Interstate Association of Postgraduate Education
The president
What is considered additional professional education? Consequences of incorrect interpretation
What is additional professional education?
First, a few words about how this term appeared.
It was not included in the original version of the Education Law. Moreover, the preamble of the Law states:
“In this Law, education is understood as a purposeful process of education and training in the interests of an individual, society, and the state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state.”
Our Association drew the attention of the developers to the fact that the Law completely lacks such areas of educational activity as advanced training and retraining. And then Article 26 appeared in the draft law - Additional education. However, the preamble has not changed. In accordance with it, “additional education” is not education at all, since it does not provide any level established by the state.
The name “additional education” is to some extent suitable for studies carried out in parallel with the main one, for example, for additional education of children. For subsequent studies, the term does not reflect the essence. Abroad the term “ continuing education » - continuing education. It's more accurate. In addition, it allows you to separate training carried out in parallel with the main one from sequential ones.
To resolve many contradictions, one could use the term “training” along with education ( education and training ). But the Education Law unjustifiably narrowed it. In accordance with Article 21 of the Law, vocational training actually applies to workers who do not even have primary vocational education.
It’s not for nothing that they say, whatever you name a yacht, that’s how it will float. So our additional professional education turned out to be somehow third-rate. Not all benefits and privileges received by education were extended to him. It does not have a completed legislative and regulatory framework. Further education institutions do not participate in the Priority National Project “Education”. The list can be continued.
And all this despite the fact that further education is a key element of lifelong education, which is now talked about so much, including in Russia, and on which in developed countries money is spent even more than on basic education.
The standard Regulations on the educational institution of further professional education for specialists, approved by Government Decrees No. 000 of June 26, 1995 and No. 000 of March 10, 2000, include advanced training, internships, and professional retraining as additional professional education. At the same time, advanced training includes training with a classroom load of at least 72 hours. As a result, the most widespread and most popular studies of up to 72 hours have been excluded from additional vocational education.
For this reason, it turns out that in Russia annually, according to various sources, from 0.7% to 2.5% of the adult population undergo advanced training, while in European countries it is 10 times more. There, the average number of hours a student spends at a desk ranges from 6 to 30 hours per year, which is significantly less than 72 hours.
Limiting the duration of study from below affects not only statistics. For training of less than 72 hours, a license is not required; tax services are trying to force employers to pay the costs of such training out of profit, and the educational institutions conducting it to pay VAT. Although the tax authorities are wrong, this affects the actions of employers and educational institutions.
The incorrectness of the actions of the tax authorities has been repeatedly confirmed by decisions of arbitration courts (see, for example, decisions of the Federal Antimonopoly Service of the North-Western District dated 01.01.2001 No. A/205 and the Volga District dated 01.01.2001 No. A/
05-6/826, dated 01.01.2001 No. A/06, dated 01.01.2001 No./2006-SA1-7).
Indeed, Article 149, paragraph 2 of the Tax Code states that the following are exempt from VAT:
“services in the field of education for non-profit educational organizations to carry out training and production (in the areas of basic and additional education specified in the license) and educational process.”
The license is issued for the right to carry out educational activities according to the educational programs specified in the annex to it.
For example, the application states that the educational institution has the right to carry out advanced training
Name | Level | Normative term of assimilation |
Personnel Management Document management and office work | additional additional | from 72 to 500 hours from 72 to 500 hours |
What is the "direction" specified in the license here? Obviously, “Human Resource Management” and “Document Management and Office Work”.
What is the course “Selected Issues of Personnel Management” of, for example, 16 hours (remember that a license is not required to conduct a course of less than 72 hours)? Obviously, this is a service in the field of education for conducting the educational and production process.
Therefore, according to the Tax Code, no VAT should be charged on this rate.
The collection of VAT increases the cost of study, primarily for citizens, small businesses using a simplified taxation system, non-profit and budget organizations. In fact, the state receives tax only from them, since the rest deduct VAT on short courses from the tax paid to the state.
Thus, the tax received by the state from short courses is not commensurate with the social consequences of its collection.
The actions of tax authorities force educational institutions to use various tricks so that the course volume is estimated at 72 hours, and the user of their services to choose courses of 72 hours or more, even if they contain a lot of unnecessary things.
The employee and the employer, with the exception of individual cases, must decide for themselves to what extent they need to improve their qualifications, all in one place or in parts in different places, at the workplace, independently or, for example, using the Internet.
In many countries, the idea of crediting informal and non-formal learning even when obtaining higher education is being discussed. And in some countries this idea is already being implemented.
It was the desire to take into account all types of learning that put forward the concept of “learning outcomes”, according to which all that matters is what the student knows and can do upon completion of training - no more, no less. It doesn’t matter where, how and over what time the knowledge, skills and abilities were acquired. Moreover, this is so serious that the EU collects reports from member countries on the implementation of this concept.
For additional professional education, this is the only correct path. And if educational authorities in Russia are not yet ready for it, it is necessary to at least remove unnecessary restrictions on the methods of acquiring knowledge, skills and abilities, in particular, reduce or remove the lower limit of mandatory classroom hours. Decree of the Government of the Russian Federation No. 000 of May 6, 2008 “On approval of state requirements for professional retraining, advanced training and internship of state civil servants of the Russian Federation” introduced the concept of short-term advanced training in courses ranging from 18 to 72 hours of classroom hours, which should end with an exam in form of testing. At the same time, a state-issued certificate of short-term advanced training is even issued.
It is not clear why the state, as an employer, allows its employees to improve their skills through short courses, but prevents other employees from doing so.
The importance of additional professional education and the considerations expressed above should be taken into account in the draft federal law “On Education in the Russian Federation,” which is expected to be developed by 2010. In the meantime, it is necessary to rework the Model Regulations on the Additional Educational Institution and make appropriate amendments to the Education Law, already prepared by the working group.
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The Interregional Academy of Construction and Industrial Complex is ready to help you with this. We provide comprehensive services for additional vocational education in Russia, which includes more than 700 original educational programs covering all key sectors. All methods and educational materials of the Academy were developed by a team of competent professionals together with leading specialists from RANEPA under the President of the Russian Federation, the National Research University Higher School of Economics, the Financial University under the Government of the Russian Federation, MSTU. Bauman, MGSU. They are constantly updated and adjusted to take into account changes in current legislation. Tens of thousands of satisfied clients from all regions of Russia annually receive additional professional education at our Academy.
ANO DPO MASPC is a certified organization of additional professional education, the right to conduct educational activities is confirmed by license No. 035298 dated July 14, 2014.
Courses at MASPC are held in various formats. This may be the traditional face-to-face option, when you personally attend classes at the Academy. A distance learning format using unique distance education technologies is also available. In the second case, you will be provided with a personal manager completely free of charge, who will help you create an individual training schedule taking into account your main workload. In addition, he will provide support at every stage of training. To successfully complete the course, you only need a computer with Internet access and
determination.
All training programs were developed at MASPC and have a well-thought-out structure for presenting the necessary educational material for a comprehensive and consistent study of current issues in this profession. The content and scope of the courses fully meets the qualification requirements and professional standards established in accordance with the legal acts of the Russian Federation.
Please note that only citizens who have already completed secondary or higher professional education, confirmed by the presence of valid diplomas, can study at MASPC.
Upon completion of the courses, you receive all the necessary documents of the established form, giving the right to conduct professional activities in the chosen field and confirming your professional suitability.
By choosing ANO DPO MASPC, you get:
Self-education - carried out on the basis of individual educational programs, involves independent design of your educational space and self-management of your educational activities. This type of additional professional training is integrated into the system of continuous professional education and is carried out in close connection with other types of education.
Retraining of specialists - obtaining a second higher education, i.e. mastering a new specialty.
Internship - formation and consolidation in practice of theoretical knowledge, skills and abilities, acquisition of professional and organizational qualities to perform professional duties.
Training - deepening, systematization, updating of professional knowledge, development of practical skills in connection with increasing requirements for the level of qualifications and the need to master new ways of solving professional problems. Advanced training is:
short-term(at least 72 hours) thematic training on the problems of a specific educational institution, which is carried out at the place of the manager’s main work and ends with passing the corresponding exam, test or defense of an essay;
thematic and problem seminars(from 72 to 100 hours) on current issues of professional activity;
long-term(over 100 h) management training for the purpose of in-depth study of current professional problems.
The task of improving the qualifications of specialists is associated with establishing a correspondence between the constantly growing social requirements for the individual and for the professional activities of a specialist and the insufficient level of his readiness to perform his professional and official functions. Hence the most important feature of further education is the correspondence of this type of education to the “challenges” of the time.
Advanced training is a continuous process that has a very complex nature and a unique structure. Continuity of professional development is an organic relationship between two ambiguous processes: specially organized short-term training (which is carried out periodically under the guidance of teachers every five years) and self-education, carried out both during coursework and in the intercourse period.
The relationship between intermittent, periodically repeated course training and continuous self-education gives the subsystem of advanced training specific features that distinguish it from all other subsystems of continuous education.
Course training, taking into account its short duration and frequency, serves as an incentive for self-education and largely orients it in terms of content.
During the coursework, programs of professional and personal achievements are developed, the results of their implementation are analyzed, the most optimal models of intercourse training and self-education are determined, new technologies of self-education are developed and mastered.
Professional retraining specialists are carried out under additional professional educational programs of two types, one of which ensures the improvement of the knowledge of specialists to perform a new type of professional activity, and the other - to obtain additional qualifications.
Professional retraining to perform a new type of professional activity is carried out in the process of mastering additional professional educational programs, which are developed, approved and implemented by the educational institution (or a structural unit of advanced training operating in a university) independently, taking into account the needs of the customer and on the basis of established qualification requirements for specific professions or positions. Professional retraining to obtain additional qualifications is also carried out under additional professional educational programs, formed in accordance with state requirements for the minimum content and level of requirements for specialists to assign additional qualifications. Requirements for the content of additional professional educational programs for professional retraining and advanced training are established by the federal executive body implementing a unified state policy in the field of additional professional education. The procedure for the development and approval of these programs is determined by the charter of the educational institution of further professional education (or special sub-
division of advanced training operating on the basis of the university).
An important condition for the functioning of the additional vocational training system is the continuity of the named types of additional vocational training in ensuring the continuous development of professionalism of specialists. Of particular importance is the tendency to strengthen the relationship between their professional growth and personal development, the integration of motivational, operational and reflective spheres of professional activity. This is determined by the need for the holistic formation and development of a professional’s personality.
The learning process in the further education system
The training of specialists in the further education system is an integral pedagogical system, conditioned in its functioning and development by a variety of objective factors: social, psychological, organizational and pedagogical, material and technical and others. It can be viewed from different positions: as an activity, as a process, as communication, as a relationship between pedagogical leadership and self-management of learning.
From the standpoint of system-activity and personality-oriented approaches, education in the further education system is a collaboration of two (or more) subjects: a teacher and a student (teacher and students; students studying with each other), aimed at achieving educational goals. At the same time, the named learning is a holistic process in which two ambiguous processes merge in organic unity: teaching and learning, designed to develop into co-creation; this is a process of spiritual, moral, mental, emotional and physical interactions necessary for the implementation of educational tasks, and in particular for the creation of “works” of professional culture, author’s projects of professional activity. Teaching and learning are didactic processes associated with the cooperation of the main characters in the learning process - the teacher of the further education system and the student (students), whose goals are united. Teaching and learning in the named system are coordination of actions, communication and mutual understanding, mutual respect and mutual assistance, a common focus on the future and mutual support of students.
Teaching- this is: A value-based attitude towards the student, culture, creativity; humane pedagogical position; caring for the health of the student; creation and constant enrichment of cultural, informational and subject-developing educational environment; giving a personality-oriented, developmental and creative orientation to the content and technology of training; caring for the development and support of the individuality of each student. In addition, teaching is a process of motivated, indirect management of a student’s learning in order to transfer him from the state of a passive listener, performer to the position of an active subject of self-learning, self-development, and self-improvement.
Teaching is aimed at “transforming” the goals, objectives and content of training into the projected goals, objectives and content of their own educational activities by the students themselves. Teaching creates conditions for students to self-organize their own educational trajectory, aimed at self-development of subjectivity.
Due to this teacher in the system of advanced training is called upon to: master the art and science of assisting adults in learning; to help students “grow” their qualities as authors and designers of their educational space. This is due to the acquisition of experience in professional and personal reflection and experience in constructing a trajectory of self-development, etc. The teacher of the further education system is called upon to help in determining the parameters of training and searching for information; in identifying the student’s professional experience and using it in the learning process; in identifying educational needs and determining learning goals; in the selection of training content; in organizing the self-learning process.
Educational technology is a procedural and didactic tool for influencing the content of education on the consciousness, feelings, will and behavior of the individual. The content of additional professional education, focused on the development of professional culture, human potential, subjectivity and creativity of a professional specialist, requires for its implementation appropriate proprietary pedagogical technologies, characteristic features which are: cooperation, dialogicality, active and creative nature, focus on supporting the individuality of a specialist, providing him with the necessary freedom to make independent decisions in the matter of organizing his training, choosing the content and methods of teaching, co-creation of students and trainees. These requirements have the property versatility, they can be attributed to any technology, be it traditional or innovative technology. It is important that its creative “birth” and implementation be carried out in the context of these requirements and serve the achievement of individual educational goals.
Teaching includes awareness and acceptance by the individual of cognitive tasks, planning of activities, its implementation in the process of studying itself, self-control and self-assessment of effective
the value of your work. Learning requires the ability to implement a whole series of actions, which, although not related to the assimilation of educational material, are its necessary prerequisite. Assimilation is an exclusively mental process, while learning is largely a practical activity that manifests itself externally.
The teaching of a subject in the DPO system is characterized by his desire for independence, independence, and self-government. Therefore, the student, as already noted, is called upon to play an active, leading role in the organization of his learning. However, during the learning process it is important to provide him with assistance: in creating the image of a professional specialist; development of positive dynamics of the motivational sphere of the individual; formation of professional values; understanding the purpose of the profession; independent formation of professional goals; development of professional thinking; designing educational problems and ways to solve them; independent search for information; independent acquisition of knowledge, skills, abilities, personality traits necessary to solve vital and professional problems; teaching creativity; in creative independent solving of educational problems, etc.
In this regard, the question arises about training a new type of teacher at universities of the further education system, who is able to perform the following actions:
carry out diagnostics level of professionalism, professional competence of the student. Provide assistance to him in professional and personal reflection;
provide assistance to students in their independent design of individual further educational programs;
create a comfortable psychological atmosphere for learning and provide scientific and methodological support for the educational process,
conduct diagnostic surveys, tracking learning outcomes;
carry out the selection of scientifically based content, organizational forms, methods and means of teaching based on taking into account the individual educational needs of students;
develop human-oriented cultural learning technologies;
consult on the following issues: organization of their educational activities by students themselves; technologies of creative activity; spiritual and moral self-improvement;
develop and use various criteria studying the professional, educational and personal achievements of a specialist;
develop additional educational programs.
In the context of the leading goal of additional professional development (professional and personal development of students), the individual experience of professional and personal self-development of teachers of the named system is extremely important. The conventional “formula” of the activity of a further education teacher is to educate himself, help the student master the technology of self-development and, together with him, “come out” to new ideas, concepts and technologies for the development of objects of professional activity. Of particular importance are the research activities of the teacher of the further education system, his direct scientific and practical contribution to solving current professional problems of students.
A university teacher in the further education system is called upon to perform the functions of a researcher, author and designer of further educational programs; educational process expert; organizer of individual and collective forms of educational activities; mentor, consultant, inspirer of adult learners; creator of favorable learning conditions; source of knowledge, skills, abilities and qualities needed by students. Therefore, the development of the further education system requires the scientific development of models for professional retraining of teachers for the system in question.
1 question General characteristics of professional pedagogicaleducation. Vocational and pedagogical education - sphere
social life, creating conditions for the development of the individual in the process of mastering the values of professional world and national culture. Pedagogical education is the most important component of the entire Russian education system, its one of the key links, which largely, if not to a decisive extent, determines the quality and prospects for its development. As a relatively independent subsystem, teacher education is interpreted in two senses - narrow and broad. Most often, teacher education is considered as a system of training, mainly, specialists in general (preschool, primary, basic and full general) education (teacher education in the narrow sense). In a broad sense, pedagogical education also includes the pedagogical training of all persons involved in the education and upbringing of younger generations (for example, the pedagogical education of parents). Education of persons conducting training in institutions of vocational (primary, secondary and higher) education, as well as in institutions of additional education, including the system of retraining and advanced training. Vocational pedagogical education is a relatively independent type of teacher education. The peculiarity of training and education as an activity of social management is that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people: if a leader (and a teacher is one) does not have proper relationships with those people whom he leads or whom he convinces, then the most important thing in his activities is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in some area (depending on who or what he supervises). A teacher, like any other leader, must know well and imagine the activities of the students whose development process he leads. Thus, the teaching profession requires dual training - human science and special.
2 question Stages of formation and development of the professional education system.
Professional education as a part of social life arises at a certain historical stage and develops in the unity of theoretical and practical components. In this regard, the historical process of development of vocational education is represented, on the one hand, by its institutionalization (the emergence, development, streamlining of public institutions - educational, methodological, managerial, providing primary vocational education), and on the other hand, by the genesis of theoretical, pedagogical and methodological foundations primary vocational education.
The identification of stages allows us to more thoroughly and accurately characterize the dynamics of the development of vocational pedagogical education.
The period from the second half of the 19th century. - 1917 is considered as the time of formation of the system of domestic vocational education. At the first stage(1860 - late 1880) of this period, under the influence of socio-economic, political and socio-cultural factors, there was a rapid quantitative growth of vocational education institutions in the trade, financial, technical, transport, artistic, and agricultural spheres. The weakness of state policy in the field of vocational education at this stage led to the predominant spread of private and public initiatives in this area, “inconsistency” in the content of curricula, programs, and methods that spontaneously arise at training sites. At the same time, 1860 - late 1880s. became a time of increased attention to vocational education on the part of prominent scientists, teachers and public figures (E.N. Andreev, V.K. Della-Vos, A.G. Nebolsin, A.D. Putyata, K.D. Ushinsky, A. L.I. Chuprov, I.I. Yanzhul, etc.). In their works and speeches, ideas appear to increase the effectiveness of vocational education through strengthening general education training, training specialists in several related professions, the unity of the theory and practice of vocational pedagogical education, the use of labor as a means of mental and moral education, and the development of special methodological techniques. However, the practical implementation of these ideas was carried out later. Second phase(late 1880s - early 20th century) is characterized by the streamlining of disparate educational institutions and the formation of a system of primary vocational education. The main achievements of this stage were the adoption of a number of state documents - Laws, Charters, Regulations aimed at establishing compliance of the system of educational institutions with the requirements of economics and pedagogical science, typification, establishment of a single plan for them, preparation period, determination of the ratio of general education and special components of initial vocational pedagogical education of the initial general education level of students, etc. At this time, the separation of lower and secondary training in vocational education institutions began. Educational institutions for women are appearing. The implementation of promising pedagogical ideas of the previous stage in practice begins, and the general education and general technical training of students is improved. The first conceptual framework for the development of primary vocational education is being developed. A number of new theoretical ideas are being formed: special training of teaching staff for vocational education, methodological training of masters; continuity of educational institutions at various levels. The methods of vocational education are being enriched (I.A. Anopov, S.A. Vladimirsky, I.A. Stebut, I.A. Vyshnegradsky, etc.). At the same time, there remain trends towards a small number of state vocational training institutions, a lag between state policy and educational practice, minimization of costs for initial vocational training, and the existence of archaic forms of vocational pedagogical education. Third stage(1910 - 1917) became a time of a qualitative change in the field under study, associated with the strengthening of the role of pedagogical ideas in the development of vocational education, the implementation of reforms of a promising rather than “catch-up” nature. At this time, an innovative type of educational institution was created (polytechnic, technical courses - technical schools), ideas for transforming primary vocational education based on pedology, psychotechnics, and engineering psychology appeared.
Question 3. State educational standard. Specialty curriculum.
One of the modern trends in the development of educational content is its standardization, which is caused by two circumstances. First of all, the need to create a unified pedagogical space in the country, which will ensure a uniform level of general education received by young people in different types of educational institutions. Standardization of the content of education is also determined by the task of Russia’s entry into the system of world culture, which requires taking into account the trends in the development of the content of general education in international educational practice.
The main purpose of standards is to organize and regulate relationships and activities of people, which is aimed at producing products with certain properties and qualities that satisfy the needs of society
Along with the Law “On Education,” the education standard is the main regulatory document that interprets a certain part of the Law. It develops and specifies such characteristics of education as content, its level and form of presentation, indicates methods and forms of measuring and interpreting learning results. The standard ensures the stability of the required level of education, its constant reproduction and improvement, which meets the prospects for the development of society.
The state standard of general secondary education distinguishes three levels: federal, national-regional and school. The federal component determines those standards, the observance of which ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the system of world culture. The national-regional component contains standards in the field of native language and literature, history, geography, art, labor training, etc. They fall under the competence of regions and educational institutions. Finally, the standard establishes the scope of the school component of educational content, reflecting the specifics and focus of the individual educational institution. The federal and national-regional components of the education standard include:
requirements for the minimum necessary training of students within the specified scope of content;
the maximum permissible volume of schoolchildren’s academic workload by year of study. The general structure of the content of education is determined by the standard curriculum, which has developed in a purely empirical manner. The education standard makes it possible to designate not empirically defined educational subjects, but basic educational areas, the set of which is scientifically substantiated. Based on the totality of these areas, which make up the invariant (basic) core of general secondary education, a wide variety of working curricula can be developed.
Syllabus is a state document on the basis of which specialists are trained. Model curriculum- the main document establishing the state component of the relevant educational and professional program. It establishes at the state level the minimum volumes of study hours and cycles (blocks), a list of compulsory disciplines in them, thus providing independence to higher educational institutions in developing the university component of the working curriculum of a given specialty. This document also indicates the qualifications of the graduate, provides additional data (for example, a list of state exams, types of internships, etc.) and notes. Working curriculum- this is a curriculum for a specialty of a particular higher educational institution, developed on the basis of a standard curriculum with its additions and adjustments (in accordance with regulatory documents), taking into account local conditions, specialization, clarifying the calendar structure, stages of the educational process. The requirements for the level of training of graduates are largely determined by the mandatory minimum content of educational and professional programs.
4. Training as a system and as a process. Stages of the learning process. Goals, principles, content of training.
Under training understand the active, purposeful cognitive activity of a student under the guidance of a teacher, as a result of which the student acquires a system of scientific knowledge, skills and abilities, develops an interest in learning, develops cognitive and creative abilities and needs, as well as moral qualities of the individual.
There are several definitions of the concept of “learning process”. “The learning process is the movement of a student under the guidance of a teacher along the path of mastering knowledge” (N.V. Savin).
“The learning process is a complex unity of the teacher’s activities and the activities of students, aimed at a common goal - equipping students with knowledge, abilities, skills, their development and education” (G. I. Shchukina). “The learning process is a purposeful interaction between a teacher and students, during which the tasks of educating students are solved” (Yu. K. Babansky). Different understandings of the learning process indicate that this is a rather complex phenomenon. If we generalize all the above concepts, then learning process can be defined as the interaction of a teacher and students, in which students, with the help and under the guidance of a teacher, realize the motives of their cognitive activity, master a system of scientific knowledge about the world around them and form a scientific worldview, comprehensively develop intelligence and the ability to learn, as well as moral qualities and value guidelines in accordance with personal and public interests and needs.
The learning process is characterized by the following features:
a) purposefulness;
b) integrity;
c) two-sidedness;
c) joint activities of teacher and students;
d) management of the development and education of students;
e) organization and management of this process.
Thus, pedagogical categories "learning" I "learning process"- not identical concepts. Category "education" defines a phenomenon, while a concept "learning process""(or "educational process") is the development of learning in time and space, a consistent change of stages of learning.
The learning process is inherently a didactic process and is always conservative in nature. Today, social values are really changing, so naturally, the goals of education are changing, and its content is changing.
The learning process is a social process that arose with the emergence of society and is being improved in accordance with the development of society. The learning process can be viewed as a process of transferring experience. Consequently, the process of learning in secondary and higher educational institutions can be called the process of transferring the accumulated experience of society to the younger generation. This experience includes, first of all, knowledge about the surrounding reality (knowledge about the world), which is constantly being improved, and ways of applying this knowledge in the practical activities of a person. After all, society understands the world in order to improve practical activities, and at the same time improve the reality around us. For constant development, for constant knowledge of the world, society equips the younger generation with ways of acquiring new knowledge, i.e. ways of understanding the world. And, most importantly, society conveys its attitude to existing knowledge, to the process of learning about the world around us and to the world as a whole.
Constantly improving and developing, the learning process by its nature remains the same as it has always been: a teacher cannot do without a blackboard, a textbook and the teacher’s word. Therefore, a radical reform of the learning process can only occur as a result of the widespread introduction of completely new learning tools (sources of information): for example, computers with appropriate programs; various experiments on learning using hypnotic sleep are currently being conducted. But whether these methods will become available to mass educational institutions is still unclear.
One of the significant features of the learning process is that almost every person has an idea about it, since each of us in our lives has been and is a direct participant in this process. Therefore, teachers involuntarily act in accordance with the stereotypes acquired in childhood, when they were taught, and in adulthood, when they had to teach themselves.
The learning process is a unique system that characterizes the life of human society. Therefore, it has its own fundamental provisions that determine the nature of the learning process and its specificity. For example, even a specific school (or university) is also a system that has its own charter and is guided by some general provisions that determine the nature of its life activity.
The next, no less significant concept of didactics is the content of education. This is a specific amount of knowledge, skills and abilities in a particular academic discipline, which is selected from the relevant areas of knowledge on the basis of existing didactic principles.
Selected information is transmitted to students using certain teaching aids and sources of information (the teacher’s word, textbook, visual and technical aids).
Since the main feature of the learning process is the nature of the activities of the teacher and students, the methods of carrying out these types of activities, which are considered in didactics as teaching methods and are one of the most important concepts of didactics.
The learning outcomes are largely determined by the nature and methods of organizing the activities of teachers and students. They can be individual, group; These include lectures, practical classes, seminars, etc. These are all forms of training.
Stages of the learning process.
Primary diagnosis and updating of students’ previous knowledge. In order for the educational process and progress of teaching to be productive, the teacher quickly establishes business contact with students, finds out the general psychological atmosphere in the class, the level of readiness of the children to learn in this particular lesson, etc. At the same time, in order to rely in the upcoming educational work on the stock of knowledge that the students had previously acquired, the teacher “revitalizes” it with appropriate techniques and methods, making the existing knowledge relevant and important for the present moment.
Setting a goal by the teacher and students’ awareness of cognitive tasks: announcing the topic, asking questions, performing various activating tasks, problems of a problematic and creative nature. This is how students enter an atmosphere of intense cognitive work.
Students' perception and learning of new material. At this stage, different methods and techniques of presentation are used.
Understanding new material (I.F. Kharlamov, N.A. Sorokin, T.A. Ilyina). Some researchers do not consider such cognitive action to be an independent stage of the educational process. For example, M.A. Danilov believes that the process of comprehension is present (must be present!) at all stages of the lesson, so there is no need to single it out as an independent one. There is, of course, a reason for such a judgment.
consolidation and improvement of initially perceived information by students, the formation of new skills and abilities.
Application (M.A. Danilov, N.A. Sorokin, etc.). This link in the educational process involves the connection of theoretical knowledge with practical skills and actions (mental, manual). The value of theoretical knowledge lies precisely in the ability to use it for practical purposes. This is achieved through exercises, problem solving, problem-based and heuristic learning tasks.
It must be said that not all didactic researchers single out this link in the educational process as independent, believing that its application also occurs in its other links.
7. Quality control of acquired knowledge and skills is an important link in the educational process. In the daily educational activities of the teacher, it is a way of feedback,
performs a diagnostic function at the final stage of the educational lesson: how completely, accurately, without distortion and meaningfully the educational material has been learned, what gaps have been discovered in the knowledge of individual students.
8. Correction as a link in the educational process is necessary when, according to the results of diagnostics, deviations from the intended result of cognitive activity are revealed. To correct the situation, the teacher uses other teaching methods and means. Then there is a chance to achieve the goal: learning material by all students at a sufficiently high level.
Some didactic researchers combine this link with the previous control link (Yu.K. Babansky, N.A. Sorokin, I.Ya. Lerner, etc.).
9. Generalization as a link in the educational process completes the previous links and presupposes the assimilation and awareness by students of cause-and-effect relationships in the phenomena of the surrounding world, fragments of which they study, the assimilation of scientific concepts, some laws of the development of nature and society. Knowledge is systematized in a specific academic subject, intra-subject and inter-subject connections are established.
These are the links, or stages, of the educational process. Depending on the purpose of the training session (lesson, practical work, etc.) and the corresponding type of training, not all of these links appear, and sometimes not in the strictly listed sequence.
Learning Objectives.
Determining the goal through the content of the material being studied (study the topic, theorem, paragraph, chapter, etc.). Although such goal setting guides the teacher towards a specific result, it does not make it possible to think through the individual stages of the learning process in the lesson and its design.
Determining goals through the activities of the teacher: introduce, show, tell, etc. Such goals do not provide for the achievement of specific results: what should be achieved in the learning process, what will be the level of knowledge, general development, etc.
Defining goals through the internal processes of student development (intellectual, emotional, personal, etc.): to create interest, develop cognitive activity, develop skills, etc. Goals of this type are too general and their implementation is almost impossible to control.
Determining goals through organizing students’ learning activities in the classroom: solving a problem, completing an exercise, working independently. Although such goals focus on organizing active cognitive activity of students, they cannot always give the expected result.
Basic principles of organization and functioning of the pedagogical process
the principle of a holistic approach to education;
the principle of continuity of education;
the principle of purposefulness in education;
the principle of integration and differentiation of joint activities of teachers and students;
principle of conformity to nature;
The principle of cultural conformity;
the principle of education in activity and in a team;
the principle of consistency and systematicity in training and education;
the principle of unity and adequacy of management and self-government in the pedagogical process;
the principle of optimization - constantly bringing methods and techniques of activity in accordance with the goals and content of the pedagogical process, the real psychological situation.
Principles of learning(other source)
Principles of training(didactic principles) are the basic (general, guiding) provisions that determine the content, organizational forms and methods of the educational process in
9.1. Advanced training programs include:
9.2. Professional retraining programs include:
Structure requirements
10. The structure of the additional professional program must contain the following mandatory sections:
11. The structure of the professional development program should additionally include a section that presents a list of professional competencies within the framework of existing qualifications, the qualitative change of which is carried out as a result of education.
12. The structure of the qualification program must additionally include a section that presents the characteristics of a new type of professional activity (professional level) and (or) comprehensively updated competencies available to the student, indicating professional standards or industry qualification requirements, or organizational standards, or other regulatory documents.
13. The structure of the professional retraining program should include sections that present:
14. The final certification section is included in the structure of all additional professional programs, with the exception of professional development programs.
15. The structure of an additional professional program may include additional sections, the content of which is determined by the organization implementing it independently in accordance with the developed internal act (regulation), unless otherwise established by federal legislation.
16. The conditions for the implementation of additional professional programs should provide opportunities for participants in the educational process to:
17. Requirements for the conditions for providing additional professional programs by teaching staff.
The qualifications of teachers participating in the implementation of additional professional programs must reflect competence in the relevant subject areas of knowledge, teaching methods and technologies.
18. The material and technical conditions for the implementation of additional professional programs must ensure:
19. Educational and methodological support for the additional professional program must include printed and electronic educational resources for all components of the additional professional program, including educational, methodological and specialized literature.
20. Information support for the additional professional program should ensure:
IV. Requirements for learning outcomes
additional professional programs
21. The results of training in additional professional programs are formulated in the form of a measurable and differentiated level of mastering the competencies necessary to perform labor functions within the framework of professional activities.
The differentiated nature of assessment of competencies implies the identification of levels of development of competencies based on professional standards, qualification requirements, EKS, ETKS and other documents recognized in the industry and (or) organizations, associations of organizations, and/or established by the organization implementing additional professional programs.
To determine the level of mastery of competencies, quantitative or qualitative criteria (indicators, indicators) must be formulated and compared with the knowledge, skills, experience and personal qualities acquired by students. Information about the criteria should be open and accessible to all participants in the educational process.
Learning outcomes can be presented in the form of results of professional activities carried out during the educational process, internship, and self-education.
22. For a professional development program, the main learning outcomes must be compared with the competencies that are necessary to perform job functions and lead to a qualitative change in previously existing qualifications.
23. For a qualification program, the main learning outcomes must be compared with the professional knowledge and skills necessary to master a new type of professional activity, competencies that need to be updated within the framework of a previously mastered type of professional activity (professional level).
24. For a professional retraining program, the main learning outcomes must be compared with the levels of development of existing and (or) new competencies that are necessary to acquire a new qualification (area of professional activity), associated professional levels, areas of professional activity and labor functions.
The list of professional competencies for which the main learning outcomes are defined should.
25. For a professional retraining program on the basis of higher education with the assignment of qualifications, learning outcomes must cover all competencies that are necessary to acquire a new qualification (area of professional activity), associated professional levels, types of professional activity and job functions.
The list of professional competencies for which the main learning outcomes are determined must comply with the qualification requirements that are determined by the professional community(s) and recorded in regulatory documents, including professional standards, industry qualification requirements, CES, ETKS.
26. The right to assign additional qualifications, the name and content of which are determined by law (including on the basis of professional and educational standards) by professional, public, international and other authorized organizations, must be exercised in the prescribed manner.
27. It is allowed for organizations (associations of organizations) to introduce their own qualifications.
When assigning your own qualifications, indicating in the title of the qualification the organization (associations of organizations) that established it is mandatory. The learning results must comply with the requirements of the standards of the organization (associations of organizations) or corporate standards.
28. The quality assessment of additional professional programs is carried out in relation to:
29 An organization implementing additional professional programs must ensure that:
30. The organization independently establishes the types and forms of assessing the quality of implemented additional professional programs and their results.
31. When establishing requirements for the content, volume and structure of the final qualifying work and qualifying exam for professional retraining programs, the organization implementing additional professional programs must focus on the national qualification framework, current professional standards and (or) qualification requirements.
32. The procedure for the final certification of students when implementing additional professional programs can be combined with procedures for recognition and (or) independent confirmation of qualifications (certification).
33. The objectives of training and requirements for the content, structure and conditions for the implementation of additional professional programs are established by the organization implementing these programs based on an analysis of training needs, taking into account the national qualification framework, its sectoral or regional development, current professional standards and (or) qualification requirements .
34. Requirements for assessing the quality of additional professional programs and the results of their implementation are approved in the manner prescribed by the educational organization.
35. To evaluate additional professional programs, an educational organization may apply the procedure of professional and public accreditation on a voluntary basis.
36. To ensure the quality of additional professional education, an organization implementing an additional professional program may apply various quality management models. In this case, the assessment of the conformity of the organization’s activities in managing the quality of additional professional education is carried out by external experts or authorized bodies on a voluntary basis.
The Department of Continuing Professional Education implements advanced training and professional retraining programs on a budgetary and contractual basis:
Additional professional education (DPO)
(Article 75,76, 10 No. 273-FZ “On Education in the Russian Federation” dated December 29, 2012; Order dated July 1, 2013 N 499 “On approval of the Procedure for organizing and implementing educational activities in additional professional programs”)
Type of education in the Russian Federation, vocational education, received in addition to secondary vocational or higher education.
The following are allowed to master additional professional programs:
1) persons with secondary vocational and (or) higher education;
2) persons receiving secondary vocational and (or) higher education.
Additional professional education is carried out through the implementation of additional professional development programs and professional retraining programs.
Training
Advanced training is one of the types of additional professional education aimed at updating theoretical and practical knowledge, improving skills and obtaining new competencies, in connection with the constantly increasing requirements for qualifications of specialists.
Persons who have successfully completed the relevant additional professional development program and passed the final certification are issued certificate of advanced training of the established form. When mastering an additional professional program in parallel with obtaining secondary vocational education and (or) higher education, a certificate of advanced training is issued simultaneously with receipt of the corresponding document on education and qualifications.
Professional retraining
Professional retraining is one of the types of additional professional education that allows you to quickly master the competencies necessary to perform a new type of professional activity and/or obtain a new qualification. Professional retraining is carried out taking into account the knowledge available and lacking for work, as well as the requirements for specific professions or positions.
Persons who have successfully completed the corresponding additional professional professional retraining program and passed the final certification are issued Diploma of professional retraining of the established form. When mastering an additional professional program in parallel with obtaining secondary vocational education and (or) higher education, a diploma of professional retraining is issued simultaneously with receipt of the corresponding document on education and qualifications.
