Introduction of vocational standards: are there alternative ways?

The purpose of this article is to analyze approaches to the development of vocational standards abroad. The authors consider the most alternative approaches of a number of the countries that traditionally have no vocational standards; compare advantages and shortcomings of different approaches in the description of skill standards; show advantages of the use of vocational standards or equivalent documents in different countries; disclose the reasons behind various approaches to labor standardization. The article uses the comparative study method based on the review of home experience of qualifications system development in Soviet and foreign practices. The authors have used the methods of collecting empirical information on approaches to qualifications characteristics in modern vocational standards, URSG, UJEC and in documents of a number of European states; methods of conceptual and terminological analysis, interpretation and modelling, problem method that have yielded the following results: identification of peculiarities of the method of the development of Russian vocational standards, description of arising risks oftheir application and planning the ways to overcome them. Science novelty of the work consists in consistent justification of possibilities and limitations in the application of foreign experiences in Russia. Practical importance consists in justification of advantages of the application of vocational standards in Russia and abroad.Keywords: national qualification system; vocational standards; professional education and trainin

Role of the classеs scenario for the oriented on practice vocational education

Article is devoted to the characteristic of features of the classes scenario as pedagogical tool in educational process of the oriented on practice vocational educationОхарактеризованы особенности сценария занятия как педагогического инструмента в образовательном процессе практико-ориентированного профессионального образовани

«Old Woman in very modern international dress» (German dual system of vet in Germany and in the World)

The purpose of authors – the colleagues cooperating within the Russian-German working group on vocational education – is to determine features of the German dual system of vocational education and training (VET) which make it effective and popular not only in Germany, but also in the world. Methods. In the presented article the methodology of comparative research on the basis of the analysis of results of activity of Slovakia, Italy, South Korea, Russia and other countries on reforming of VET system on the basis of experience of Germany is used. Methods of collecting empirical information on the projects started in the specified countries, methods of the conceptual and terminological analysis, interpretation and modeling, a problem method are chosen. Results. Specifics of the German dual system are revealed; the generalized model of dual VET is constructed; features of approaches of the different countries to use positive experience of Germany for development of its own VET systems are characterized.Scientific novelty. The authors point out the consecutive justification of the conditions necessary for quality vocational education in modern market economy relying on results of the comparative analysis of reforming processes of VET systems in different countries. Practical significance. Need of public-private partnership as bases of quality of personnel preparation and ensuring economic competitiveness of the countries is shown and concrete ways of creation of such partnership in a number of the Russian regions are described. The experience presented above can be used throughout the Russian FederationЦелью работы авторов – коллег, сотрудничающих в рамках Российско-Германской рабочей группы по профессиональному образованию – было определение особенностей немецкой дуальной системы профессионального образования и обучения, которые делают ее эффективной и популярной не только в Германии, но и в мире. Методология и методы. В ходе работы была задействована методология сравнительного исследования на основе анализа результатов деятельности Словакии, Италии, Южной Кореи, России и других стран по реформированию системы профессионального образования на основе опыта ФРГ. Использовались методы сбора эмпирической информации о проектах, запущенных в указанных странах; методы понятийно-терминологического анализа, интерпретации и моделирования, проблемный метод. Результаты. Выявлена специфика немецкой дуальной системы, построена обобщенная модель дуального профессионального образования и обучения, охарактеризованы особенности подходов разных стран к адаптации позитивного опыта Германии для развития собственных систем профессионального образования. Научная новизна работы состоит в последовательном обосновании условий, необходимых для качественного профессионального образования в современной ситуации рыночной экономики. С опорой на результаты сравнительного анализа показаны тенденции реформирования систем профессионального образования разных стран. Практическая значимость. Подтверждена необходимость государственно-частного партнерства как основы качества подготовки рабочих кадров и обеспечения экономической конкурентоспособности стран. Описаны конкретные пути создания такого партнерства в ряде российских регионов, чей опыт может быть распространен на всю территорию Российской Федерации

SOFT POWER: TRAINING OF VET TEACHERS AND TRAINERS (RESULTS OF THE RUSSIAN-GERMAN COOPERATION)

Introduction. Nowadays, in Russia the system of interaction between educational institutions and enterprises-employers in training of specialists is being built again after more than a twenty-year period of dissociation. Sharing experiences with other countries on networking and strengthening of education relations with production is very useful for establishing this process. The aim of the publication is to present the results of the Russian-German cooperation in the field of preparation of the qualified pedagogical staff for the system of vocational education as one of the key conditions for ensuring the proper quality of vocational education. Methodology and research methods. The methods involve the methodology of comparative research; methods of collecting empirical information; conceptual and terminological analysis, interpretation, modeling, and problem method. Results. The approaches to preparation of pedagogical staff of the VET system in Germany and Russia are revealed and compared. Specifics of the German model are shown: existence of several skill levels of teachers of vocational education, distribution of zones of their responsibility, variability of providers of additional education, its market nature and minimum participation in its regulation of the state. Features of the modern Russian theory and training experience of instructors of vocational training are described. Despite the existing distinctions of systems of professional education of two countries, the similarity of the Russian and German methods of vocational education is observed. The conclusion is drawn on a community of requirements imposed in Germany and Russia to category of the workers who are carrying out staff training for manufacturing sectors. It is confirmed by the German experts on the basis of the analysis of the standard «Teacher of Vocational Education, Professional Education and Additional Professional Education». Also, the standard was checked and compared to AEVO (the regulatory base defining federal requirements to instructors-teachers in Germany). Scientific novelty consists in justification of modern model of training for VET teachers and trainers. The model provides implementation of variable modular curricula of additional vocational education for VET teachers and trainers. The most fruitful Russian and German experience is integrated; the international requirements and advanced technologies are considered when creating the model of training. Practical significance. Except the model of training for VET teachers and trainers, the education guidance «Methods of Vocational Education» is worked out. The education guidance summary is outlined in the present article.Введение. В России после более чем двадцатилетнего периода разобщенности между образовательными учреждениями и предприятиями -работодателями вновь начинает выстраиваться система их взаимодействия в подготовке специалистов. Для налаживания этого процесса весьма полезным является обмен опытом с другими странами по налаживанию и укреплению связей сферы образования с производством. Цель статьи состоит в том, чтобы представить результаты российско-германского сотрудничества в области обеспечения одного из ключевых условий качества профессионального образования - подготовки квалифицированных педагогических кадров для системы профессионального обучения. Методология и методы. В работе использовались методология сравнительного исследования; методы сбора эмпирической информации; понятийно-терминологический анализ, интерпретация, моделирование и проблемный метод. Результаты. Выявлены и сопоставлены подходы к подготовке педагогических кадров системы профессионального образования в ФРГ и России. Показана специфика немецкой модели: наличие нескольких уровней квалификации педагогов профессионального обучения, распределение зон их ответственности, вариативность провайдеров дополнительного образования, его рыночный характер и минимальное участие государства в его регулировании. Описаны особенности современной российской теории и практики подготовки мастеров производственного обучения. Отмечается, что, несмотря на существующие различия систем профессионального образования двух стран, прослеживается сходство отечественных и немецких методик профессионального обучения. Сделан вывод об общности требований, предъявляемых в Гер мании и России к категории работников, осуществляющих обучение персонала для производственного сектора. Это, в частности, подтверждено немецкими экспертами на основе анализа стандарта «Педагог профессионального обучения, профессионального образования и дополнительного профессионального образования» и сравнения его с AEVO - нормативной базой, определяющей федеральные требования к инструкторам-педагогам в ФРГ. Научная новизна работы состоит в обосновании современной модели подготовки мастеров производственного обучения и работников, осуществляющих обучение на производстве. Модель предусматривает реализацию вариативных модульных программ дополнительного профессионального образования. При создании данной модели был интегрирован наиболее плодотворный российский и немецкий опыт, учтены международные требования и передовые технологии. Практическая значимость. Кроме модели обучения мастеров-педагогов и производственных наставников, им в помощь разработано учебное пособие «Методика профессионального обучения», содержание которого частично и кратко изложено в статье

Professional Standards of the Pedagogue and Leader for Vocational Education: Reload

В статье рассматриваются особенности разработки и перспективы применения профессиональных стандартов педагога профессионального обучения, среднего профессионального образования и руководителя профессиональной образовательной организации.The article describes the features of the development and prospects for the application of professional standards for pedagogue of vocational training, secondary vocational education and the leader of vocational educational organization

Models of Blended Learning: Organizational and Didactic Typology

The pandemic period revealed the shortcomings of distance learning, which do not allow it to be used as a basic form of education in the main educational programs. The most effective form of organizing the educational process, in the context of its digital transformation, is seen as blended learning, which involves alternating online and face-to-face learning  formats. The subject of this article is the pedagogical aspects of blended learning related to the organization of the process of mixed learning in an educational institution and its implementation in the joint activities of the teacher and students. The analysis of existing approaches to the identification and classification of blended learning models is carried out. The authors justify an approach to the typology of blended learning models, which can be implemented at different levels: curriculum, subject, section or topic (within the framework of the discipline), training session, extracurricular learning technology. The proposed methodology is based on the joint work of the network of experimental sites of the Ranepa Federal Institute for the Development of Education in the direction of “Digital Didactics”. The article shows the connection of the proposed  typology of organizational and didactic models of blended learning with other typologies and individual models presented in foreign and domestic  publications

Import substitution processes in the material and technical support of vocational education programmes in the context of the movement towards technological sovereignty

Introduction. The vocational education system of any country is focused on training qualified personnel for the economy and is always closely connected with the socio-economic and foreign policy conditions for the development of the state. In the 2020s, the world community faced a number of challenges, including the Coronavirus pandemic, natural changes and cataclysms, and foreign policy conflicts. The problem of supporting the vocational education system in the conditions of instability is acquiring an international dimension. Aim. The current paper aims to present the results of the research on import substitution processes in the material and technical support of educational programmes of secondary vocational education and an assessment of the readiness of educational organisations for this activity in the context of the new economic conditions for the development of Russia, taking into account the foreign experience of friendly countries. Methodology and research methods. The present applied research uses the methodology of the general scientific level based on the analysis of documents and materials, which are publicly available on the nternet. The methods of comparative, criterion and cluster analysis, the method of analysis of necessity and sufficiency, methods of goal-setting and formalisation of expected results, the method of interpretation were employed. Results. The article presents the intermediate results of the study of the regional VET systems adaptation to new economic conditions. The proposed set of criteria and indicators can be useful to the executive authorities in the field of education, the administration of educational organisations to develop their strategy in the coming years. In the future, the authors plan to prepare appropriate methodological recommendations. Scientific novelty. Cluster approach was applied to analyse management strategies of colleges and technical schools for updating and import substitution of equipment. Practical significance. The authors propose the set of criteria and indicators for assessing the material and technical support of vocational education system in the context of import substitution and building technological sovereignty in the Russian Federation.Введение. Система профессионального образования любой страны ориентирована на подготовку квалифицированных кадров для экономики и всегда тесно связана с социально-экономическими и внешнеполитическими условиями развития государства. В 20-е годы XXI века мировое сообщество столкнулось с рядом вызовов, среди которых пандемия коронавируса, природные изменения и катаклизмы, внешнеполитические конфликты. Проблема поддержки системы профессионального образования в условиях нестабильности приобретает международный масштаб. Целью данной статьи является представление результатов исследования процессов импортозамещения в материально-техническом обеспечении образовательных программ среднего профессионального образования и оценки готовности образовательных организаций к этой деятельности в контексте новых экономических условий развития России с учетом зарубежного опыта дружественных стран. Методология, методы и методики. Исследование носит прикладной характер, в нем использовалась методология общенаучного уровня с опорой на анализ находящихся в открытом доступе в сети Интернет документов и материалов. Применялись методы сопоставительного, критериального и кластерного анализа, метод анализа необходимости и достаточности, методы целеполагания и формализации ожидаемых результатов, метод интерпретации. Результаты. В статье представлены промежуточные результаты исследования адаптации региональных систем среднего профессионального образования к новым экономическим условиям. Предложенный набор критериев и показателей может быть полезен органам исполнительной власти в сфере образования, администрации образовательных организаций для выработки стратегии развития в ближайшие годы. В перспективе авторами планируется подготовить соответствующие методические рекомендации. Научная новизна. Применен кластерный подход в анализе управленческих стратегий колледжей и техникумов по обновлению и импортозамещению оборудования. Практическая значимость. Предложен набор критериев и показателей оценки материально-технического обеспечения системы СПО в условиях импортозамещения и построения технологического суверенитета в Российской Федерации.Исследование, проведенное авторами этой статьи, осуществлялось в рамках темы научно-исследовательской работы 11.8-2023-1 «Анализ адаптации региональных систем среднего профессионального образования к новым экономическим условиям», включенной в государственное задание Федерального института развития образования на 2023 год.The study, conducted by the authors of this article, was carried out under the theme of research work 11.8-2023-1 “Analysis of the Regional Secondary Vocational Education Systems Adaptation to New Economic Conditions” included in the state task of the Federal Institute for Development of Education in 2023

Sources of term creation in modern Russian vocational education

The article dwells upon a problem of term creation in publications devoted to modern vocational education. The practice of using such terms as competence and competency is an evidence of an absence of the their proper conceptual comprehension or of terminological substitution

SOFT POWER: TRAINING OF VET TEACHERS AND TRAINERS (RESULTS OF THE RUSSIAN-GERMAN COOPERATION)

Introduction. Nowadays, in Russia the system of interaction between educational institutions and enterprises-employers in training of specialists is being built again after more than a twenty-year period of dissociation. Sharing experiences with other countries on networking and strengthening of education relations with production is very useful for establishing this process. The aim of the publication is to present the results of the Russian-German cooperation in the field of preparation of the qualified pedagogical staff for the system of vocational education as one of the key conditions for ensuring the proper quality of vocational education. Methodology and research methods. The methods involve the methodology of comparative research; methods of collecting empirical information; conceptual and terminological analysis, interpretation, modeling, and problem method. Results. The approaches to preparation of pedagogical staff of the VET system in Germany and Russia are revealed and compared. Specifics of the German model are shown: existence of several skill levels of teachers of vocational education, distribution of zones of their responsibility, variability of providers of additional education, its market nature and minimum participation in its regulation of the state. Features of the modern Russian theory and training experience of instructors of vocational training are described. Despite the existing distinctions of systems of professional education of two countries, the similarity of the Russian and German methods of vocational education is observed. The conclusion is drawn on a community of requirements imposed in Germany and Russia to category of the workers who are carrying out staff training for manufacturing sectors. It is confirmed by the German experts on the basis of the analysis of the standard «Teacher of Vocational Education, Professional Education and Additional Professional Education». Also, the standard was checked and compared to AEVO (the regulatory base defining federal requirements to instructors-teachers in Germany). Scientific novelty consists in justification of modern model of training for VET teachers and trainers. The model provides implementation of variable modular curricula of additional vocational education for VET teachers and trainers. The most fruitful Russian and German experience is integrated; the international requirements and advanced technologies are considered when creating the model of training. Practical significance. Except the model of training for VET teachers and trainers, the education guidance «Methods of Vocational Education» is worked out. The education guidance summary is outlined in the present article

VET STAFFING MODELS DEPENDING ON THE SOCIO-ECONOMIC DEVELOPMENT OF THE RUSSIAN FEDERATION’S REGIONS

Professional and teaching personnel training and the staffing of the secondary vocational education (SVE) system is one of the most important tasks both in the Russian education state policy and in scientific research. The problem of the SVE digital transformation and building the corresponding teachers’ competencies, the legislative requirements for educational activities, the new requirements for SVE teachers in the framework of the federal project "Professionality" are tasks that require balanced decisions at the federal and regional levels. Significant events of the last three years (the COVID-19 pandemic, global economic crisis, challenging foreign policy situation) result in the need to focus on updating the SVE teaching staff competencies. Equally pressing are the “eternal” problems, including the aging of teaching staff and the predominance of female teachers in the secondary vocational education system, ways to rejuvenate teaching staff in the SVE institutions and ways to obtain pedagogical qualifications in secondary vocational education, ensuring targeting and personalization of the teachers’ educational trajectories through additional professional education. The purpose of the preprint is to present the analysis of staffing models for the secondary vocational education system, taking into account domestic and foreign approaches, and to develop proposals for building a perspective model for staffing the secondary vocational education system. The study is based on the methodology of system analysis, uses the methods of comparative analysis, systematization and generalization of scientific literature and educational practice, the modeling method. As a result of the study, the characteristics of the staffing models of the vocational education system were presented based on the analysis of foreign and domestic experience in building and developing staffing requirements for the vocational education and training system. The novelty is connected to the development of proposals for building a future-oriented model of secondary vocational education system staffing. The results of the study can be applied in making decisions on the formation and development of staffing system for secondary vocational education at the federal and regional levels.&nbsp