MAIN DIRECTIONS OF INCREASING THE PROFESSIONALISM OF STATE CIVIL EMPLOYEES (ON THE MATERIALS OF THE OREL REGION)

2021 ◽  
Vol 16 (2) ◽  
pp. 210-228
Author(s):  
T.V. RYAZHSKAYA ◽  
◽  
I.V. FAUSTOV ◽  
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Civil Servants ◽  
High Quality ◽  
Main Condition ◽  
Quality Performance ◽  
Professional Attitudes ◽  
Professional Activities ◽  
Four Blocks ◽  
High Level

The analysis is based on the study of the process of increasing the professional competence of civil servants, carried out among their representatives in the Orel region. This work reflects the dynamics of the professionalization of civil servants over a ten-year period. The empirical subject of the research is divided into four blocks: the opinion of civil servants on the goals and significance of professional development; their ideas about the most optimal forms and methods of increasing the level of professionalism; experience of civil servants in improving their professionalism and their professional attitudes. In the course of the study, the following main trends were identified: an increase in the number of civil servants aimed at achieving a high level of professionalism; the growing importance of indicators related to the professionalism of civil servants; the growth of this social group's awareness of the importance of professional development and professional competence as the main condition for the high-quality performance of the professional activities of civil servants; the most significant direction of retraining of civil servants is strategic management; increasing the intensity of retraining of civil servants.

Professional Development of Civil Servants of Russia: Legal and Organizational Aspects

2018 ◽  
Vol 9 (1) ◽  
pp. 234
Author(s):  
Stanislav E. PROKOFIEV ◽  
Evgeniy D. BOGATYREV ◽  
Alexander M. BELYAEV ◽  
Sergey G. EREMIN ◽  
Natalia A. BARMENKOVA
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Competence ◽  
Local Level ◽  
Work Force ◽  
Civil Servant ◽  
Further Education ◽  
Legal Issues ◽  
Civil Servants ◽  
High Level

The goal of this article is the study of legal and organizational aspects for professional development of civil servants of Russia and searching for possible ways of improving the existing mechanism of planning, organization and implementation of professional development of civil servants. Methodological basis of the study of the problem of steel General scientific methods such as induction, deduction, analysis, synthesis, grouping, etc. Conducted interdisciplinary analysis of literature and sources on the subject of professional is mand professional development, particularly in relation to public servants. Identified relevant legal issues hindering the process of professional development of civil servants in the context of further education. The proposed solution according to the decision of legal issues, professional development of civil servants. Particular emphasizes placed on finding ways of improving the existing mechanism of planning, organization and implementation of professional development of civil servants at the local level. A proposal about the organization of educational space with in the institutions of various levels of subordination. The leading trend in the development of the principle of professional development of state personnel policies is the requirement for continuous enhancement of the professionalism of the work force through continuous professional development of civil servants, the development of competencies is replaced by installing the development of professional competences and improvement of professional competence. Despite the high level of scientific elaboration of the Institute of professional development of civil servants, as well as the recommendations of the legislator in this direction, the development of modern professionalism of the civil servant becomes the task of the civil servant and the institution where he serves. The study showed that at the present stage, a considerable part of the problema rises in the system of additional professional education of state civil servants, which are by law mandatory. Basically, it is the problems of organizational and legal nature, and their solution requires not just changes at the state and municipal levels, and the drastic reorganization of the existing system of training of civil servants. The beginning of the process can be laid at the local level. In addition to the ʼglobalʼ recommendations for improving the system of professional development of civil servants, a proposal to organize their own educational space with in the institutions of various levels of subordination. The training center will allow not only to optimize the entire mechanism of civil servants' training process and management, but also increase their motivational level for self-development, and the main activities that can increase the efficiency and effectiveness of operations in general

scholarly journals PEDAGOGICAL CONCEPT OF THE CIVIL SECURITY SPECIALISTS’ ADVANCED TRAINING

2021 ◽  
Author(s):  
Viktor Mykhailov ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Training System ◽  
Advanced Training ◽  
Ministry Of Education ◽  
Highly Qualified ◽  
Professional Activities ◽  
Job Functions ◽  
Main Components

In legal documents of the Ministry of Education and Science of Ukraine, there is emphasized the need to find ways to improve the level of professional knowledge, skills, abilities and new forms of training in educational establishments, which, in its turn, necessitates the transformation of training strategy. The need to respond to dangerous natural, human-made, anthropogenic, epidemiological and social factors requires highly qualified professionals ready to work in extreme conditions. Therefore, the importance of filling existing gaps in the theory and practice of vocational education determines the need for conceptual justification, development and testing of an improved pedagogical system of civil security professionals’ advanced training. The paper considers the theoretical foundations of the organization of advanced training of specialists in civil security, summarizes the main problems of professional development within the institutions and educational establishments. The content and features of their professional training in order to ensure the safety of people in emergencies is analyzed as well. It is found out that the readiness of civil security specialists to carry out their professional activities is an individual feature that includes professional motives, a set of special knowledge, skills and abilities of civil security professionals, which in integration ensure their ability to perform professional tasks and provide their further professional development. The author outlines the conceptual provisions for improving the advanced training of civil security professionals in institutions and educational establishments for the formation of positive motives for educational activities, the appropriate level of professional competence and approaching the ultimate goals of education. The content of the concept of specialists in civil security advanced training is determined (relevant methodological approaches, didactic principles, goals, objectives, pedagogical conditions are outlined as well). The purpose of forming the concept of advanced training of civil security specialists in postgraduate education should be directed towards the individual needs for personal and professional growth, as well as to meet the needs of the state in highly qualified and professional specialists capable of responsible performing of the job functions related to solving problems in order to ensure the safety of life and activities of people. The proposed conceptual framework helps identify the main components of the advanced training system for civil security professionals, resolving a number of contradictions, the main of which is the contradiction between the public demand for highly qualified professionals prepared for the challenges of modern society and the current training system which at present does not fully meet these requirements.

scholarly journals DIAGNOSTICS AS A MECHANISM FOR CREATING CONDITIONS ENSURING THE LEVEL OF PROFESSIONAL COMPETENCE OF THE TEACHER FOR WORK IN THE DIGITAL EDUCATIONAL ENVIRONMENT

2021 ◽  
pp. 124-132
Author(s):  
Елена Валерьевна Качева ◽  
Ирина Дмитриевна Борченко ◽  
Татьяна Александровна Абрамовских
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Digital Technologies ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Resources ◽  
Digital Competence ◽  
Professional Programs ◽  
Professional Activities ◽  
Distance Learning Technologies

Введение. Диагностика уровня владения сотрудниками компетенциями, необходимыми для работы в цифровой образовательной среде, является важнейшей составляющей, отражающей процессы, происходящие в современных образовательных системах. Выбор диагностической карты как инструмента измерения позволит определить потребности и дефициты педагогов в профессиональных компетенциях по проектированию, разработке и реализации дополнительных профессиональных программ в формате цифровых образовательных ресурсов. Инструмент дает возможность судить о состоянии уровня владения сотрудниками данными компетенциями и формулировать прогноз его развития. Цель – выявление уровня профессиональной компетентности научно-педагогических работников, необходимых для работы в цифровой образовательной среде. Материал и методы. Методологической основой исследования стала психологическая концепция субъектно-деятельностного подхода, суть которой заключается в представлении о личности как активном субъекте, самосовершенствующемся, самоактуализирующемся и самоопределяющемся. Идея данного подхода строится на связи познавательных и деятельностных механизмов включенности субъекта во внешнюю среду и предполагает наличие у него устойчивой личностной позиции по собственному преобразованию и развитию. Предложен подход к оцениванию, который принят в эффективно работающих организациях, принявших за основу методологию самообучающихся организаций. Результаты и обсуждение. Представлен анализ результатов проведенной диагностики уровня владения сотрудниками компетенциями, необходимыми для работы в цифровой образовательной среде, в том числе для проектирования и реализации дополнительных профессиональных программ в формате цифровых образовательных ресурсов. Проведенное исследование позволило определить влияние цифрового образовательного пространства на профессиональное развитие педагогов и выявить уровень их готовности к участию в дидактических коммуникациях с применением цифровых технологий. Заключение. Диагностика в полной мере позволила оценить уровень владения сотрудниками Челябинского института переподготовки и повышения квалификации работников образования (ЧИППКРО) компетенциями, необходимыми для работы в цифровой образовательной среде, в том числе для разработки и реализации дополнительных профессиональных программ в формате цифровых образовательных ресурсов. Так, после предложенного ряда форм повышения квалификации для преподавателей ЧИППКРО, в декабре 2021 г. будет проведена повторная диагностика, которая покажет динамику повышения профессиональной компетентности в части работы в цифровой образовательной среде. Introduction. The relevance of the study lies in the fact that today, in the period of the accelerating process of development and implementation of e-learning and distance learning technologies, the creation of a promising educational system, it is necessary to anticipate and forestall the emerging very contradictory problems. One of them is the demand for scientific and pedagogical workers who possess the necessary skills to carry out work in the electronic information and educational environment of the institute, and their insufficient training for the successful application of these technologies in professional activities. The goal is to identify the level of professional competence of scientific and pedagogical workers in order to organize activities in the digital educational environment. Material and methods. The methodological basis of the study was the psychological concept of the subject-activity approach, the essence of which lies in the idea of the person as an active subject, self-improving, self-actualizing and self-determining. The idea of this approach is based on the connection between the cognitive and activity mechanisms of the subject’s involvement in the external environment and assumes that he has a stable personal position on his own transformation and development. No less important is the second approach – acmeological – increasing the teacher’s professional competencies through informal forms of professional development. Results and discussion. The article presents an analysis of the problem of training scientific and pedagogical workers for the development of additional professional programs developed in the format of digital educational resources in the context of an accelerated change in the social and professional environment due to the expansion of digital technologies. The authors’ attention is focused on diagnosing digital competencies of specialists. The study of the digital competence of the scientific and pedagogical workers of the institute made it possible to determine the influence of the digital educational space on their professional development and to reveal the level of their readiness to participate in didactic communications using digital technologies. Conclusion. Thus, it should be noted that the diagnostics made it possible to fully assess the level of the institute’s employees with the competencies necessary to work in a digital educational environment, including for the development and implementation of additional professional programs in the format of digital educational resources. So, after the proposed number of forms of advanced training for teachers of the institute, in December 2021, a second diagnosis will be carried out, which will show the dynamics of increasing professional competence in terms of work in a digital educational environment.

scholarly journals DIDACTIC PROJECTING AS A PRECONDITION FOR BUILDING UP OF THE TEACHING EXPERIENCE AMONG PROSPECTIVE ENGINEERS-EDUCATORS

2020 ◽  
pp. 5-9
Author(s):  
Kh. Bakhtyarova ◽  
G. Romanova
Keyword(s):  
Vocational Training ◽  
Professional Competence ◽  
Scale Up ◽  
Teaching Experience ◽  
Research Activity ◽  
High Quality ◽  
Short Period ◽  
Design Activities ◽  
The Individual ◽  
High Level

The article deals with projecting that is an important component of the formation of a new pedagogical ideology - lifelong learning. Projecting as an educational function of the pedagogical system, becomes an important factor in human success, generating new ideas and continuous updating of outdated knowledge. It is analyzed that the practice of projecting is so widespread that in a relatively short period of time within the pedagogical system project types of work at different levels of government are actively implemented. In particular, teachers project educational programs, pedagogical technologies, including educational, upbringing, development subsystems. Thus, the preparation of teachers for design activities becomes relevant, and this in turn determines the understanding of the productive application of projecting logic, the formation of technologies for such activities. Project activity is multifaceted and multifunctional, as it allows to form both engineering skills and abilities, as well as psychological and pedagogical. The psychological basis of didactic projecting is the readiness of the individual to constantly improve their competence, mobility of professional functions. In fact, it is a question of training at the university of an engineer-teacher-professional, competent in the main spheres of pedagogical activity. Training of vocational training establishment students, that is aimed at developing the projecting activity related knowledge, skills, and abilities among prospective engineer-educators is supposed to essentially scale up the vocational training quality with high education establishment graduates, to foster development of their professional mobility and competitiveness in the labor market. Hence it is necessary to ensure high level of professional competence among the graduates, which, in turn, is supposed to provide for involvement of each student into high-quality educational and learning; to provide for building up the core research activity features with prospecting professionals, for building up the skills to gain individually up-front knowledge and put it efficiently into practice. The so called educational projecting, being an option for the implementation of high-quality education concept, fully complies with the said requirements.

scholarly journals EXPERIENCE-TECHNOLOGIES IN THE DEVELOPMENT OF INFORMATION READINESS OF PEDAGOGICAL EMPLOYEES FOR THE PERFORMANCE OF THEIR PROFESSIONAL ACTIVITIES

2020 ◽  
Vol 76 (2) ◽  
pp. 279-289
Author(s):  
Тамара Михайлівна Сорочан ◽  
Олена Іванівна Бондарчук ◽  
Лариса Миколаївна Оліфіра
Keyword(s):  
Professional Development ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Professional Activity ◽  
Full Time ◽  
Distance Teaching ◽  
Negative Consequences ◽  
Professional Activities ◽  
Time Distance ◽  
High Level

The article features an innovative approach to the development of information readiness of pedagogical staff for the performance of their professional activities in full-time distance postgraduate learning. The essence and components (motivational, cognitive, operative and personal) of pedagogical staff's readiness for professional activity are characterized. Indicators of the distribution of teachers by levels of their information readiness (low, medium, high) for professional activity are given. The article also highlights methodology and results of the empirical study of the levels of pedagogical staff's information readiness for their professional activity, testifying to the insufficient level of development of such readiness with a considerable number of educators. It is shown that a high level of such readiness is peculiar to only one-tenth of the participated educators, who have deep and complete knowledge, skills and experience of work with information. They are characterized by developed personal qualities that provide active character and responsible attitude to the professional activity in the conditions of uncertainty. Other respondents have a partial (or nonexistence) awareness of possible negative consequences from the use of information, insufficient willingness to bear responsibility, as well as an inability to understand the regularities of information processes in the context of uncertainty, etc. The essence of experience technologies of the development of information readiness of pedagogical staff to professional activity in conditions of part-time distance teaching in postgraduate education is revealed. It also highlights the specific features of the implementation of experience technologies regarded as a tool for specialist training on the basis of practical experience and their application in the process of professional development. It emphasizes the effectiveness of experience technologies in non-linear forms of training, which create the conditions for learners to make a conscious choice of learning content and forms of their own professional development.

scholarly journals Technologies of active learning in the context of the risks of modern professional education

2021 ◽  
Vol 273 ◽  
pp. 12025
Author(s):  
Tatyana Scherbakova ◽  
Dinamutdin Misirov ◽  
Marina Akopyan ◽  
Larisa Ogannisyan ◽  
Ivan Danchuk
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Learning Methods ◽  
Professional Activities ◽  
Active Teaching ◽  
Current Trends ◽  
High Level

The article includes a comprehensive analysis of the specifics of the system of active learning methods and a description of its resources in the professional training of future specialists in the context of modern modernization of higher education. Based on the results of the analysis of current trends in the development of a variety of technologies and formats of training in higher education, the criteria for determining their feasibility are identified. The paper presents an overview of the significant psychological characteristics of the teacher, acting as internal determinants of successful activity based on active learning methods. Various components of students' project activity are considered. The advantages of active teaching methods in the development of professional thinking, reflection of students' experience and competencies in ensuring the productivity of their advancement in educational and professional activities are revealed. Based on the analysis of the results of empirical research, the article describes the content features of modern students ' ideas about the resources and risks of active learning methods for their role in achieving a high level of professional competence development. The psychological factors that determine the success of the use of active learning methods in professional education are identified.

scholarly journals Content of Future Economists’ Professional Mobility in Researches of Foreign Scientists

2017 ◽  
Vol 7 (4) ◽  
pp. 139-144
Author(s):  
Iryna Chorna
Keyword(s):  
Professional Development ◽  
Personal Growth ◽  
Professional Activity ◽  
Theoretical Knowledge ◽  
General Knowledge ◽  
Basic Sciences ◽  
Professional Activities ◽  
Professional Goals ◽  
Professional Mobility ◽  
High Level

Abstract The content of professional mobility of future economists in the writings of foreign scientists have been presented. The components of future economists’ professional mobility formation have been considered. It has been established that the possession of a combination of these components enables future specialists to achieve a high level of generalized professional knowledge, improve them and acquire them on their own, and also determines the ability to set professional goals, choose ways to achieve them and to control this process. It has been determined that an integral part of professional mobility is the activity of a person, professional development and personal growth of the learner. A professional mobile specialist who is capable of professional development, possessing theoretical knowledge in the field of economics and other basic sciences, is able to critically treat information, find and use information rationally, organize his day-to-day educational and professional activities, independently and promptly solve the task of a problem nature, quickly switch from one activity to another. It has been established that a professionally mobile specialist should be capable of professional development, be theoretically knowledgeable in the field of economics and other basic sciences, critically treat information, find and use information rationally, organize his day-to-day educational and professional activity, solve problems independently and promptly, quickly switch from one activity to another. As the modern labor market necessitates the training of specialists in various fields of activity, it substantiates the requirements for the formation of social and professional qualities of a future specialist on the basis of general knowledge, as well as on the development of the ability to solve non-standard professional tasks, think alternatively, constantly be ready to improve professional activity and specialists’ training, be capable of constant development for performance of various tasks.

scholarly journals Auto-psychological competence of future teacher as a component of professional training and development

2019 ◽  
Vol 33 (3) ◽  
pp. 3-5
Author(s):  
M. Byrka ◽  
O. Chubrey
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Individual Characteristics ◽  
Future Teacher ◽  
Professional Activities ◽  
Decisive Importance ◽  
Self Development ◽  
The Future ◽  
Psychological Competence ◽  
High Level

This article discusses auto-psychological competence as a system of characteristics that provide a high level of professional competence. Determination of the auto-psychological competence is connected with the fact that a person involved in professional activities should know his / her individual characteristics, abilities and inclinations and use them as means of realizing this activity. In addition, the auto-psychological competence acts as a factor contributing to the professional development of a person, where decisive importance is acquired to: need for self-organization in professional activities, independence and self-responsibility of the future teacher. The auto-psychological competence as a component of professional competence contributes to the conscious perception of the future teacher of their activities and, accordingly, allows them to manage the processes of self-development and self-education in professional activities, as well as provides a concentration of individual experience for solving professional problems.  

scholarly journals Efficiency of the Method of Student Thematic Online Debates in the Development of Professional Competences in Future Specialists

2022 ◽  
Vol 18 ◽  
pp. 191-203
Author(s):  
Nataliia H. Sharata ◽  
Tetiana V. Berezovska ◽  
Tetiana P. Kravchenko
Keyword(s):  
Experimental Study ◽  
Distance Learning ◽  
Professional Competence ◽  
Online Courses ◽  
Statistical Significance ◽  
Scientific Intelligence ◽  
Educational Process ◽  
Professional Activities ◽  
Complementary Techniques ◽  
High Level

The transition to distance learning because of the COVID-19 pandemic has led teachers to adapt effective teaching methods to distance education. Theoretical analysis of scientific works allowed determining that student debates have significant potential for the development of critical thinking, communication skills. The aim of the study was to test the effectiveness of the method of student thematic online debates in the development of professional competencies in future specialists. In the experimental study, several complementary techniques were used to determine the level of future specialists’ professional competence. The reliability of the obtained conclusions on the basis of the used methods was ensured by comparing the data obtained by each method, as well as the representativeness of the sample size and statistical significance of the experimental data. It is determined that the following competencies can be developed in students through the method of student thematic online debates: readiness to work in a team, ability to generalize, analyse and adequately perceive information, ability to communicate according to language norms, reasoned and clearly build oral and written speech. The study allowed determining that there are certain methodological features of using the method of student thematic online debates in the distance educational process. The method of debate is an effective approach to the organization of online learning, which allows obtaining not only theoretical knowledge, but also gives the possibility of applying them in professional activities in the future. Proof of the effectiveness of the proposed model of using debate within distance learning is confirmed by the unequivocally positive dynamics in the experimental group to improve the Value-orientation criterion, Cognitive criterion Communicative-activity criterion (in particular, at a high level of 13.79%, 7.38%, 11.56% respectively). The novelty of the presented scientific intelligence in the experimental study of the potential of online debates for students of agricultural universities, but with the potential to adapt the presented model of organization of the pedagogical environment for students of other specialties. The research materials can be used by teachers in the development of distance online courses, heads of distance learning coordination departments in higher educational institutions. The prospect of further research is studying the effectiveness of thematic online debates to increase the level of internal learning motivation in future specialists.

Acmeological factors of the professional formation of the employee of the in-ternal affairs

2021 ◽  
pp. 66-69
Author(s):  
M.Kh. Mashekuasheva ◽  
◽  
L.A. Gelyakhova
Keyword(s):  
Police Officers ◽  
Professional Competence ◽  
Personal Characteristics ◽  
High Tech ◽  
Quality Performance ◽  
Modern System ◽  
Internal Affairs ◽  
The Individual ◽  
High Level ◽  
Self Formation

Analyzed are personal characteristics of the formation and achievement of a high level of professional competence of employees of internal affairs bodies. The authors note that the modern system of vocational education determines the formation of the development of an employee of the internal affairs bodies as a subject of culture, a subject of activity and takes into account self-formation, that is, the construction and implementation of one's own program for the formation of professionalism. A thorough study of the issues of the individual moral and psychological qualities of police officers with the involvement of related sciences will make it possible to turn the management of psychological and pedagogical support of professional development into a high-tech and effective process aimed ultimately at the high-quality performance of tasks in extreme conditions and, in general, at increasing the level of service and combat preparedness and readiness.

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