Specialty: vocational training for whom to work. Portal of federal state educational standards of higher education

Approved

by order of the Ministry of Education

and science of the Russian Federation

FEDERAL STATE EDUCATIONAL STANDARD

HIGHER EDUCATION - BACHELOR'S DEGREE IN THE DIRECTION OF PREPARATION

03/44/04 VOCATIONAL TRAINING (BY INDUSTRY)

I. SCOPE OF APPLICATION

This federal state educational standard of higher education is a set of requirements mandatory for the implementation of basic professional educational programs of higher education - undergraduate programs in the field of study 44.03.04 Professional training (by industry) (hereinafter referred to as the bachelor's program, field of study).

II. ABBREVIATIONS USED

The following abbreviations are used in this federal state educational standard:

OK - general cultural competencies;

GPC - general professional competencies;

PC - professional competencies;

FSES VO - federal state educational standard of higher education;

network form - a network form of implementation of educational programs.

III. CHARACTERISTICS OF THE DIRECTION OF TRAINING

3.1. Receiving education under a bachelor's degree program is permitted only in an educational organization of higher education (hereinafter referred to as the organization).

3.2. Bachelor's degree programs in organizations are carried out in full-time, part-time and part-time forms of study.

The volume of the bachelor's degree program is 240 credit units (hereinafter referred to as credit units), regardless of the form of study, the educational technologies used, the implementation of the bachelor's degree program using an online form, the implementation of the bachelor's degree program according to an individual curriculum, including accelerated learning.

3.3. Duration of obtaining education under the bachelor's program:

full-time study, including vacations provided after passing the state final certification, regardless of the educational technologies used, is 4 years. The volume of a full-time bachelor's degree program implemented in one academic year is 60 credits;

in full-time or part-time forms of education, regardless of the educational technologies used, increases by no less than 6 months and no more than 1 year compared to the period of obtaining education in full-time education. The volume of a bachelor's degree program for one academic year in full-time or part-time forms of study cannot be more than 75 credits;

when studying according to an individual curriculum, regardless of the form of study, it is no more than the period for obtaining education established for the corresponding form of study, and when studying according to an individual plan for persons with disabilities, it can be increased at their request by no more than 1 year according to compared with the period of obtaining education for the corresponding form of training. The volume of a bachelor's degree program for one academic year when studying according to an individual plan, regardless of the form of study, cannot be more than 75 z.e.

The specific period for obtaining education and the volume of a bachelor's degree program implemented in one academic year, in full-time or part-time forms of study, as well as according to an individual plan, are determined by the organization independently within the time limits established by this paragraph.

3.4. When implementing a bachelor's degree program, an organization has the right to use e-learning and distance learning technologies.

When training people with disabilities, e-learning and distance educational technologies must provide for the possibility of receiving and transmitting information in forms accessible to them.

3.5. The implementation of a bachelor's degree program is possible using a network form.

3.6. Educational activities under the undergraduate program are carried out in the state language of the Russian Federation, unless otherwise specified by the local regulatory act of the organization.

IV. CHARACTERISTICS OF PROFESSIONAL ACTIVITY

GRADUATES WHO HAVE COMPLETED THE BACHELOR PROGRAM

4.1. The area of professional activity of graduates who have completed the bachelor's degree program includes the training of students in professions and specialties in educational institutions that implement educational programs of vocational, secondary vocational and additional vocational education, educational and course network of enterprises and organizations, in centers for training, retraining and advanced training of workers , employees and mid-level specialists, as well as in the employment service.

4.2. The objects of professional activity of graduates who have mastered the bachelor's degree program are participants and means of implementing an integral educational process in educational organizations of secondary vocational and additional vocational education, including an educational and course network of enterprises and organizations for training, retraining and advanced training of workers, employees and mid-level specialists, as well as the employment service.

4.3. Types of professional activities for which graduates who have completed the bachelor's program are prepared:

educational and professional;

scientific research;

educational and design;

organizational and technological;

training in a working profession.

When developing and implementing a bachelor's degree program, the organization focuses on the specific type(s) of professional activity for which the bachelor is preparing, based on the needs of the labor market, research and material and technical resources of the organization.

The undergraduate program is formed by the organization depending on the types of educational activities and the requirements for the results of mastering the educational program:

focused on research and (or) pedagogical type (types) of professional activity as the main (main) (hereinafter referred to as the academic bachelor's program);

focused on practice-oriented, applied type(s) of professional activity as the main(s) (hereinafter referred to as the applied bachelor's program).

4.4. A graduate who has completed a bachelor's program, in accordance with the type(s) of professional activity to which the bachelor's program is focused, must be ready to solve the following professional tasks:

determining approaches to the process of training workers (specialists) for sectors of the economy;

development of professionally important personality traits of a modern worker, employee and mid-level specialist;

planning activities for social prevention in educational organizations implementing training programs for skilled workers, employees and secondary vocational education (SVE);

organization and implementation of educational activities in accordance with the requirements of professional and federal state educational standards in educational organizations of secondary and additional vocational education;

diagnostics and forecasting of personality development of future workers, employees and mid-level specialists;

organization of professional and pedagogical activities on the basis of regulatory documents;

analysis of professional and pedagogical situations;

education of future workers, employees and mid-level specialists on the basis of an individual approach, the formation of spiritual, moral values and patriotic convictions in them;

research:

participation in research on the problems of training workers, employees and mid-level specialists;

organization of educational and research work of students;

creation, dissemination, application of innovations and creativity in the pedagogical process to solve professional pedagogical problems, application of technology for the formation of creative abilities in the training of workers, employees and mid-level specialists;

educational and design:

designing a set of educational and professional goals and objectives;

forecasting the results of professional and pedagogical activities;

designing the content of educational material on general professional and special training of workers, employees and mid-level specialists;

designing and equipping an educational-spatial environment for theoretical and practical training of workers, employees and mid-level specialists;

development, analysis and adjustment of educational program documentation for the training of workers, employees and mid-level specialists;

design, adaptation and application of individualized, activity-based and personality-oriented technologies and methods of vocational training of workers, employees and mid-level specialists;

design, adaptation and application of a set of didactic tools for the training of workers, employees and mid-level specialists;

design and organization of communicative interactions and communication management;

designing forms, methods and means of monitoring the results of the training process for workers, employees and mid-level specialists;

organizational and technological:

organization of educational and production (professional) process through the productive work of students;

analysis and organization of economic activities in training and production workshops and enterprises (organizations);

organization of the educational process using effective technologies for training workers, employees and mid-level specialists;

operation and maintenance of educational and technological equipment;

the use of educational and technological environment in the practical training of workers, employees and mid-level specialists;

implementation of the educational and technological process in educational workshops, organizations and enterprises;

identifying ways to increase productivity and safety, product quality and resource savings;

the use of advanced industry technologies in the process of training a working profession;

formation of professional competence of a worker of the appropriate qualification level;

organization of productive labor of trainees.

V. REQUIREMENTS FOR THE RESULTS OF MASTERING THE BACHELOR PROGRAM

5.1. As a result of mastering the bachelor's program, the graduate must develop general cultural, general professional and professional competencies.

5.2. A graduate who has completed a bachelor's program must have the following general cultural competencies:

the ability to use the foundations of philosophical and socio-humanitarian knowledge to form a scientific worldview (OK-1);

the ability to analyze the main stages and patterns of historical development for the formation of patriotism and civic position (OK-2);

the ability to use the fundamentals of natural science and economic knowledge when assessing the effectiveness of performance results in various fields (OK-3);

ability to communicate in oral and written forms in Russian and foreign languages to solve problems of interpersonal and intercultural interaction (OK-4);

the ability to work in a team, tolerantly perceiving social, ethnic, religious and cultural differences (OK-5);

ability for self-organization and self-education (OK-6);

the ability to use basic legal knowledge in various fields of activity (OK-7);

readiness to maintain a level of physical fitness that ensures full-fledged activity (OK-8);

readiness to use first aid techniques, methods of protection in emergency situations (OK-9).

5.3. A graduate who has completed a bachelor's program must have the following general professional competencies:

the ability to design and implement individual and personal concepts of professional and pedagogical activity (GPC-1);

the ability to identify the natural scientific essence of problems arising in the course of professional and pedagogical activities (GPC-2);

the ability to carry out written and oral communication in the state language and recognize the need to know a second language (GPC-3);

the ability to prepare and edit texts reflecting issues of professional pedagogical activity (GPC-4);

ability to work independently on a computer (basic skills) (OPK-5);

ability for cognitive activity (OPK-6);

the ability to justify professional and pedagogical actions (GPC-7);

readiness to model the strategy and technology of communication to solve specific professional and pedagogical problems (GPC-8);

readiness to analyze information to solve problems arising in professional and pedagogical activities (GPC-9);

mastery of a system of heuristic methods and techniques (OPK-10).

5.4. A graduate who has completed a bachelor's degree program must have professional competencies corresponding to the type(s) of professional activity that the bachelor's program is focused on:

educational and professional activities:

the ability to perform professional and pedagogical functions to ensure effective organization and management of the pedagogical process of training workers, employees and mid-level specialists (PC-1);

the ability to develop professionally important and significant personality traits of future workers, employees and mid-level specialists (PC-2);

the ability to organize and carry out educational, professional and educational activities in accordance with the requirements of professional and federal state educational standards in educational institutions of secondary vocational education (PK-3);

the ability to organize professional and pedagogical activities on a regulatory and legal basis (PC-4);

ability to analyze professional and pedagogical situations (PC-5);

readiness to use modern educational technologies to develop students’ spiritual, moral values and citizenship (PC-6);

readiness to plan social prevention activities for students (PC-7);

readiness to carry out diagnostics and forecasting of personality development of workers, employees and mid-level specialists (PC-8);

readiness to develop students’ ability for professional self-education (PC-9);

readiness to use concepts and models of educational systems in world and domestic pedagogical practice (PC-10);

research:

the ability to organize educational and research work of students (PC-11);

readiness to participate in research on problems arising in the process of training workers, employees and mid-level specialists (PK-12);

readiness to search, create, disseminate, apply innovations and creativity in the educational process to solve professional and pedagogical problems (PK-13);

readiness to use technologies for the formation of creative abilities in the training of workers, employees and mid-level specialists (PK-14);

educational and design activities:

the ability to predict the results of professional and pedagogical activities (PK-15);

the ability to design and equip an educational-spatial environment for theoretical and practical training of workers, employees and mid-level specialists (PK-16);

the ability to design and apply individualized, activity-based and personality-oriented technologies and training methods for workers, employees and mid-level specialists (PK-17);

the ability to design ways and means of increasing the effectiveness of professional teaching activities (PK-18);

readiness to design a set of educational and professional goals and objectives (PC-19);

readiness to design the content of educational material on general professional and special training of workers, employees and mid-level specialists (PK-20);

readiness to develop, analyze and adjust educational program documentation for the training of workers, employees and mid-level specialists (PC-21);

readiness to design, use a set of didactic tools in the training of workers, employees and mid-level specialists (PK-22);

readiness to design forms, methods and means of monitoring the results of training of workers, employees and mid-level specialists (PC-23);

organizational and technological activities:

the ability to organize the training and production (professional) process through productive work (PC-24);

the ability to organize and control the technological process in training workshops, organizations and enterprises (PK-25);

readiness to analyze and organize economic, economic and legal activities in training and production workshops and enterprises (PC-26);

readiness to organize the educational process using interactive, effective technologies for training workers, employees and mid-level specialists (PK-27);

readiness for the design, operation and maintenance of educational and technological environments for practical training of workers, employees and mid-level specialists (PK-28);

readiness to adapt, adjust and use technologies in professional and pedagogical activities (PC-29);

readiness to organize the activities of students to collect a portfolio of evidence of educational and professional achievements (PC-30);

job training:

the ability to use advanced industry technologies in the process of training a working profession (specialty) (PK-31);

ability to perform work of the appropriate qualification level (PK-32);

readiness to increase labor productivity and product quality, save resources and safety (PC-33);

readiness to develop the professional competence of a worker (specialist) of the appropriate qualification level (PK-34);

readiness to organize and maintain the workplace in accordance with modern ergonomic requirements (PK-35);

readiness for productive work (PK-36).

5.5. When developing a bachelor's program, all general cultural and general professional competencies, as well as professional competencies related to those types of professional activities that the bachelor's program is focused on, are included in the set of required results for mastering the bachelor's program.

5.6. When developing a bachelor's program, an organization has the right to supplement the set of competencies of graduates, taking into account the focus of the bachelor's program on specific areas of knowledge and (or) type(s) of activity.

5.7. When developing a bachelor's program, the organization sets the requirements for learning outcomes in individual disciplines (modules) and practices independently, taking into account the requirements of the corresponding exemplary basic educational programs.

VI. REQUIREMENTS FOR THE STRUCTURE OF THE BACHELOR PROGRAM

6.1. includes a mandatory part (basic) and a part formed by participants in educational relations (variable). This provides the opportunity to implement bachelor's degree programs with different focus (profile) of education within the same area of training (hereinafter referred to as the focus (profile) of the program).

6.2. The undergraduate program consists of the following blocks:

Block 1 “Disciplines (modules)”, which includes disciplines (modules) related to the basic part of the program and disciplines (modules) related to its variable part.

Block 2 “Practices”, which fully relates to the variable part of the program.

Block 3 “State final certification”, which fully relates to the basic part of the program and ends with the assignment of qualifications specified in the list of specialties and areas of higher education training, approved by the Ministry of Education and Science of the Russian Federation.

Bachelor's program structure

Bachelor's program structure		Scope of the bachelor's program in z.e.
Bachelor's program structure		academic bachelor's program	applied bachelor's program
	Disciplines (modules)
	Basic part
	Variable part
	Practices
	Variable part
	State final certification
	Basic part
Scope of Bachelor's program

6.3. Disciplines (modules) related to the basic part of the bachelor's program are mandatory for the student to master, regardless of the focus (profile) of the bachelor's program that he is mastering. The set of disciplines (modules) related to the basic part of the undergraduate program is determined by the organization independently to the extent established by this Federal State Educational Standard for Higher Education, taking into account the corresponding approximate (exemplary) main educational program(s).

6.4. Disciplines (modules) in philosophy, history, foreign language, life safety are implemented within the framework of the basic part of Block 1 “Disciplines (modules)” of the undergraduate program. The volume, content and order of implementation of these disciplines (modules) are determined by the organization independently.

6.5. Disciplines (modules) in physical culture and sports are implemented within the framework of:

the basic part of Block 1 "Disciplines (modules)" of the undergraduate program in the amount of at least 72 academic hours (2 credits) in full-time study;

elective disciplines (modules) in the amount of at least 328 academic hours. The specified academic hours are mandatory for mastering and are not converted into credit units.

Disciplines (modules) in physical culture and sports are implemented in the manner established by the organization. For disabled people and persons with limited health capabilities, the organization establishes a special procedure for mastering disciplines (modules) in physical education and sports, taking into account their health status.

6.6. Disciplines (modules) related to the variable part of the bachelor's program and practice determine the focus (profile) of the bachelor's program. The set of disciplines (modules) related to the variable part of the undergraduate program and internships is determined by the organization independently to the extent established by this Federal State Educational Standard for Higher Education. After the student selects the focus (profile) of the program, a set of relevant disciplines (modules) and practices becomes mandatory for the student to master.

6.7. Block 2 “Practices” includes educational and industrial internships, including pre-graduation internships.

Types of educational practice:

determined by the educational organization in accordance with the profile.

Methods of conducting educational practice:

stationary;

away

Types of internship:

practice to gain professional skills and experience in professional activities (including technological practice, teaching practice, pre-graduation practice).

Methods of conducting practical training:

stationary;

away

Pre-graduation practice is carried out to complete the final qualifying work and is mandatory.

When developing bachelor's degree programs, the organization selects types of practices depending on the type(s) of activity to which the bachelor's program is focused. The organization has the right to provide for other types of internships in the undergraduate program in addition to those established by this Federal State Educational Standard for Higher Education.

Educational and (or) practical training can be carried out in the structural divisions of the organization.

For persons with disabilities, the choice of practice sites should take into account their health status and accessibility requirements.

6.8. Block 3 “State Final Certification” includes the defense of the final qualifying work, including preparation for the defense procedure and the defense procedure, as well as preparation and passing of the state exam (if the organization included the state exam as part of the state final certification).

6.9. When developing a bachelor's degree program, students are provided with the opportunity to master elective disciplines (modules), including special conditions for people with disabilities and people with limited health capabilities, in the amount of at least 30 percent of the variable part of Block 1 "Disciplines (modules)."

6.10. The number of hours allocated for lecture-type classes as a whole for Block 1 “Disciplines (modules)” should be no more than 40 percent of the total number of classroom hours allocated for the implementation of this Block.

VII. REQUIREMENTS FOR IMPLEMENTATION CONDITIONS

BACHELOR PROGRAMS

7.1. System-wide requirements for the implementation of a bachelor's degree program.

7.1.1. The organization must have a material and technical base that complies with current fire safety rules and regulations and ensures the conduct of all types of disciplinary and interdisciplinary training, practical and research work of students provided for by the curriculum.

7.1.2. Each student during the entire period of study must be provided with individual unlimited access to one or more electronic library systems (electronic libraries) and to the organization’s electronic information and educational environment. The electronic library system (electronic library) and the electronic information and educational environment must provide the opportunity for student access from any point where there is access to the information and telecommunications network "Internet" (hereinafter referred to as the "Internet"), both on the territory of the organization and and beyond.

The electronic information and educational environment of the organization must provide:

access to curricula, work programs of disciplines (modules), practices, publications of electronic library systems and electronic educational resources specified in the work programs;

recording the progress of the educational process, the results of intermediate certification and the results of mastering the main educational program;

conducting all types of classes, procedures for assessing learning outcomes, the implementation of which is provided for using e-learning and distance learning technologies;

formation of a student’s electronic portfolio, including the preservation of the student’s work, reviews and evaluations of these works by any participants in the educational process;

interaction between participants in the educational process, including synchronous and (or) asynchronous interaction via the Internet.

The functioning of the electronic information and educational environment is ensured by the appropriate means of information and communication technologies and the qualifications of the workers who use and support it. The functioning of the electronic information and educational environment must comply with the legislation of the Russian Federation.

7.1.3. In the case of implementing a bachelor's degree program in an online form, the requirements for the implementation of a bachelor's degree program must be provided by a set of resources of material, technical, educational and methodological support provided by organizations participating in the implementation of a bachelor's degree program in an online form.

7.1.4. In the case of the implementation of a bachelor's degree program in departments established in accordance with the established procedure in other organizations or other structural divisions of the organization, the requirements for the implementation of a bachelor's degree program must be ensured by the totality of the resources of these organizations.

7.1.5. The qualifications of management and scientific and pedagogical employees of the organization must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section "Qualification Characteristics of Positions of Managers and Specialists of Higher Professional and Additional Professional Education", approved by order of the Ministry of Health and Social Development of the Russian Federation dated January 11, 2011 N 1n (registered by the Ministry of Justice of the Russian Federation on March 23, 2011, registration N 20237) and professional standards (if any).

7.1.6. The share of full-time scientific and pedagogical workers (in rates reduced to integer values) must be at least 50 percent of the total number of scientific and pedagogical workers of the organization.

7.2. Requirements for personnel conditions for the implementation of a bachelor's degree program.

7.2.1. The implementation of the bachelor's degree program is ensured by the management and scientific-pedagogical employees of the organization, as well as by persons involved in the implementation of the bachelor's degree program under the terms of a civil law contract.

7.2.2. The share of scientific and pedagogical workers (in terms of rates reduced to integer values) with an education corresponding to the profile of the taught discipline (module) in the total number of scientific and pedagogical workers implementing the undergraduate program must be at least 70 percent.

7.2.3. The share of scientific and pedagogical workers (in terms of rates converted to integer values) who have an academic degree (including an academic degree awarded abroad and recognized in the Russian Federation) and (or) an academic title (including an academic title received abroad and recognized in the Russian Federation), the total number of scientific and pedagogical workers implementing the undergraduate program must be at least 50 percent.

7.2.4. The share of employees (in terms of rates reduced to integer values) from among the managers and employees of organizations whose activities are related to the focus (profile) of the bachelor's degree program being implemented (with at least 3 years of work experience in this professional field) in the total number of employees implementing the bachelor's degree program, must be at least 10 percent.

7.3. Requirements for material, technical, educational and methodological support of the undergraduate program.

7.3.1. Special premises should be classrooms for conducting lecture-type classes, seminar-type classes, course design (completing coursework), group and individual consultations, ongoing monitoring and intermediate certification, as well as rooms for independent work and rooms for storage and preventive maintenance of educational equipment. Special premises should be equipped with specialized furniture and technical teaching aids that serve to present educational information to a large audience.

To conduct lecture-type classes, sets of demonstration equipment and educational visual aids are offered, providing thematic illustrations corresponding to the sample programs of disciplines (modules), working curriculum of disciplines (modules).

The list of logistics necessary for the implementation of a bachelor's degree program includes laboratories equipped with laboratory equipment, depending on the degree of complexity. Specific requirements for material, technical, educational and methodological support are determined in the approximate basic educational programs.

Premises for independent work of students must be equipped with computer equipment with the ability to connect to the Internet and provide access to the electronic information and educational environment of the organization.

In the case of using e-learning and distance learning technologies, it is possible to replace specially equipped premises with their virtual counterparts, allowing students to master the skills required by their professional activities.

If the organization does not use an electronic library system (electronic library), the library fund must be equipped with printed publications at the rate of at least 50 copies of each edition of the basic literature listed in the work programs of disciplines (modules), practices and at least 25 copies of additional literature per 100 students.

7.3.2. The organization must be provided with the necessary set of licensed software (the content is determined in the work programs of disciplines (modules) and is subject to annual updating).

7.3.3. Electronic library systems (electronic library) and electronic information and educational environment must provide simultaneous access to at least 25 percent of students in the undergraduate program.

7.3.4. Students must be provided with access (remote access), including in the case of the use of e-learning, distance educational technologies, to modern professional databases and information reference systems, the composition of which is determined in the work programs of disciplines (modules) and is subject to annual updating.

7.3.5. Students with disabilities should be provided with printed and (or) electronic educational resources in forms adapted to their health limitations.

7.4. Requirements for financial conditions for the implementation of a bachelor's degree program.

7.4.1. Financial support for the implementation of a bachelor's degree program must be carried out in an amount not lower than the basic standard costs established by the Ministry of Education and Science of the Russian Federation for the provision of public services in the field of education for a given level of education and field of study, taking into account correction factors that take into account the specifics of educational programs in accordance with the Methodology for determining standard costs for the provision of public services for the implementation of state accredited educational programs of higher education in specialties and areas of training, approved by order of the Ministry of Education and Science of the Russian Federation dated August 2, 2013 N 638 (registered by the Ministry of Justice of the Russian Federation on September 16, 2013, registration N 29967).

Directivity (profile) - Economics and Management

1. What will be written in the diploma?

According to the Federal State Educational Standard for Higher Education, approved in 2016, upon completion of a bachelor’s degree, a diploma is issued with the degree “Bachelor”. The diploma gives the right to work in professional educational organizations, in organizations where economic knowledge or personnel management skills are required. The diploma indicates that a university graduate has received a higher education in the field of teaching management, economic or information disciplines and is qualified to perform the functions of a teacher of theoretical training (industry disciplines), a master of industrial (practical) training, an organizer-methodologist, a psychologist of vocational education and a manager of educational activities.

2. Area and objects of professional activity?

The area of professional activity of graduates who have completed the bachelor's program includes vocational education, additional vocational education, and the socio-economic sphere.

The objects of professional activity of graduates who have mastered the bachelor's program are: vocational training, education, development, education, educational systems.

3. What are the main types of professional activities?

The main type of activity for which graduates are prepared is professional pedagogical activity, which includes:

studying the opportunities, needs, achievements of students in the field of vocational education
training and education in the field of vocational education in accordance with the requirements of educational and professional standards
the use of innovative practice-oriented technologies that correspond to the age characteristics of students and reflect the specifics of subject areas
organizing interaction with public and educational organizations, students and parents (legal representatives), participation in self-government and management of the teaching staff to solve problems of professional activity
formation of an integrative educational environment to ensure high quality education, including the use of information technology
ensuring the protection of life and health of students during the educational process

4. How in demand are specialists in this field in the labor market today?

The transformation processes taking place in the Russian economy and in the labor market constantly require the training of highly qualified personnel, therefore the need for vocational training teachers capable of teaching professional creativity and skill is very high and stable.

Competitive advantages of a vocational training teacher in the labor market:

Possession of modern information on the development of the world economy and advanced technologies of personnel management

Stable subject position in professional activity

Skills for productive communication and interaction with people

Originality of thinking, resourcefulness, versatility, stress resistance, creativity

5. What disciplines (subjects) do bachelors study?

During their undergraduate studies, students gain knowledge in the following blocks of disciplines:

methodology of vocational pedagogical research, history and philosophy of vocational education
general and social psychology, psychology of professions and vocational education
general and professional pedagogy, basics of professional pedagogical activity
technologies of vocational education and training, methods of vocational training
practical training
elective courses allowing to improve the competencies of bachelors in professional-pedagogical, management-economic, information and communication fields

The educational program provides for the following types of practices: educational and professional, educational and design, professional and pedagogical, pre-diploma. Assessment of the maturity of the competencies declared in the Federal State Educational Standard for Higher Education in the area being mastered is carried out on the basis of passing the final state exam and defending the final qualifying thesis.

6. Is it interesting to study in the direction of “Vocational training (by industry)”?

The opportunity to gain diverse knowledge and develop professional and pedagogical competencies arouses genuine interest among students and applicants. The advantage of a bachelor's degree is that, in parallel with the assimilation of knowledge, various skills are formed and competencies are developed within the framework of various types of activities - educational and professional, scientific research, design, creative, cultural, sports, etc. You can choose additional classes in sections and clubs according to interests, take part in public, volunteer activities of the faculty, demonstrate their talents and abilities at events at various levels - faculty, university, city, regional, all-Russian, international. When you do something that really interests you, it is always exciting and inspires you to improve yourself!

7. What is the peculiarity of training bachelors in the “Economics and Management” profile at the Faculty of Economics, Management, Service and Tourism?

Training future vocational education teachers has a number of advantages:

Individual approach to each student, taking into account his abilities, interests, capabilities, needs
High level of qualifications of the faculty teaching staff, relevance of the chosen training profile
Every year the faculty holds Batyshev Readings as part of Science Week, a regional professional pedagogical Olympiad, a regional student scientific forum “The future of the region is in the hands of the young!”, a student scientific and practical conference where you can present the results of your research, projects, reports on current issues
Opportunity to continue education in a master's program in the programs “Management in Education”, “Human Resource Management in Education”, “Pedagogy and Psychology of Vocational Training”
Employment in leading professional educational organizations of Omsk and the region, whose leaders are social partners of the faculty and take an active part in organizing the educational process and evaluating its results

8. What exams must be taken upon admission?

A graduate of a bachelor's degree in specialty 5B012000 – Vocational training is awarded the academic degree of “Bachelor of Vocational Training.”

Graduates of this specialty can work as a vocational training teacher, a teacher of general technical disciplines of special technology in a range of working professions in secondary and vocational schools, colleges, lyceums, a master of industrial training in the system of higher and secondary vocational education, regardless of departmental affiliation and form of ownership. Also, bachelors can hold primary positions as technicians of the first category, junior researchers, laboratory engineers, engineers at research institutions, design and engineering organizations without presenting requirements for work experience, and other positions.

Graduates of specialty 5B012000 – “Vocational Training” are awarded qualifications depending on their specialization:

1. Specialization - Agricultural production:
- Mechanization and automation of agricultural production;
Qualification – Vocational education teacher (by industry).

2. Specialization - Economics and management of business entities
Qualification - Teacher-manager of vocational training.

The areas of professional activity of the specialty are:
- psychological and pedagogical activities in educational institutions and vocational educational institutions;
- technical, technological, production, economic sphere of professional activity in organizations of primary, secondary and additional vocational education, research, design and design organizations and in production;
- research activities in the field of education and production in the field of advanced training of workers in accordance with specialization;

The objects of professional activity of graduates are:
- areas and means of implementing a holistic pedagogical process in the following organizations related to the educational process:
- secondary schools, lyceums, gymnasiums;
- training and production plants (associations), educational and course networks, centers for training, retraining and advanced training of workers and specialists of the employment service;
- vocational schools, colleges;
- secondary specialized educational institutions, colleges;
- higher educational institutions;
- design bureaus;
- factory laboratories;
- research organizations.
- design and engineering organizations.

The main activity of a vocational training teacher is the theoretical and practical training of future specialists in the profile of labor and professional activities.

A vocational education teacher is competent both in teaching activities and in the sector of the national economy for which he trains personnel in a vocational educational institution.

The program gives students the widest range of knowledge, skills and abilities. Graduates not only receive in-depth knowledge and skills in their chosen specialty, but also learn to transfer this knowledge to other specialists. Graduates have excellent job prospects. In addition to vocational education institutions, a graduate can find work in such areas of business as personnel training, training and consulting companies. Educational institutions can act as employers...

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Approved by the Federal State Educational Standard for Higher Education in the field of training 44.03.04 Vocational training (by industry) (hereinafter referred to as the bachelor's program, direction of training).

Order of the Ministry of Education and Science of the Russian Federation of October 1, 2015 N 1085
"On approval of the federal state educational standard of higher education in the field of training 44.03.04 Vocational training (by industry) (bachelor's level)"

In accordance with subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 N 466 (Collected Legislation of the Russian Federation, 2013, N 23, Art. 2923; N 33, Art. 4386 ; N 37, Art. 4702; No. 2, Art. 582; Art. 2015, Art. 3898) educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 661 (Collection of Legislation of the Russian Federation, 2013, N 33, Art. 4377; 2014, N 38, Art. 5069), I order:

Full-time education, including vacations provided after passing the final state certification, regardless of the educational technologies used, is 4 years. The volume of a full-time bachelor's degree program implemented in one academic year is 60 credits;

In full-time or part-time forms of education, regardless of the educational technologies used, it increases by no less than 6 months and no more than 1 year compared to the period of obtaining education in full-time education. The volume of a bachelor's degree program for one academic year in full-time or part-time forms of study cannot be more than 75 credits;

When studying according to an individual curriculum, regardless of the form of study, it is no more than the period for obtaining education established for the corresponding form of study, and when studying according to an individual plan for persons with disabilities, it can be increased at their request by no more than 1 year according to compared with the period of obtaining education for the corresponding form of training. The volume of a bachelor's degree program for one academic year when studying according to an individual plan, regardless of the form of study, cannot be more than 75 z.e.

When training people with disabilities, e-learning and distance educational technologies must provide for the possibility of receiving and transmitting information in forms accessible to them.

Educational and professional;

Research;

Educational and design;

Organizational and technological;

Training for a working profession.

The undergraduate program is formed by the organization depending on the types of educational activities and the requirements for the results of mastering the educational program:

Focused on research and (or) pedagogical type (types) of professional activity as the main (main) (hereinafter referred to as the academic bachelor's program);

Focused on practice-oriented, applied type(s) of professional activity as the main(s) (hereinafter referred to as the applied bachelor's program).

Determining approaches to the process of training workers (specialists) for sectors of the economy;

Development of professionally important personality traits of a modern worker, employee and mid-level specialist;

Planning activities for social prevention in educational organizations implementing training programs for qualified workers, employees and secondary vocational education (SVE);

Organization and implementation of educational activities in accordance with the requirements of professional and federal state educational standards in educational organizations of secondary and additional vocational education;

Diagnostics and forecasting of personality development of future workers, employees and mid-level specialists;

Organization of professional and pedagogical activities on the basis of regulatory documents;

Analysis of professional and pedagogical situations;

Education of future workers, employees and mid-level specialists on the basis of an individual approach, the formation of spiritual, moral values and patriotic convictions in them;

Research:

Participation in research on the problems of training workers, employees and mid-level specialists;

Organization of educational and research work of students;

Creation, dissemination, application of innovations and creativity in the pedagogical process to solve professional pedagogical problems, application of technology for the formation of creative abilities in the training of workers, employees and mid-level specialists;

Educational and design:

Designing a set of educational and professional goals and objectives;

Forecasting the results of professional and pedagogical activities;

Designing the content of educational material on general professional and special training of workers, employees and mid-level specialists;

Designing and equipping an educational-spatial environment for theoretical and practical training of workers, employees and mid-level specialists;

Development, analysis and adjustment of educational program documentation for the training of workers, employees and mid-level specialists;

Design, adaptation and application of individualized, activity-based and personality-oriented technologies and methods of vocational training for workers, employees and mid-level specialists;

Design, adaptation and application of a set of didactic tools for the training of workers, employees and mid-level specialists;

Design and organization of communicative interactions and communication management;

Design of forms, methods and means of monitoring the results of the training process for workers, employees and mid-level specialists;

Organizational and technological:

Organization of educational and production (professional) process through the productive work of students;

Analysis and organization of economic activities in training and production workshops and enterprises (organizations);

Organization of the educational process using effective technologies for training workers, employees and mid-level specialists;

Operation and maintenance of educational and technological equipment;

The use of educational and technological environment in the practical training of workers, employees and mid-level specialists;

Implementation of the educational and technological process in training workshops, organizations and enterprises;

Determining ways to increase productivity and safety, product quality and resource savings;

Use of advanced industry technologies in the process of training a working profession;

Formation of professional competence of a worker of the appropriate qualification level;

Organization of productive work of trainees.

The ability to use the foundations of philosophical and socio-humanitarian knowledge to form a scientific worldview (OK-1);

The ability to analyze the main stages and patterns of historical development for the formation of patriotism and civic position (OK-2);

The ability to use the fundamentals of natural science and economic knowledge when assessing the effectiveness of performance in various fields (OK-3);

Ability to communicate orally and in writing in Russian and foreign languages to solve problems of interpersonal and intercultural interaction (OK-4);

Ability to work in a team, tolerantly perceiving social, ethnic, religious and cultural differences (OK-5);

Ability for self-organization and self-education (OK-6);

Ability to use basic legal knowledge in various fields of activity (OK-7);

Willingness to maintain a level of physical fitness that ensures full-fledged activity (OK-8);

Willingness to use first aid techniques and methods of protection in emergency situations (OK-9).

The ability to design and implement individual and personal concepts of professional and pedagogical activity (GPC-1);

The ability to identify the natural scientific essence of problems arising in the course of professional and pedagogical activities (GPC-2);

The ability to carry out written and oral communication in the state language and recognize the need to know a second language (GPC-3);

The ability to prepare and edit texts reflecting issues of professional pedagogical activity (GPC-4);

Ability to work independently on a computer (basic skills) (OPK-5);

Ability for cognitive activity (OPK-6);

Ability to justify professional and pedagogical actions (GPC-7);

Willingness to model the strategy and technology of communication to solve specific professional and pedagogical problems (GPC-8);

Willingness to analyze information to solve problems arising in professional and pedagogical activities (GPC-9);

Possession of a system of heuristic methods and techniques (OPK-10).

Educational and professional activities:

The ability to perform professional and pedagogical functions to ensure effective organization and management of the pedagogical process of training workers, employees and mid-level specialists (PC-1);

The ability to develop professionally important and significant personality traits of future workers, employees and mid-level specialists (PC-2);

The ability to organize and carry out educational, professional and educational activities in accordance with the requirements of professional and federal state educational standards in educational institutions of secondary vocational education (PK-3);

Ability to organize professional and pedagogical activities on a regulatory and legal basis (PC-4);

Ability to analyze professional and pedagogical situations (PC-5);

Readiness to use modern educational technologies to form spiritual, moral values and citizenship in students (PC-6);

Readiness to plan social prevention activities for students (PC-7);

Readiness to carry out diagnostics and forecasting of personality development of workers, employees and mid-level specialists; (PC-8);

Readiness to develop students’ ability for professional self-education (PC-9);

Readiness to use concepts and models of educational systems in world and domestic pedagogical practice (PK-10);

Research:

Ability to organize educational and research work of students (PK-11);

Willingness to participate in research on problems arising in the process of training workers, employees and mid-level specialists (PK-12);

Willingness to search, create, disseminate, apply innovations and creativity in the educational process to solve professional and pedagogical problems (PK-13);

Readiness to use technologies for the formation of creative abilities in the training of workers, employees and mid-level specialists (PK-14);

Educational and design activities:

The ability to predict the results of professional and pedagogical activities (PK-15);

The ability to design and equip an educational-spatial environment for theoretical and practical training of workers, employees and mid-level specialists (PK-16);

The ability to design and apply individualized, activity-based and personality-oriented technologies and training methods for workers, employees and mid-level specialists (PK-17);

The ability to design ways and means of increasing the effectiveness of professional teaching activities (PK-18);

Readiness to design a set of educational and professional goals and objectives (PC-19);

Readiness to design the content of educational material on general professional and special training of workers, employees and mid-level specialists (PC-20);

Willingness to develop, analyze and adjust educational program documentation for the training of workers, employees and mid-level specialists (PC-21);

Readiness to design and use a set of didactic tools in the training of workers, employees and mid-level specialists (PK-22);

Readiness to design forms, methods and means of monitoring the results of training of workers, employees and mid-level specialists (PC-23);

Organizational and technological activities:

The ability to organize the training and production (professional) process through productive work (PC-24);

The ability to organize and control the technological process in training workshops, organizations and enterprises (PK-25);

Readiness to analyze and organize economic, economic and legal activities in training and production workshops and enterprises (PC-26);

Readiness to organize the educational process using interactive, effective technologies for training workers, employees and mid-level specialists (PK-27);

Readiness for the design, operation and maintenance of educational and technological environments for practical training of workers, employees and mid-level specialists (PK-28);

Readiness to adapt, adjust and use technologies in professional and pedagogical activities (PC-29);

Readiness to organize the activities of students to collect a portfolio of evidence of educational and professional achievements (PC-30);

Job training:

The ability to use advanced industry technologies in the process of training a working profession (specialty) (PK-31);

Ability to perform work at the appropriate qualification level (PK-32);

Readiness to increase labor productivity and product quality, save resources and safety (PC-33);

Readiness to develop the professional competence of a worker (specialist) of the appropriate qualification level (PK-34);

Readiness to organize and maintain the workplace in accordance with modern ergonomic requirements (PC-35);

Readiness for productive work (PK-36).

Block 1 “Disciplines (modules)”, which includes disciplines (modules) related to the basic part of the program and disciplines (modules) related to its variable part.

Block 2 “Practices”, which fully relates to the variable part of the program.

Block 3 “State Final Certification”, which fully relates to the basic part of the program and ends with the assignment of qualifications specified in the list of specialties and areas of higher education training approved by the Ministry of Education and Science of the Russian Federation*.

Bachelor's program structure

Bachelor's program structure		Scope of the bachelor's program in h. e.
Bachelor's program structure		Academic Bachelor's Program	Applied Bachelor's Program
	Disciplines (modules)


	Practices

	State final certification

Scope of Bachelor's program

Types of educational practice:

Determined by the educational organization in accordance with the profile.

Methods of conducting educational practice:

Stationary;

Traveling.

Types of internship:

Practice to gain professional skills and experience in professional activities (including technological practice, teaching practice, pre-graduation practice).

Methods of conducting practical training:

Stationary;

Traveling.

Pre-graduation practice is carried out to complete the final qualifying work and is mandatory.

Educational and (or) practical training can be carried out in the structural divisions of the organization.

For persons with disabilities, the choice of practice sites should take into account their health status and accessibility requirements.

The electronic information and educational environment of the organization must provide:

Access to curricula, work programs of disciplines (modules), practices, publications of electronic library systems and electronic educational resources specified in the work programs;

Recording the progress of the educational process, the results of intermediate certification and the results of mastering the main educational program;

Conducting all types of classes, procedures for assessing learning outcomes, the implementation of which is provided for using e-learning, distance learning technologies;

Formation of a student’s electronic portfolio, including the preservation of the student’s work, reviews and evaluations of these works by any participants in the educational process;

Interaction between participants in the educational process, including synchronous and (or) asynchronous interaction via the Internet.

______________________________

List of areas of training for higher education - bachelor's degree, approved by order of the Ministry of Education and Science of the Russian Federation dated September 12, 2013 N 1061 (registered by the Ministry of Justice of the Russian Federation on October 14, 2013, registration N 30163), as amended by orders of the Ministry of Education and Science Russian Federation dated January 29, 2014 N 63 (registered by the Ministry of Justice of the Russian Federation on February 28, 2014, registration N 31448), dated August 20, 2014 N 1033 (registered by the Ministry of Justice of the Russian Federation on September 3, 2014, registration N 33947 ), dated October 13, 2014 N 1313 (registered by the Ministry of Justice of the Russian Federation on November 13, 2014, registration N 34691) and dated March 25, 2015 N 270 (registered by the Ministry of Justice of the Russian Federation on April 22, 2015, registration N 36994 ).

Federal Law of July 27, 2006 N 149-FZ “On information, information technologies and information protection” (Collected Legislation of the Russian Federation, 2006, N 31, Art. 3448; 2010, N 31, Art. 4196; 2011, N 15, art. 2038; 2012, art. 4328; , Art. 6963; 2014, Art. 2302; Federal Law of July 27, 2006 N 152-FZ “On Personal Data” (Collected Legislation of the Russian Federation, 2006, N 31, Art. 3451; 2009, N 48, Art. 5716; N 52 Art. 6439; 2010, N 27, Art. 3407; N 31 , art. 4196; art. 2011, no. 3263; art. 4701; , art. 6683; 2014, no. 2927, no. 30, art. 4243).