Development of the modern educational environment of the institution of professional (vocational-technical) education in the digital space

The purpose of this article is to substantiate and analyze the problem of information development and educational environment of IP(VT)E in the digital space and identify current issues, it inhibits this process, outlining the author's vision of solutions. A set of theoretical and empirical methods was used to study the issue. Using these methods the components were identified and they have became key in determining of the main problems. The current problem of development of information and educational environment in the conditions of digitalization of society is researched in the article. The current state of the digitalization process in IP(VT)E and its impact on the development of information and educational environment are studied. Teachers and students faced with some problems in the training and production process, including in the conditions of distance learning, which is caused by certain quarantine restrictions in the conditions of a COVID-19 pandemic. These main problem issues were determined. The analysis of the activities of the IP(VT) in Ukrainian regions was made as for the creation and development of information and educational environment, by developing models and implementing individual components of the digitalization process; development of electronic educational literature and introduction of 3d-modeling technologies.

Particularities of vocational education management in the conditions of the modern labor market

The research of the modern labor market was made in the article. The development indicators of its components in dynamics both at the general, and at regional levels were considered and analyzed. Aspects of management of functioning of establishments in professional (vocational-technical) education according to economic inquiries were outlined, during which a decrease of quantitative indicators was revealed, it indicates the weakness of relations between market participant. The factors contributing to the worsening of imbalances between supply and demand were identified. The structural analysis of educational and practical centers as modern regulators of the situation in regional markets is carried out. Mechanisms for managing the balance between vocational (vocational-technical) education and labor market indicators were proposed, which are to implement a system of measures: forecasting the needs of workers for the medium and long term, developing key performance indicators, creating an information system, implementing a procedure for recognizing professional qualifications, flexible and short-term training programs.

Digital transformation of vocational educational organizations of Ukraine: European vector

The article presents an overview of normative documents, research results, conclusions on the topic of digital transformation of education systems, in particular in the EU countries. The generalization of materials, which help to define, at what stage of digital transformations there is an education of Ukraine, a place of system of vocational education in this global process, is presented. Examples are given as an active position in the direction of ensuring digital transformations of educational and managerial processes in a particular educational institution; it contributes to the implementation of national tasks in the direction of ensuring the digital development of society. Emphasis is placed on how the role of methodological services is changing, on the need for systemic changes in the perception of the educational institution's perception of the process of ensuring the digital development of both teachers and students, and vocational education institutions in general. The study examines four vectors of digital development for vocational (technical) education institutions of Ukraine from the possible options, proposed by European colleagues who have already shown positive results at the level of the education system (vocational in particular) and a separate institution of vocational (technical) education. In particular, the possibility of measuring the level of digital development of the educational institution through the use of the SELFIE service, developed by the European Commission together with a group of educational experts and practitioners from European countries, was considered. The platform is available in more than thirty languages, including Ukrainian. Examples of online tools common in both European educational communities and those, developed by domestic specialists (but taking into account European experience,) are given, thanks to which it is possible to carry out self-assessment, assessment, and soon certification of digital competencies of teachers. Ways to solve the problem of insufficient digital literacy of students, which, along with Ukrainian, and European researchers pay attention to, are given. There are wide opportunities for the development of digital infrastructure, which provides educational institutions with participation in competitions and programs of the European Union, such as Erasmus +

The Role of Schools of Factory and Plant Apprenticeship in the Training of Qualified Industrial Workers and Servicemen in the 1920s (based on the materials of Moscow and the Moscow Region)

В статье рассматривается процесс создания и деятельности школ фабрично-заводского ученичества в 1920-е годы на примере Москвы и Московской губернии. Школы являлись основной формой обучения молодежи и находились в ведении Московского отдела профессионально-технического образования, осуществлявшего руководство и контроль за их деятельностью. Особенностью данного вида учебных заведений было совмещение процессов обучения и производства. В первой половине 1920-х годов количество школ увеличилось почти в пять раз. Наибольшее количество школ приходилось на широко представленные в данном регионе предприятия текстильной и металлообрабатывающей отраслей промышленности. Финансирование школ осуществлялось за счет государственного снабжения и прикрепления школ к предприятиям. Срок обучения в школах фабрично-заводского ученичества составлял от трех до четырех лет в зависимости от специальности. Однако в условиях острой потребности в квалифицированных кадрах сроки обучения сокращались вплоть до двух лет. Школы фабрично-заводского ученичества, кроме профессионального образования, были призваны проводить общественно-политическое воспитание молодежи. В рамках деятельности школ идеологическое воспитание молодого поколения осуществлялось через преподавание курса обществоведения. Предмет являлся обязательным, а деятельность преподавателей обществоведения находилась под особым контролем Московского отдела профессионального образования. Школы фабрично-заводского ученичества внесли заметный вклад в хозяйственную жизнь страны, подготовив квалифицированных, политически грамотных специалистов для предприятий Московского региона и всей страны. The article focuses on schools of factory and plant apprenticeship that were created and started training industrial workers and servicemen in Moscow and the Moscow Region in the 1920s. Schools of factory and plant apprenticeship were a type of vocational education facility and were supervised by the Moscow Department of Vocational Technical Education. Students of schools of factory and plant apprenticeship were educated generally and trained for non-academic occupations. In the early 1920s the number of schools of factory and plant apprenticeship increased fivefold. A great number of schools trained their students for textile industry and metalworking industry. Schools of factory and plant apprenticeship received financial support from the state and factories they were affiliated to. Schools of factory and plant apprenticeship offered three-year programs and four-year programs depending on the vocation received. However, due to acute demand for qualified industrial workers and servicemen, programs were sometimes limited not to exceed two years. Schools of factory and plant apprenticeship provided their students with vocational education as well as political and ideological education via social studies courses. The social studies course was obligatory for all students and teachers delivering the course were closely monitored by the Moscow Department of Vocational Education. Schools of factory and plant apprenticeship have significantly contributed to the wellbeing of the country by preparing highly-qualified and politically competent specialists for factories and plants of the Moscow Region and the whole country.

TRAINING OF MOTOR VEHICLE PROFILE SPECIALISTS IN THE CONDITIONS OF DIGITALIZATION

The urgency of the digitalization process is directly related to the need for the transition of society around the world to a new level of development, and the catalyst for this process is the formation of general digital literacy as a component of digital competence and readiness to use digital technologies in professional activities. The article analyzes the main trends in the digitalization of vocational (technical) education and highlights the main aspects of modern development of the automotive industry. The system of training of specialists of motor transport profile and innovative pedagogical technologies, which are used for their training in institutions of professional (vocational) education, are investigated. The main competencies that should be possessed by a competitive specialist in the field of motor transport in the digital age are highlighted. Modern learning technologies are considered, with an emphasis on digitalization and features of the modern young generation Z, which are used to form the competencies of specialists in the field of motor transport.

Role of the Kazakhstan-German Cooperation in Improving Scientific Tools for Evaluation of Vocational Education Programs

The work carried out within the framework of the German-Kazakh project “GeKaVoс – Transfer of dual training in logistics, mechatronics and sustainable energy supply to Kazakhstan” can be considered as one of the crucial aspects of the contribution to improving the quality of system of technical and vocational education (TVET), the achievement of high rates of employment of graduates of the TVET system, improve the ratio of supply and demand in the labor market.As the analysis of the TVET system in Kazakhstan presented in the article shows, different forms of cooperation between participants of the educational process in the country (corporate partnership, industrial clusters, patronage of large and medium-sized enterprises over educational institutions, etc.) contribute to the development of a market-oriented education system. Monitoring and evaluation of the effectiveness of technical and vocational education, as well as identifying opportunities to improve its quality and scope require understanding of its nature, its functions, goals and key characteristics, the application of effective scientific tools to assess vocational technical education and training of trainers (tutors) (TVET).The paper shows that the success of the transfer of educational programs depends primarily on the willingness to work together of all the stakeholders, the creation of systematic structures of interaction in the development of educational programs of different levels, improving methods of forecasting demand not only for certain professions, but also for professional and pre-professional competencies. The purpose of scientific evaluation of the dual system and workplace training is to prove its effectiveness as an educational strategy that provides students with real work experience, where they can apply social and technical skills and develop them.

“Mujeres en terrenos de hombres”: Discursos de género en escuelas secundarias técnico-profesionales

In secondary vocational technical education (VET) there is a strong gender segmentation between different fields of study linked to different status and salaries. In particular, women are a minority in trade schools in which the structures and cultures reinforce the masculine image of the professions. Based on 19 interviews conducted in six schools from three regions of Chile, this article analyzes the principal and teacher discourses displayed in these environments. We identified three discursive positions according to the approach of the students' gender: (1) invisible gender, as considering gender as not proper category to address school issues, (2) binary positions gender, that naturalizes and acclaim traditional roles distinguished by biological sex, (3) gender visible at outside, that shows inequities between men and women but in the labor market. The article concludes that the three discursive positions by making invisible, normalizing or situating gender inequalities outside the school space, neglect teacher positions of responsibility and agency to transform school cultures and structures in schools that perpetuate the sexual division of work.