scholarly journals DESIGNING A MODEL FOR THE FORMATION OF PROFESSIONAL AND PERSONAL COMPETENCIES AT COLLEGE STUDENTS IN PREPARING AND CONDUCTING A DEMONSTRATION EXAM ON WORLDSKILLS STANDARDS

2021 ◽  
pp. 20-29
Author(s):  
Ксения Владимировна Булах ◽  
Елена Тимофеевна Бурцева ◽  
Наталья Николаевна Жукова ◽  
Валерий Анатольевич Петьков
Keyword(s):  
Professional Education ◽  
Practical Experience ◽  
Educational Process ◽  
Diagnostic Methods ◽  
Educational Organizations ◽  
Social Success ◽  
Stage Of Development ◽  
Effective Organization ◽  
Personal Competencies ◽  
Methodological Component

Статья посвящена актуальной для данного этапа развития российской системы профессионального образования проблеме формирования профессиональных и личностных компетенций по стандартам WorldSkills у обучающихся профессиональных образовательных организаций, от уровня сформированности которых зависит успешность деятельности современного специалиста в профессиональной сфере. В статье представлен авторский подход к проектированию модели формирования профессиональных компетенций при подготовке и проведении демонстрационного экзамена по стандартам WorldSkills с учетом личностной составляющей обучающегося колледжа. Раскрыто содержание основных структурных компонентов модели: координационно-методический, образовательный, мотивирующий, процессуальный, результативный. Координационно-методический компонент модели включает описание процесса координации, подготовки и методического сопровождения образовательного процесса и проведения демонстрационного экзамена по стандартам WorldSkills. Образовательный компонент модели раскрывает содержание процесса организации повышения квалификации педагогических работников профессиональной образовательной организации и представителей работодателей в условиях действия стандартов WorldSkills. Мотивирующий компонент разъясняет механизм роста обучающихся и возможности мотивации дальнейшей профессиональной образованности и траектории ориентации на получение соответствующего уровня профессиональной квалификации. При описании процессуального компонента модели продемонстрированы возможности использования модульно-компетентностной образовательной технологии для её реализации. Результативный компонент модели включает критерии и диагностические методики оценки сформированности профессиональных и личностных компетенций, обеспечивающих профессиональную и социальную успешность обучающихся. Учёт и реализация выявленных организационно-педагогических условий формирования профессиональных и личностных компетенций обучающихся при подготовке и проведении демонстрационного экзамена по стандартам Worldskills будут способствовать эффективной организации практической деятельности обучающихся как работников предприятия, формированию у них практического опыта деятельности, обеспечению их признания как состоявшихся и востребованных работодателем специалистов на рынке труда. The paper discusses the formation of professional and personal competencies on WorldSkills standards at students from professional educational organizations. This subject is relevant for the current stage of development of the Russian system of professional education. The success of the modern expert’s activity in the professional sphere depends on the level of formation of these competencies. This paper presents the authors’ approach to designing a model for the formation of professional competencies when preparing and conducting a demonstration exam on WorldSkills standards, taking into account the personal component of the college student. The content of the main structural components of the model is disclosed: coordination-methodological, educational, motivating, procedural, and resulting. The coordination-methodological component of the model includes a description of the process of coordination, preparation and methodological support of the educational process and the conduct of a demonstration exam on WorldSkills standards. The educational component of the model discloses the content of the organizing advanced training of pedagogical workers of a professional educational organization and employers' representatives in the conditions of WorldSkills standards. The motivating component explains the mechanism for the growth of students and the possibilities for motivating further professional education and the trajectory of orientation towards obtaining an appropriate level of professional qualifications. When describing the procedural component of the model, the possibilities of using modular-competent educational technology for its implementation were demonstrated. The resulting component of the model includes criteria and diagnostic methods for assessing the level of formation of professional and personal competencies that ensure the professional and social success of students. The obtained results of research will contribute to the effective organization of the practical activities of students as employees of the enterprise to the formation of their practical experience in activities, and to their recognition as specialists held and demanded by the employer in the labor market.

Warm-up as part of a training session

2021 ◽  
pp. 89-98
Author(s):  
Е.И. Чучкалова ◽  
О.Г. Маскина
Keyword(s):  
Higher Education ◽  
Training Session ◽  
Practical Experience ◽  
Structural Features ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Business Training ◽  
Warm Up ◽  
Teachers And Students

Статья посвящена организации учебного процесса в высшей школе. Авторы, в частности, считают, что лекционные и практические занятия должны начинаться и заканчиваться разминкой, подразумевающей выполнение коротких упражнений. С помощью специально проведенного исследования в работе анализируются структурные особенности учебных разминок, уточняются их отличия от бизнес-разминок, применяемых в ходе тренингов, а также рассматривается с содержательной и организационной точек зрения специфика применения разминок в высшей школе. Выводы сделаны с учетом мнения преподавателей и студентов, уже имеющих опыт участия в разминках. Научная новизна публикации заключается в расширении представлений о возможностях, которые открываются при использовании разминок в учебном процессе. В статье проведена их классификация по различным критериям: виду активности, массовости, желаемому результату, формату проведения. Кроме того, автор обобщил собственный практический опыт использования инструментов бизнес-тренингов, накопленный в ходе подготовки бакалавров и магистрантов, привел примеры наиболее популярных упражнений в каждой группе матрицы разминок. Особое внимание уделено разминкам, сопровождающим вебинары, что продолжает оставаться чрезвычайно актуальным в свете современного перехода на смешанный формат обучения в профессиональном образовании. Статья предназначена для преподавателей и студентов высших и средних профессиональных образовательных организаций. The article focuses on the organization of the educational process in higher education. The author, in particular, believes that lectures and practical classes should begin and end with a warm-up, which implies doing short exercises. With the help of specially conducted research, the paper analyzes the structural features of training warm-ups, clarifies their differences from business warm-ups used during training, and also considers the specifics of using warm-ups in higher education from a substantive and organizational point of view. The conclusions are made considering the opinions of teachers and students who already have experience of doing warm-ups. The scientific novelty of the publication lies in bringing better understanding of the opportunities that open up with using warm-ups in the educational process. The article classifies them according to various criteria: the type of activity, mass character, the desired result, the format of the event. In addition, the author summarized his own practical experience of using business training tools during the preparation of bachelors and undergraduates gave examples of the most popular exercises in each group of the warm-up matrix. Special attention is paid to the warm-ups accompanying webinars, which continues to be extremely relevant in the light of the modern transition to a mixed format of training in vocational education. The article is intended for teachers and students of higher and secondary professional educational organizations.

scholarly journals Methodological approaches to the development of complex electronic educational resources in applied economic disciplines based on LMS Moodle

2021 ◽  
pp. 185-193
Author(s):  
N.P. Khyzhak ◽  
Keyword(s):  
Practical Experience ◽  
Educational Process ◽  
Learning System ◽  
Educational Technologies ◽  
Online Environment ◽  
Modern Education ◽  
Distance Learning System ◽  
E Learning ◽  
Methodological Approaches ◽  
Effective Organization

Abstract. E-learning and the online environment are an integral part of the present and future of modern education. The article formulates the basic requirements for the development of an electronic educational and methodological complex for the effective organization of the educational process using distance educational technologies. The practical experience of developing a comprehensive electronic educational resource for the discipline «Taxes and Taxation» of the bachelor’s program in the LMS Moodle distance learning system is generalized. The article contains guidelines for planning, developing and creating optimal content for standard LMS Moodle elements, providing high-quality training for bachelors in economics.

Economics of education: workshop

2019 ◽  
Author(s):  
Владимир Столяров ◽  
Vladimir Stolyarov ◽  
Светлана Поздняк ◽  
Svetlana Pozdnyak
Keyword(s):  
Economics Of Education ◽  
Practical Experience ◽  
Educational Process ◽  
Federal State ◽  
Original Structure ◽  
Practical Training ◽  
Educational Organizations ◽  
National Education ◽  
Educational Standard ◽  
State Educational

The textbook is part of the educational complex IO discipline "Economics of education." It implements the applied, practical orientation of the educational process, has no analogues. The most important problems of the modern economy of national education are considered. The system of practical training productively developing orientation, including training tasks of different levels of complexity, including for independent work, as well as the original structure of methodological support. Special attention is paid to the formation of students ' skills of analytical, research, project, prognostic activity, improving the skills of discussion, reasoning, as well as generalization of domestic and foreign experience of economic activity in various educational organizations. The combination of theoretical provisions with practical experience facilitates students ' understanding of the essence of economic relations and processes in educational institutions, forms the necessary competence, the foundations of economic culture. Meets the requirements of the Federal state educational standard of higher education of the last generation. For students and teachers of higher pedagogical education. It can be useful for graduate students, practitioners and managers of educational organizations, anyone interested in modern economic problems of education. Will assist in self-education.

scholarly journals Post-Pandemic Education: Falling or Preparing for a Jump?

2021 ◽  
Vol 30 (7) ◽  
pp. 9-30
Author(s):  
V. V. Bolgova ◽  
M. A. Garanin ◽  
E. A. Krasnova ◽  
L. V. Khristoforova
Keyword(s):  
Practical Experience ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Systems ◽  
University Management ◽  
Educational Organizations ◽  
Current State ◽  
Analysis And Synthesis ◽  
The University ◽  
The Impact

Abstract. Relevance. The article provides an overview and analysis of the consequences of changes in the global educational space during the period of action of measures to counter the spread of the new COVID-19 coronavirus infection.The aim of the work was to understand the current state and identify possible trajectories of developmentof educational systems in the “post-pandemic” era. Research methodology and methods. The main methods used in the preparation of the work were methods of analysis and synthesis. The review and understanding of various standpoints on the educational organizations functioning in the situation of emergency introduction of quarantine measures and the uncertainty of their consequences allowed us to summarize the main challenges facing the education system today. The forecasting method was used to systematize the capabilities of universities in overcoming crisis phenomena and determine the strengths that can be used as the basis for the transformation of University management.Results. The analysis of the trajectories of the prospective organization of the educational process at the University of “post-pandemic” time is carried out. The article highlights the main ways of the educational system adaptation to work in the conditions of an unpredictable crisis consequences and presents the authors’ vision of the future of higher education in Russia, which is inextricably linked with the country’s attractiveness in the global educational space.Scientific novelty. The authors systematize the impact of the pandemic on various sectors of the economy, including the education sector. The results of the analysis of the practical experience of educational systems in  the new conditions are presented. Scenarios of educational organizations development in an unfavorable dynamic uncertain environment are shown.Practical significance. The results obtained will be useful in adjusting University management systems and developing strategies for universities to overcome the crisis caused by COVID-19 and its consequences.

scholarly journals Formation of Readiness for Motherhood Among University Students: Criteria and Diagnostic Base of the Study

2021 ◽  
Vol 16 (2) ◽  
pp. 121-128
Author(s):  
Tkacheva Yuliya G. ◽  
Keyword(s):  
University Students ◽  
Professional Education ◽  
Family Relations ◽  
Female Students ◽  
Educational Process ◽  
Point Of View ◽  
Diagnostic Methods ◽  
Educational Training ◽  
The Family ◽  
The University

The topicality of the article is substantiated by the significant demographic problems, which are the consequence of the transformation in traditional stereotypes of women’s reproductive behavior, the change in models of family relations, and the decline of the maternity value in the society. This determines the problem of forming readiness for motherhood in young women. The author points out that the problem of forming readiness for motherhood is not sufficiently developed from the pedagogical point of view, which contradicts to the historically established national traditions of educative teaching of motherhood in the family and in the education system. Special emphasis is placed on the reduction of readiness to become a mother among women who receive professional education and realize themselves in the profession. The potential of the educational process of the university in solving the problem of forming the readiness of female students for motherhood is indicated. The author’s understanding of the essence and structure of readiness for motherhood as a complex psychological and pedagogical phenomenon is proposed. A set of criteria and indicators of female students’ readiness for motherhood has been developed, taking into account its formation in the conditions of the university educational process. The selection of diagnostic methods is made, which allow identifying the formation of all aspects of the readiness of university students for motherhood. The studied phenomenon is characterized by the author at the high, sufficient, medium and low levels of its formation. The developed criteria and diagnostic base can be considered as the foundation for conducting the ascertaining stage of the pedagogical experiment, analysis of the reasons that negatively affect the unfinished level of formation of readiness for motherhood in female students, and determining the pedagogical conditions for the effective formation of the studied phenomenon in the educational process of the university. Keywords: motherhood, readiness for motherhood, educational training, educational process of the university, criteria and diagnostic basis for the study of the university students’ readiness for motherhood

scholarly journals Features of the Implementation of Additional Education Programs Using the Networked Learning

2021 ◽  
pp. 129-136
Author(s):  
Svetlana E. Nesmeyanova ◽  
Maria V. Gracheva ◽  
Ekaterina G. Kalinina
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Rapid Development ◽  
Legal Regulation ◽  
Educational Process ◽  
Educational Technologies ◽  
Synthesis Methods ◽  
Educational Organizations ◽  
Education Programs ◽  
Network Form

Relevance: currently, the development of network interaction of educational organizations, especially higher education, as a specific organizational form of integration of participants in the educational process is becoming increasingly relevant. At the same time, the issues of regulatory support for the network form of training have not been fully studied. In addition, the use of a network form of implementing additional vocational education programs has its own peculiarities, which, according to the authors, have not yet been taken into account in the legislation on education, and requires a separate discussion. The purpose of the work: from the point of view of the requirements that are imposed on modern education, including additional professional education, as well as taking into account the rapid development of educational technologies, the authors justify the need for educational organizations to use the network form when implementing advanced training courses and professional retraining programs. Methods: during the research, such traditional methods and methods of scientific cognition as analysis, synthesis, methods of induction and deduction were used. Results: on the basis of normative and methodological acts, the authors identified various types and tasks of network cooperation of educational organizations, noted certain difficulties in applying the network form of implementing additional professional education programs, including in terms of regulatory legal regulation of these issues. The authors come to the conclusion that the network training is useful in the field of additional vocational education, since this significantly improves its quality and responses the needs of employers and employees, as well as leads to the emergence of new educational programs that meet the demand in the labor market. In addition, joint projects of organizations have a positive impact on educational technologies and methods that I use in the learning process, stimulating the mutual exchange of best educational practices.

scholarly journals COMPLEX ADAPTATION OF THE METHODICAL SYSTEM OF TEACHING COMPUTER SCIENCE TO STUDENTS IN INCLUSIVE GROUPS

2020 ◽  
Vol 1 (191) ◽  
pp. 105-108
Author(s):  
Оlena Kosovets ◽  
◽  
◽  
Keyword(s):  
Computer Science ◽  
Special Needs ◽  
Inclusive Education ◽  
Professional Education ◽  
Professional Training ◽  
Educational Needs ◽  
Educational Process ◽  
Diagnostic Methods ◽  
Special Educational Needs ◽  
Adaptive Competencies

In the article the author focuses on the problem of complex adaptation of the methodical system of teaching computer science to students in the conditions of inclusive education. The pedagogical experiment was conducted from 2013-2019. in four stages: theoretical-analytical, diagnostic-search, experimental and generalizing. At the theoretical and analytical stage of the pedagogical experiment, a theoretical analysis of scientific and methodological, psychological and pedagogical and educational literature on the research problem was conducted; actualization of the posed problems; Methods of theoretical and experimental research, as well as criteria and indicators of the formation of compensatory-adaptive competencies of students with special educational needs have been developed. At the diagnostic and search stage the analysis of components of methodical system of training of computer science in the course of professional training of pupils with special needs in inclusive classes is carried out, the empirical material is collected; diagnostic methods of research are developed and the statement check of pedagogical experiment is carried out. A list of compensatory-adaptive competencies that affect the quality of computer science studies by students with special educational needs has been formed. The purposes, the maintenance, methods, means and forms of the organization of educational process, a technique of their use in the course of training of computer science of pupils with special needs in establishments of professional education in the conditions of inclusion are investigated. Technical means and special software have been selected, a method of their use has been developed to support computer science education for students with visual impairments, students with hearing impairments and students with musculoskeletal disorders. At the experimental stage, the effectiveness of the adapted methodological system of teaching computer science to students of vocational education institutions in the conditions of inclusion was confirmed and a formative check of the pedagogical experiment was carried out. At the generalizing stage of pedagogical experiment it is substantiated that adaptation of components of methodical system of training of computer science of pupils with special educational needs according to values ​​and principles of inclusive education, promotes formation and development of the creative personality, the skilled and competitive expert.

scholarly journals FORMATION OF METHODOLOGICAL CULTURE OF THE FUTURE TEACHER-MUSICIAN

2021 ◽  
Vol 1 (195) ◽  
pp. 196-201
Author(s):  
Nina Roytenko ◽  
Keyword(s):  
Education System ◽  
Professional Education ◽  
Educational Process ◽  
Future Teacher ◽  
Research Activity ◽  
Educational Innovations ◽  
Academic Knowledge ◽  
Project Method ◽  
Stage Of Development ◽  
The Future

In the article the author considers the ways of forming the methodological culture of the future teacher-musician, which is considered as a system that includes scientific knowledge, experience of creative activity and experience of emotional and value attitude to research activity. The current stage of development of the education system in Ukraine is characterized by educational innovations aimed at preserving the achievements of the past, and, at the same time, to modernize the education system in accordance with the requirements of the time, the latest science, culture and social practice. A characteristic feature of this period of educational development is the search for new content, forms, methods and means of teaching, education and management; deployment of extensive experimental work aimed at implementing educational innovations, which provides a high level of methodological culture of the teacher. To understand the importance of project activities as the basis for the formation of methodological culture of modern teachers, it is important to understand its essence - from theory to practice, combining academic knowledge with pragmatic and maintaining the appropriate balance at each stage of learning, because today there is a wide difference in definition. We consider methodological culture as a socio-cultural philosophical phenomenon in the plane of the following parameters: project as a method; project method as a system; organizational form of formation of methodological culture of the teacher; introduction of innovative technologies in the educational process as a kind of productive activity of a modern teacher. The introduction of project activities in the practical work of teachers is becoming one of the important needs of today, but it is possible only with thorough training. Unfortunately, there is a simplified understanding of the essence of the project method only as a means of cognitive activity, in-depth study of the subject, development of new knowledge, although it is known that the mission of the project method is to overcome the contemplative dogmatic approach to knowledge, competence, skills solving life problems and the formation of the methodological culture of the teacher. Thus, the formation of the methodological culture of the teacher on the basis of project activities is one of the current areas and main tasks of modern education. This requires the teacher to understand the essence of educational phenomena, familiarize with the logic of the research process, the formation of experience to analyze and predict its further development, which, in turn, will increase the level of methodological culture, contribute to innovative solutions to extraordinary problems.. The purpose of professional education of the future teacher-musician is to form the foundations of his methodological culture. The leading tasks of professional education of a specialist include the formation of skills of practical artistic and pedagogical activities (music performance, vocal conducting, musicology, etc.); formation of bases of methodological thinking; formation of readiness for independent research activity; formation of skills of methodological analysis; formation of skills of professional reflection.

Organization and Development of Psychological Services in the Vocational Education System of the Tomsk Region for the Period up to 2025

2020 ◽  
Vol 17 (4) ◽  
pp. 105-111
Author(s):  
L.V. Sennik ◽  
I.V. Mikheeva
Keyword(s):  
Vocational Education ◽  
Education System ◽  
Professional Education ◽  
Support Services ◽  
Educational Process ◽  
Psychological Support ◽  
Psychological Services ◽  
Educational Organizations ◽  
Project Organization ◽  
Tomsk Region

The program-project “Organization and development of psychological services in the system of professional education of the Tomsk region for the period up to 2025” promotes the organization, systematization and development of the activities of psychological services in the system of profession-al education in the Tomsk region. In the system of professional education of the Tomsk region today, the activities of social and psychological services, mediation services, reconciliation services, psychological support services and others, which include a fairly narrow circle of specialists (education-al psychologists, social educators). The program-project is being implemented in the following areas: psychological, social, educational. An important advantage of the program-project is the possibility of creating a model of professional psychological and pedagogical support of participants in the educational process in professional educational organizations and its integration into the activities of psychological services of professional educational organizations of the Tomsk region.

CRITERIA OF SOCIAL AND PROFESSIONAL PREPAREDNESS OF PENAL OFFICERS

2020 ◽  
pp. 97-105
Author(s):  
Татьяна Васильевна Кириллова ◽  
Елена Аркадьевна Кусакина ◽  
Евгений Владимирович Макаров
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Professional Activity ◽  
Penal System ◽  
Educational Organizations ◽  
Social Partnership ◽  
Stage Of Development ◽  
Constructive Dialogue ◽  
Projective Methods ◽  
Analysis Of Results

В статье рассматривается одна из актуальных проблем кадровой политики Российского правового государства на современном этапе развития. Уголовно-исполнительная система нуждается в сотрудниках, способных противостоять агрессии со стороны спецконтингента в рамках международных требований, использовать свои должностные полномочия в соответствии с законом и способствовать адаптации осужденных к условиям изоляции от общества и дальнейшей ресоциализации. Одним из возможных путей решения проблемы является формирование социально-профессиональной готовности сотрудников пенитенциарной системы, обучающихся по программе профессионального обучения в вузах ФСИН России. Опираясь на положения А. М. Столяренко и принимая во внимание специфические особенности профессиональной деятельности сотрудника уголовно-исполнительной системы, авторами были определены критерии социально-профессиональной готовности: аксиологический, интеллектуальный, эмоционально-волевой, коммуникативно-поведенческий и рефлексивный. Для определения уровня сформированности был использован пакет психодиагностических методик, включающий в себя метод беседы, интервьюирования, феноменологическую технику и стандартизированные тесты. Исследование проводилось на базе Пермского института ФСИН России. Респондентами выступили сотрудники, впервые принятые на службу в уголовно-исполнительную систему Российской Федерации, находящиеся на должностях рядового и младшего начальствующего состава, в количестве 168 человек. В результате психологической диагностики по каждому критерию социально-профессиональной готовности были определены уровни: начальный, допустимый, профессиональный. Анализ полученных результатов свидетельствует, что у большинства сотрудников (44,4 %) по всем критериям отмечается начальный уровень. В связи с этим возникает необходимость в создании специальных педагогических условий на этапе освоения программы профессионального обучения в образовательных организациях ФСИН России. Анализ полученных данных в результате использования проективных методов позволил определить основные направления. Приоритетным направлением должно стать совершенствование института наставничества. Второе направление предполагает создание педагогического условия по организации социального партнерства между ведомственными образовательными учреждениями и пенитенциарными учреждениями. Включение в рабочие учебные программы специальных курсов по формированию коммуникативных компетенций для конструктивного общения с субъектами профессиональной деятельности, в том числе и с осужденными, является третьим педагогическим условием, обеспечивающим формирование социально-профессиональной готовности сотрудников уголовно-исполнительной системы. The article views one of the urgent problems of Russian personnel policy as the rule of law state at the present stage of development. The penal system of Russia needs the officers who can counter detainees’ aggression according international requirements, use their official powers in conformity with the law, and contribute to convicts’ adaptation to incarceration conditions and further resocialization. One of the possible ways to solve the problem is to provide social and professional preparedness of penal officers training in Professional Education Program at departmental institutions of higher education of the Federal Penal Service of Russia. Relying on the ideas of A.M. Stolyarenko and taking into account particular features of penal officers’ professional activity, the authors define criteria of social and professional preparedness: axiological, intellectual, emotional and volitional, communicative and behavioural, reflexive. To determine the preparedness level, the set of psychodiagnostic methods, including the method of conversation, interviewing, phenomenological techniques and standardized tests, was used. The survey was carried out at Perm Institute of the Federal Penal Service. Respondents were officers obtained employment in the service in the penal system of the Russian Federation, occupied positions of enlisted and junior commanding staff, totally 168 people. By the results of psychological diagnostics, the levels (initial, permissible, professional) were identified for each of criterion. The analysis of results obtained shows that the majority of officers (44,4 %) has the initial level of all the criteria. Thereby the need of creation of special pedagogical conditions at the stage of mastering Professional Education Program in departmental educational organizations of the Federal Penal Service of Russia arises. Due to using projective methods, the analysis of findings allows ascertaining the main directions. Improving the institution of tutorship should be the first priority. The second direction assumes providing such pedagogical condition as organization of social partnership between departmental educational establishments and penal facilities. Inclusion special courses on forming communicative competencies for constructive dialogue with subjects of professional activity (including convicts) in academic course working programs is the third pedagogical condition guaranteeing formation of penal officers’ social and professional preparedness.

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