Peculiarities of Interaction Among Professional Educational Institutions, Employers and Social Partners

The social order posed by the society to the training of highly qualified personnel for the strategic needs of the labor market is associated with the changes in the economy, including the processes of its computerization and digitalization. Transformations in the digital economy determine new requirements for specialists’ training, their competences and qualification. The rapid changes in socio-economic conditions cause the need to transform the system of vocational training in order to meet the demands for competencies that correspond to the current technologic trends and methods of production. The reforms of vocational education system can be significant in resolving contradictions between the quality of training, on the one hand, and public and employers’ demands, on the other hand. Close cooperation of professional educational institutions, employers and social partners through their joint design and development of teaching technologies and methods for advanced vocational training of qualified specialists can be considered as one of the most efficient factors and conditions for resolving the above mentioned contradictions. These new conditions have already been created in the Centers for Advanced Vocational Training (CAVT), which can be characterized as a new type of infrastructural solution to the problem of aggregation of advanced vocational training programs and material and technical resources owned by science, education, production. The article focuses on some features of interaction and cooperation among vocational educational institutions, employers and social partners (social and public-private partnerships, networking cooperation, educational and technological cluster), which are taken into account in the performance of the Center for Advanced Vocational Training of the Kemerovo region.

Development of networking cooperation for implementing advanced professional training programs

Nowadays, Russian vocational education is overcoming a stage of profound transformations associated with the post-industrial society's peculiarities, which main characteristics are computerization and digitalization of the economy. Transformations in the digital economy determine new requirements for specialists' training, their competencies, and qualification. The rapid changes in socio-economic conditions cause the need to transform the vocational training system to meet the demands for specialists with competencies that correspond to the current technologies and methods of production. The solution to the relevant problems is facilitated by vocational education's devotion to "anticipation/advance" and "interaction" principles, which are being successfully implemented in the activities of advanced vocational training centers opened in Russia in 2019. The advanced vocational training ensures the development of new and promising professions in great demand by the regional economy. Simultaneously, the interaction principle's implementation allows ensuring interdepartmental coordination when performing the social order for vocational education made by the state, society, and individuals. The article considers forms and features of the interaction between educational organizations and partners, including social partnership, networking cooperation, public and private partnership, educational and technological clusters. The paper presents the Kemerovo region center's performance results for advanced vocational training concerning the creation of a regional network for educational organizations and enterprises involved in the joint development and implementation of advanced vocational training programs intended for specialist training.

Study of Foreign Experience of Learners’ Vocational Self-Determination As an Innovative Potential of Advanced Professional Training

The study of Russian as well as foreign experience concerning the effective practices for performing learners’ vocational training and self-determination allows the educators to extrapolate the most adequate ideas, principles, technologies, approaches to the development and implementation of career guidance and vocational training programs intended for specialists. The acquired knowledge can be further used for analysis, comprehension and application of the best practices in the system of advanced vocational training. The article considers the features of the dual secondary vocational training system of Germany and focuses on the career guidance experience in schools and colleges in the UK. It also presents approaches that are not widespread and less known in Russia than in other countries to apply them to the dual higher education system. Some elements of effective foreign practices of vocational training, self-determination and career guidance can be used in advanced vocational training centers as well as in institutions involved in general secondary, secondary vocational and additional education.

DIGITAL PLATFORM AS A CONDITION FOR IMPLEMENTING ADVANCED PROFESSIONAL TRAINING PROGRAMS

Введение. Современные вызовы системе среднего профессионального образования связаны, в первую очередь, с созданием безопасной цифровой образовательной среды, с появлением новых форм и технологий обучения, переобучения, повышения квалификации специалистов, в том числе с использованием современных информационных систем, сервисов и баз данных (цифровой платформы). Учитывая вышеизложенное, актуальным и востребованным в современной социокультурной ситуации является создание цифровой платформы в условиях деятельности центра опережающей профессиональной подготовки. Цель – определить роль цифровой платформы в реализации программ опережающей подготовки специалистов. Материал и методы. Методологической основой исследования является идея опережения, получившая развитие и распространение в различных науках, в том числе в отечественной педагогике и психологии. Изучение лучшего мирового опыта международного движения WorldSkills, нормативно-правовых, стратегических документов развития профессионального образования и запросов работодателей способствовало систематизации и обобщению знаний в области цифровизации среднего профессионального образования. Результаты и обсуждение. Выполнение теоретических установок и концептуальных подходов к системе опережающей профессиональной подготовки, в том числе авторских, опыт Сибирского политехнического техникума, реализующего программы подготовки, переподготовки и повышения квалификации не только своих обучающихся, но и выпускников учреждений среднего профессионального образования, незанятого населения, лиц, потерявших работу, в условиях обострения социально-экономической ситуации, являются востребованными, особенно в сфере IT-технологий, связанных с трансформацией экономики и социальной сферы регионов. Представлены подходы коллектива центра опережающей профессиональной подготовки Сибирского политехнического техникума по решению первоочередных задач по моделированию цифровой платформы и использованию конструктора компетенций как необходимого условия, обеспечивающего слушателю индивидуальную образовательную траекторию обучения и дальнейшего профессионального развития. Заключение. Описаны первоначальные результаты работы центра опережающей профессиональной подготовки по созданию цифровой платформы, представляющие практическую значимость для руководителей профессиональных образовательных организаций, заинтересованных в подготовке высококвалифицированных специалистов, востребованных на региональном рынке труда. Introduction. Modern challenges that the system of secondary vocational education faces are associated, first of all, with the creation of a safe digital educational environment. New educational environment includes new forms and technologies of teaching, retraining, advanced training supported by modern information systems, services and databases (digital platforms). Therefore, the creation, operation and maintenance of the digital platform in the condition of the advanced vocational training center is relevant, and crucial in the modern socio-cultural situation. The aim of the work is the determination of the digital platform role in the implementation of program for specialist advanced vocational training. Material and methods. As the methodological basis serves the concept of advancing (keeping ahead), which was developed in various sciences, including Russian pedagogy and psychology and then spread all over the world. The study of the best world experience of the international movement Worldskills and regulatory, strategic documents referred to the development of vocational education, as well as the awareness of the employers’ needs, contributes to systematization and generalization of knowledge in the field of digitalization of secondary vocational education. Results and discussion. The implementation of theoretical objectives and conceptual provisions of the advanced vocational training system, including the authors’ contribution; the experience of the Siberian Polytechnic School reflected in its training, retraining and advanced training programs used for training students, graduates of secondary vocational education institutions, and the unemployed people who lost their jobs due to aggravated socio-economic situation. These are the main drives for designing a new digital platform able to ensure the transformation of the regional economy and social sphere. The article describes the approaches used by the staff of the advanced vocational training center of the Siberian Polytechnic College to solve the priority tasks concerning a digital platform modeling and application of the competence constructor that are employed as a prerequisite for providing the listener with an individual educational trajectory within their training and further professional development. Conclusion. Thus, the article presents the initial outcomes of the performance and activities of the advanced vocational training center aimed at creating a digital platform. The design and development of this platform is considered as practical significance for the heads and top managers of professional educational organizations who are interested in training highly qualified specialists being the most popular on the regional labor market.

CONCEPTUAL FOUNDATIONS OF ADVANCED PROFESSIONAL TRAINING FOR SOCIO-ECONOMIC DEVELOPMENT OF THE REGION

Рассматриваются подходы к разработке концептуальных оснований опережающей профессиональной подготовки кадров для социально-экономического развития региона. Выделяются отдельные аспекты регионализации образования в контексте деятельности учреждений среднего профессионального образования. Обосновывается актуальность и востребованность центра опережающей профессиональной подготовки, ориентированного на потребности приоритетных направлений экономического и технологического развития региона и повышение профессиональной занятости разных групп населения. Определяются цели и задачи опережающей профессиональной подготовки, ожидаемые результаты и эффекты ее реализации в практике работы центра опережающей профессиональной подготовки, созданного на базе ГПОУ «Сибирский политехнический техникум» (г. Кемерово). Продемонстрированы некоторые результаты деятельности центра опережающей профессиональной подготовки Кемеровской области за 2019 и 2020 годы. Nowadays the system of secondary vocational education must be ready to meet modern challenges and requirements for professional training and be able to cope with the contradiction between the existing quality of specialists’ training and the employers and the labor market demands for highly qualified specialists. Therefore, the issue of creating a system of advanced professional training is extremely vital. The article considers approaches to the theoretical basis for the conceptual foundations of advanced professional training of specialists required for the socio-economic development of the region. It distinguishes some certain aspects of the regionalization of education in the context of activities performed by institutions involved in the secondary vocational education. The paper also substantiates the urgency and the relevance of the advanced vocational training center, whose activity is aimed at satisfying the needs of priority directions of economic and technological development of the region and increasing the professional employment of its population. The article determines goals and objectives of advanced vocational training, specifies expected outcomes and effects of their implementation in the practice of advanced vocational training center which was created on the basis of the Siberian Polytechnic College (Kemerovo). Moreover, the author demonstrates the most significant results achieved by the center of advanced vocational training of the Kemerovo region over the period of 2019, 2020. The approbation of the designed model developed on the conceptual foundations of advanced vocational training confirmed that it contributes to the successful solution of the planned goals and objectives.

Wage Differentials And Educational Attainment In Germany. How Do Job Profiles Affect Earnings?

This paper presents the results of an empirical analysis on the issue of wage differentials occurring within education levels. The main purpose of the research is to investigate the extent to which job profiles, classified as routine and non-routine tasks can explain wage differentials within educational levels in Germany. Systematization of the literary sources and approaches for solving the problem of wage differentials indicates that in line with technological advancement witnessed over the past decades, earnings are largely determined by the nature of tasks carried out within the workplace. The relevance of this scientific problem decision is that educational systems have to keep up with advancing digitization and the rapidly changing labour market requirements. Investigation of the impact job profiles have on earnings, in the paper is carried out in the following logical sequence: firstly, a brief overview on previous research in the field is given, followed by an outline of the dataset analysed, proposed hypotheses, applied methodology and results concluding with a discussion. Methodological tools of the research methods were descriptive statistics along with OLS regression techniques. Based on German cross-sectional employee survey data from 2018 two hypotheses are tested by classifying 23 selected work activities into routine and non-routine tasks linked to the highest education level attained. In accordance with the German education system four educational levels are specified: no occupational degree, in-company or school-based vocational training, advanced vocational training degree and university degree. The results indicate that non-routine activities are on average remunerated at a higher rate compared to routine activities and non-routine analytical work is paid at a higher rate than non-routine craftmanship. Additionally, higher wages for computer assisted work activities is found. The OLS regression model results confirm both hypotheses implying increasing returns to educational attainments resulting in larger hourly pay and higher pay for those performing non-routine tasks. Pursuant to the traditional Mincer human capital approach on returns to schooling the research empirically confirms higher wages for employees completing advanced vocational training and those holding a university degree. The results of the research can be useful for policymakers in the education sector, fostering and improving analytical, data literacy and organizational skills.

Advanced Professional Training for Specialists for Innovative Socio-Economic Development of Regions

Modern Russian society has experienced constant and signifi cant changes in recent years creating the need to reform the system of general and secondary vocational education and highlighting the problem of continuous vocational training. The article substantiates the idea of developing the theoretical and methodological foundations for advanced vocational training. It also shows the importance of this training for ensuring a sustainable innovative social and economic development of Russian regions. The article presents the goals and objectives of the study, describes the mechanisms of their implementation through The Centers for advanced training and the creation of appropriate conditions ensuring the integrity of the educational and production process. It also specifi es the development and testing of multi-level textbooks and teaching materials, the use of innovative technologies and various forms of interaction, including the creation of educational and industrial clusters on the basis of vocational education institutions. The authors of this study employ diff erent approaches and general scientifi c research, empirical, dialectical, experimental and specifi c sociological methods such as conversation, questioning, testing and pedagogical observation.