, etc. (see Appendix 1).
5.1.1. Resource analysis of the network and infrastructure of educational organizations of primary and secondary vocational education.
An analysis of the resource provision of educational NGO/SVE organizations in the region that train technical personnel is carried out in order to identify “points” of concentration of unique resources of various types that can be used by other educational institutions in the region.
Secondary vocational education
Information
Results of the V Open Regional Championship “Young Professionals” (Worldskills Russia) of the Voronezh region - 2018
The V Regional Championship of Young Professionals was held in Voronezh
This year's World Skills competition was called the largest in its entire five-year history. Over the course of 5 days, young specialists competed in 35 competencies. Last year there were 25 of them. Veterinarians, fashion designers, confectioners, agronomists, designers - in total more than 250 contestants competed for the title of the best in their specialty.
There are also new competencies for Voronezh participants this year. At the World Skills Championship in Voronezh there were many competitors, but even more visitors. Volunteers conducted excursions for schoolchildren and guests.
Results of the V Open Regional Championship “Young Professionals” (Worldskills Russia) of the Voronezh region - 2018
Results 100-point scale
http://wsr36.ru/wp-content/uploads/2018/10/%D0%A0%D0%B5%D0%B7%D1%83%D0%BB%D1%8C%D1%82%D0%B0 %D1%82%D1%8B-100-%D0%B1%D0%B0%D0%BB%D1%8C%D0%BD%D0%B0%D1%8F-%D1%88%D0%BA%D0 %B0%D0%BB%D0%B0.pdf
Results 500-point scale
The Research Institute for the Development of Vocational Education (NIIRPO), together with the public Academy of Vocational Education, colleges in Moscow and the constituent entities of the federation, provides scientific support for the topic “Formation of mechanisms for network interaction of resource centers of vocational education institutions with industry employers.”
At the first stage, a practice-oriented concept of resource centers, a conceptual apparatus, a model of network interaction between educational institutions of various levels and industry employers, as well as mechanisms for ensuring the quality of vocational education were developed. Research has been conducted on various aspects of the organization and efficiency of regional resource centers of vocational education and training institutions and NGOs.
At the second stage of the study, the scale was increased. Several interregional experimental sites were formed on the basis of colleges, the current conceptual framework was clarified, and Internet conferences were held, in which the Academy of Vocational Education and leading scientific institutes of Kemerovo and Chelyabinsk participated.
A round table discussion also took place.
Analysis of the first experience of network interaction allowed us to identify three priorities for activity.
Firstly, educational, aimed at ensuring that professional training, advanced training and other programs are implemented in one department.
Secondly, certification, aimed at solving in one department the tasks of certification and external assessment of the quality of vocational education in the industry group of specialties of secondary vocational education and non-vocational education. In this case, self-assessment of the quality of graduate training will be carried out by the colleges themselves, and the final, external (social and professional) certification will be carried out by the regional industry resource center.
Proposals from Rosobrnadzor on the development of an external assessment of the quality of vocational education with the participation of industry employers have already been published and are being actively discussed. It is assumed that it can be held like the Unified State Exam and cover graduates of secondary vocational education institutions and applied bachelors.
I would like to note that the active development of social and professional assessment of the quality of education is possible under several conditions. First of all, it is necessary to determine the place and role of these procedures at the state level. Will they be taken into account for state accreditation? If so, how? It is also necessary to prepare a sufficient number of experts involved in the external assessment of vocational education, since experts who work within the framework of state accreditation are unlikely to be able to carry out high-quality external audits without special training. Further, there is no answer to the question, who can currently be trusted by secondary vocational education institutions to conduct an educational audit? It is necessary to create organizations that can do this important work and develop criteria for their recognition by society and the state. And finally, we need to prepare public opinion. So far, we can state a general unpreparedness for external assessment of the quality of education. In the current conditions, one of the most important tasks of the Institute for the Development of Vocational Education is the formation of public opinion and the training of experts, including representatives of employer enterprises and public organizations.
It should be noted that the new state educational standards introduce responsibility for the heads of secondary vocational education institutions for the quality of graduates’ training and learning outcomes. Therefore, it is very important to fulfill one of the main requirements of the Copenhagen and Torino processes - to introduce mechanisms for internal quality assessment and to better prepare for external assessment. Educational audit is a procedure that promotes the formation and development of the intra-university education quality system. However, the process of establishing a social and professional assessment of the quality of education will most likely be both difficult and slow.
NIIRPO came to the conclusion that, as part of the ongoing experiment, mid-level institutions have the opportunity to obtain an independent assessment of the guarantees of the quality of education and bring the results to the attention of the public. These goals are not achieved during standard state accreditation procedures.
The third priority is networking, aimed at stimulating the creation of network professional communities of specialists, the formation of innovative functions of teaching staff, as well as new positions: network teacher, network methodologist, network curator-tutor, network psychologist, network administrator. Science must also have its say, forming categories such as “network vocational training”, “network pedagogy of vocational education”, “network educational program”, “network schedule”, “network ethics”, “network examination of the quality of vocational education” and others .
Conclusions from the round table
Resource centers are innovative structures in which new models for training in-demand mid-level specialists should be formed. The main activities of these structures are aimed at creating an effective mechanism for network interaction with social outsourcing partners and ensuring the competitiveness of educational institutions, their graduates and regional vocational education systems in general. How far has the work started progressed, and how can it be made even more effective?
The participants of the interregional round table, which took place on February 29 in Moscow, tried to give answers to these questions. The audience consisted of 80 people, among whom were practical workers of colleges and resource centers in Moscow and the Moscow, Vladimir, Nizhny Novgorod, Omsk regions, the Chechen Republic, Udmurtia, Mari El, as well as representatives of the capital’s business communities, corporate structures of in-house training, manufacturing organizations technological equipment for resource centers and foreign partners of educational institutions.
The event was organized by the Research Institute for the Development of Vocational Education (Moscow), the Academy of Vocational Education, the Union of Directors of Vocational Education Institutions of Russia and self-regulatory organizations of the construction industry.
The main conclusions reached by the discussion participants are interesting. Assessing the effectiveness of the emerging mechanism of network interaction between industry resource centers and employers, the speakers emphasized its special importance for ensuring the competitiveness of educational institutions. It is in the process of network interaction that active testing of the preparation of qualifications takes place
qualified workers, craftsmen, production technicians in corporate structures, including the introduction of educational programs common with foreign colleges (the “Network College” project, the double diploma project and others).
The most significant components of network interaction were recognized as modules of educational programs, classification of task orders and standards for their financing, focused on the quality of specialists’ competencies, training technology with the assessment of competencies with the participation of external certification structures, an integrated (with the participation of self-regulatory organizations) classification system for educational and methodological aids, practice-oriented textbooks and electronic publications.
In Moscow, experimental testing of the mechanism of network interaction between construction colleges, a scientific institution (research institute for the development of vocational education), self-regulatory organizations and secondary schools showed that the main advantage of the network is ensuring the universal accessibility and mass character of primary and secondary vocational education programs. The model of an interregional industry resource center, based on the idea of voluntary exchange of resources between vocational education institutions, works for the interests of the most motivated group of students: schoolchildren, college students and enterprise employees, ensuring the quality of professional qualifications.
Monitoring the practice of network interaction between resource centers and industry employers confirms the conclusion that the horizontal integration of educational institutions of general, primary and secondary vocational education makes it possible to eliminate duplication in personnel training and rationally use financial resources, educational and laboratory, material, technical, information, methodological and personnel potential educational institutions. The core of horizontal integration is a multidisciplinary college surrounded by mini-grids.
Directly for the resource center, establishing and strengthening connections with enterprises, employment services, and territorial authorities opens up many additional opportunities, namely:
- simplified access to information about the labor market;
- the requirements of employers regarding the content of specialist training (professional profile, qualification characteristics) are taken into account;
- the procedure for adjusting old and developing new training materials and programs that meet the requirements of employers is simplified;
- wide opportunities open up for organizing practical training for students and short-term internships for teachers, familiarizing themselves with the latest types of equipment and technological processes;
- employment opportunities for graduates are expanding;
- new joint commercial projects are being initiated to replenish the extra-budgetary funds of educational institutions: the opening of advanced training courses for enterprise employees, the creation of joint workshops, shops, public service centers, etc.
Interim results of the activities of resource centers prove the economic efficiency of training in integrated programs of primary and secondary vocational education. Training time is reduced by seven months, which is 15 percent.
According to those present, Russia’s entry into the WTO, EurAsEC, and the implementation of the requirements of the Copenhagen and Turin processes presuppose the establishment of priorities for accreditation indicators of international associations over state accreditation of colleges, from which it follows that the responsibility for the quality of education and its guarantee should be borne by the educational institution.
The round table participants believe that it is necessary to develop scientific support for network interaction (conceptual apparatus, principles, objectives, models, indicators, effects, programs, technologies), recommendations for the development of network textbooks (network practice-oriented textbook, control and measurement materials for diagnosing the quality of network training, etc.) and prepare practical workers who will perform innovative functions (network methodologist, network teacher-tutor, teacher-librarian, network administrator, network psychologist). All this with the participation of the business community.
Future Action Program
Wishes to improve the efficiency of resource centers are reflected in the recommendations, which can be considered a kind of action program for the administration and staff of colleges, scientists and employers.
For educational institutions in this program, the task is first to hold thematic pedagogical councils, at which to discuss the issues of forming network educational resources: programs, technologies, forms. Then organize training consultations on the development of network curricula and programs based on distance technologies: for methodologists, librarians, teachers, masters. In addition, it is necessary to prepare a set of organizational and methodological documents on the formation of online communities.
Much work remains to be done by the Research Institute for the Development of Vocational Education and the Educational and Methodological Center for Vocational Education. These institutions must prepare a new edition of the practice-oriented Concept of network interaction of vocational education resource centers, develop recommendations for increasing their efficiency and indicators for international accreditation of colleges, as well as practice-oriented teaching aids for network interaction. They also proposed to conduct an experiment to certify heads of departments, teachers, industrial training masters to perform the functions of a network teacher (tutor), network methodologist, network manager, and head of a resource center.
Considerable hopes, judging by the recommendations, are placed on the business community (industry self-regulatory organizations of employers, associations of small and medium-sized businesses, committees for the promotion of vocational education of chambers of commerce and industry, industry trade unions). Firstly, these organizations are expected to help establish in corporate acts, and later, possibly in current legislation, such a concept as a “resource center for professional qualifications.”
Secondly, it is expected that they will formulate proposals for the formation of patent, diagnostic and metrological services on the basis of scientific institutions, colleges and interregional resource centers. Thirdly, they will develop a mechanism for creating business companies with the participation of research institutes and colleges, based on Federal Law No. 217.
The round table showed how great the capabilities of resource centers are and how much needs to be done to realize these opportunities.