Additional vocational education teaching methodological documents. About additional education

14. Labor market and its characteristics. The price of labor. Forms and systems of wages.

15. Unemployment and its types. Natural rate of unemployment and full employment. State regulation of the labor market.

16.3 Land rent and its types. Differential rent 1 and 2.

17. Investments and national income. The theory of the multiplier.

18. National economy and measurement of its results. Main macroeconomic indicators. GDP, GDP and their components.

20. The market of perfect competition. Firm behavior in a perfectly competitive market.

21. Banks and their role in a market economy. Instruments of monetary policy.

23. State budget and its structure. Budget deficit and public debt.

24.Taxes in a market economy.

25.Fiscal policy of the state and its types.

26. Aggregate demand and aggregate supply. macroeconomic equilibrium.

27.Economic growth, its types and factors.

28. International trade. State foreign trade policy.

29. International movement of capital and its forms.

30. World monetary system. Exchange rate and factors determining it.

9 Question. Practical methods.

16. Levels and forms of implementation of methodological activities.

17. The content and structure of the research activities of a teacher of vocational training.

18. The concept of teaching aids. Classification of teaching aids.

22. Forms of organization of the learning process. Lecture, seminar, practical and laboratory work as forms of organization of educational activities.

23. Industrial practice as a form of organization of educational activities

24. Content of primary vocational education. Types of educational institutions

26. Educational institutions

5. Teaching methods

28. Technology of training specialists in a secondary vocational school

29. Features of additional professional education

30. Types of additional professional education:

self-education - is carried out on the basis of individual educational programs, involves the independent design of their educational space and self-management of their educational activities. This type of APE is integrated into the system of continuing professional education and is carried out in close connection with other types of education.

Retraining of specialists - obtaining a second higher education, i.е. learning a new specialty.

Internship - the formation and consolidation in practice of theoretical knowledge, skills and abilities, the acquisition of professional and organizational qualities for the performance of professional duties.

Training - deepening, systematization, updating of professional knowledge, development of practical skills in connection with the increase in requirements for the level of qualification and the need to master new ways of solving professional problems. Professional development is:

short term(at least 72 hours) thematic training on the problems of a particular educational institution, which is held at the place of the main work of the head and ends with the passing of the relevant exam, test or defense of the abstract;

thematic and problematic seminars(from 72 to 100 hours) on topical issues of professional activity;

prolonged(over 100 h) leadership training for the purpose of in-depth study of topical professional problems.

The task of professional development of specialists is associated with establishing a correspondence between the ever-growing social requirements for the individual and for the professional activity of a specialist and the insufficient level of his readiness to perform his professional and official functions. Hence, the most important feature of CPE is the correspondence of this type of education to the “challenges” of the time.

Professional development is a continuous process, which has a very complex character and a peculiar structure. Continuity of advanced training 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 interrelation of discontinuous, periodically recurring coursework and continuous self-education gives the subsystem of advanced training specific features that distinguish it from all other subsystems of continuous education.

Course studies, taking into account its short duration and periodicity, serve as an incentive for self-education and to a large extent orient it in terms of content.

In the course of course training, 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 of specialists is carried out according to 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 for a new look professional activity is carried out in the process of mastering additional professional educational programs that are developed, approved and implemented by an educational institution (or a structural subdivision for advanced training operating at a university) independently, taking into account the needs of the customer and based on the established qualification requirements for specific professions or positions. Professional retraining for obtaining additional qualifications is also carried out according to additional professional educational programs, formed in accordance with state requirements for the minimum content and level of requirements for specialists for the assignment of additional qualifications. Requirements for the content of additional professional educational programs for professional retraining and advanced training are established by the federal executive body that implements 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 DPO (or a special sub-

division of advanced training, operating on the basis of the university).

An important condition for the functioning of the APE system is the continuity of the named types of APE in ensuring the continuous development of the 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 reflexive spheres of professional activity. This is determined by the need for a holistic formation and development of the personality of a professional.

The learning process in the system of further education

The training of specialists in the APE 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 ratio of pedagogical leadership and self-management by teaching.

From the standpoint of system-activity and student-centered approaches, learning in the APE system is a collaboration of two (or more) subjects: a teacher and a student (teacher and students; students with each other), aimed at achieving educational goals. At the same time, the aforementioned training is a holistic process in which two ambiguous processes merge into an organic unity: teaching and learning, designed to grow into co-creation; it 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 actors in the learning process - the teacher of the CVE system and the student (students), whose goals of activity are combined. Teaching and learning in this system is the coordination of actions, communication and mutual understanding, mutual respect and mutual assistance, a common aspiration for the future and mutual support of students and students.

teaching- is: Value attitude to the student, culture, creativity; humane pedagogical position; care for the health of the student; creation and constant enrichment of the cultural-informational and subject-developing educational environment; giving a personality-oriented, developing and creative orientation to the content and technology of education; concern for the development and support of the individuality of each student. In addition, teaching is a process of motivated, indirect management of the 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, self-improvement.

Teaching is aimed at "transforming" the goals, objectives and content of education into projected goals, objectives and content of their own educational activities by the students themselves. Teaching creates the conditions for self-organization by students of their own educational trajectory, aimed at self-development of subjectivity.

Because of 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" in them the qualities of authors-designers of their educational space. This is due to the acquisition of experience in professional and personal reflection and the experience of building a trajectory of self-development, etc. The teacher of the CVE system is called upon to help determine the parameters of training and search for information; in identifying the professional experience of the student and its use in the learning process; in identifying educational needs and determining the purpose of training; in the selection of training content; in the organization of the self-learning process.

Teaching 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 the FVE, oriented towards the development of professional culture, human potential, subjectivity and creativity of a professional specialist, requires appropriate authoring pedagogical technologies for its implementation, characteristic features which are: cooperation, dialogue, active and creative nature, focus on supporting the individuality of a specialist, providing him with the necessary freedom to make independent decisions on the organization of his training, choosing the content and methods of teaching, co-creation of students and trainees. These requirements are 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.

Doctrine includes awareness and acceptance of cognitive tasks by a person, planning of activities, its implementation in the process of learning itself, self-control and self-assessment of effective

the quality of his work. Teaching requires the ability to implement a number of actions that, although not related to the assimilation educational material, but are a necessary precondition for it. Assimilation is an exclusively mental process, while learning is largely a practical activity that manifests itself outwardly.

The teaching of the subject in the CPE system is characterized by his desire for self-reliance, independence, self-government. Therefore, the student, as already noted, is called upon to play an active, leading role in organizing his teaching. However, in the learning process, it is important to help him: in creating the image of a professional specialist; development of positive dynamics of the motivational sphere of the personality; formation of professional values; understanding the purpose of the profession; independent formation of professional goals; development of professional thinking; designing educational tasks and ways to solve them; independent search for information; self-acquisition of knowledge, skills, personality traits necessary to solve vital and professional problems; teaching creativity; in creative independent solution of educational problems, etc.

In this regard, the question arises of training a new type of teacher of higher education institutions of the AVE system, who is able to perform the following actions:

carry out diagnostics the level of professionalism, professional competence of the student. Assist him in professional and personal reflection;

help students in their independent design of individual educational programs for further vocational education;

create a comfortable psychological atmosphere for learning and provide scientific and methodological support for the educational process,

conduct diagnostic surveys, tracking learning outcomes;

select evidence-based content, organizational forms, methods and means of training based on the individual educational needs of students;

develop human-oriented culturological learning technologies;

consult on the following issues: organization of their educational activities by the students themselves; technologies of creative activity; spiritual and moral self-improvement;

develop and use different criteria study of professional, educational and personal achievements of a specialist;

develop educational programs for further education.

In the context of the leading goal of APE (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 conditional “formula” of the activity of an FPE teacher is to educate oneself, help the student in mastering the technology of self-development and, together with him, “go out” to new ideas, concepts and technologies for the development of objects of professional activity. Of particular importance is the research activity of the teacher of the AVE system, his direct scientific and practical contribution to the solution of urgent professional problems of students.

A university teacher in the FVE system is called upon to perform the functions of a researcher, author-designer of educational programs for FVE; educational process expert; organizer of individual and collective forms of educational activity; mentor, consultant, inspirer of adult learners; creator of favorable learning conditions; a source of knowledge, skills, abilities and qualities necessary for students. Therefore, the development of the AVE system requires the scientific development of models of professional retraining of teachers for the system under consideration.

1 question General characteristics of professional and pedagogicaleducation. Professional 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, one of its key links, which largely, if not decisively, determines the quality and prospects of its development. As a relatively independent subsystem, teacher education is interpreted in two senses - narrow and broad. Most often, teacher education is seen as a system of training, mainly for specialists in general (preschool, primary, basic and complete general) education (pedagogical 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 the 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 additional education, including a system of retraining and advanced training. Vocational pedagogical education is a relatively independent type of pedagogical education. The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not have proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.

2 question Stages of formation and development of the system of vocational education.

Vocational 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 the development of vocational education is represented, on the one hand, by its institutionalization (the emergence, development, ordering of public institutions - educational, methodological, managerial, providing primary vocational education), and on the other hand, the genesis of theoretical, pedagogical and methodological foundations initial vocational education.

The identification of stages makes it possible to more thoroughly and accurately characterize the dynamics of the development of vocational and pedagogical education.

period from the second half of the nineteenth century. - 1917 is considered as the time of formation of the system of national vocational education. At the first stage(1860 - the end of 1880) of this period, under the influence of socio-economic, political and socio-cultural factors, there is a rapid quantitative growth of vocational education institutions in the trade, financial, technical, transport, art, and agricultural fields. The weakness of the state policy in the field of vocational education at this stage led to the predominant spread of private and public initiative in this area, "discordance" in the content of curricula, programs, methods that spontaneously arise in the field of training. However, 1860 - the end of 1880. became a time of increased attention to professional 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. I. Chuprov, I. I. Yanzhul and others). In their works and speeches, ideas appear to increase the effectiveness of vocational education through strengthening general education, training specialists in several related professions, the unity of the theory and practice of vocational and 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(the end of the 1880s - the beginning of the 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, Statutes, Regulations aimed at establishing the compliance of the system of educational institutions with the requirements of economics and pedagogical science, typing, establishing a single plan for them, the period of preparation, determining the ratio of general education and special components of the initial vocational and pedagogical education of the initial general educational level of students, etc. At this time, the division of lower and secondary training in vocational education institutions began. There are educational institutions for women. The implementation in practice of promising pedagogical ideas of the previous stage begins, the general educational and general technical training of students is improving. 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 of various levels. The methods of vocational education are being enriched (I.A. Anopov, S.A. Vladimirsky, I.A. Stebut, I.A. Vyshnegradsky and others). At the same time, there are tendencies towards a small number of state institutions of vocational training, a lag of state policy from educational practice, minimization of costs for initial vocational training, and the existence of archaic forms of vocational and pedagogical education. Third stage(1910 - 1917) was the time of a qualitative change in the area 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 "catching up" nature. At this time, an innovative type is being created. educational institution(polytechnic, technical courses - technical schools), there are ideas of transforming primary vocational education on the basis of pedology, psychotechnics, engineering psychology.

3 question. State educational standard. Academic plan specialties.

One of the modern trends in the development of the content of education is its standardization, which is caused by two circumstances. First of all, the need to create a single pedagogical space in the country, thanks to which a single level of general education will be provided for young people in different types of educational institutions. The standardization of the content of education is also due to the task of Russia's entry into the system of world culture, which requires taking into account trends in the development of content. general education in international educational practice.

The main purpose of standards is the organization and regulation of relations and activities of people, which is aimed at the production of products with certain properties and qualities that meet the needs of society.

Along with the Law "On Education", the standard of education is the main normative document that carries the interpretation of a certain part of the Law. It develops and concretizes such characteristics of education as the content, its level and form of presentation, indicates the methods and forms of measurement and interpretation of learning outcomes. 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.

There are three levels in the state standard of general secondary education: federal, national-regional and school. The federal component determines those standards, the observance of which ensures the unity of the pedagogical space in 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 the native language and literature, history, geography, art, labor training, etc. They fall within the competence of the regions and educational institutions. Finally, the standard establishes the scope of the school component of the content of education, reflecting the specifics and orientation of a particular educational institution. The federal and national-regional components of the education standard include:

requirements for the minimum necessary such training for students within the specified scope of content;

the maximum allowable amount of teaching load for schoolchildren by year of study. The general structure of the content of education is determined by a typical curriculum, which has developed in a purely empirical way. The standard of education makes it possible to designate not empirically assigned academic subjects, but basic educational areas, the set of which is scientifically substantiated. Based on the totality of these areas, which constitute the invariant (basic) core of general secondary education, a wide variety of working curricula can be developed.

Academic plan- this is government document on the basis of which the training of specialists is carried out. Model Curriculum- the main document establishing the state component of the relevant educational and professional program. It establishes at the state level the minimum volume of study hours and cycles (blocks), the 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 graduating specialist, provides additional data (for example, a list of state exams, types of practices, etc.) and notes. Working Curriculum- this is a curriculum of 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. Learning as a system and as a process. Stages of the learning process. Goals, principles, content of training.

Under learning understand the active purposeful cognitive activity of the student under the guidance of a teacher, as a result of which the student acquires a system of scientific knowledge, skills and abilities, he develops an interest in learning, develops cognitive and creative abilities and needs, as well as the moral qualities of the individual.

There are several definitions of the term "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 activities of the teacher and the activities of students aimed at common purpose- arming students with knowledge, skills, and their development and education "(G. I. Shchukina). "The learning process is a purposeful interaction between the teacher and students, during which the tasks of educating students are solved" (Yu. K. Babansky). Different understanding of the learning process indicates 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 the 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 orientations in accordance with personal and public interests and needs.

The learning process is characterized by the following features:

a) purposefulness;

b) integrity;

c) bilateralism;

c) joint activities of the teacher and students;

d) managing the development and education of students;

e) organization and management of this process.

Thus, pedagogical categories "learning" i "learning process" are not identical concepts. Category "education" defines the phenomenon, while the concept "learning process""(or" learning process ") is the development of learning in time and space, the successive change of stages of learning.

The learning process is essentially a didactic process and is always conservative. Today, social values are really changing, therefore, naturally, the goals of education are changing, its content is changing.

The learning process is a social process that arose with the emergence of society and is improved in accordance with the development of society. The learning process can be seen as a process of transferring experience. Consequently, the process of learning in secondary and higher educational institutions can be called the process of transferring accumulated experience by society to the younger generation. This experience includes, first of all, knowledge about the surrounding reality (knowledge of the world), which is constantly being improved, ways of applying this knowledge in practical human activities. After all, society cognizes 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 to acquire new knowledge, i.e. ways of knowing the world. And, most importantly, society also conveys its attitude to the available knowledge, to the process of cognition of the surrounding world 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: the teacher cannot do without a blackboard, a textbook and the words of a teacher. Therefore, a radical reform of the learning process can only occur as a result of the widespread introduction of completely new teaching aids (sources of information): for example, computers with appropriate programs; various experiments are currently being conducted on learning with the help of hypnotic sleep. But whether these methods will become the property of mass educational institutions is still unclear.

One of the essential 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 kind of 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 specifics. For example, even a specific school (or university) is also a system that has its own charter and is guided by some of the most general provisions that determine the nature of its life.

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 based on the existing didactic principles.

The selected information is transmitted to students with the help of certain teaching aids, sources of information (the word of the teacher, teaching aid, visual and technical means).

Since the main feature of the learning process is the nature of the activities of the teacher and students, an important role here is played by the ways 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.

Learning outcomes are largely determined by the nature and methods of organizing the activities of teachers and students. They can be individual, group; these are lectures, and practical classes, and seminars, etc. These are all forms of education.

Stages of the learning process.

Primary diagnostics and updating of previous knowledge of students. In order for the educational process and the course of learning to be productive, the teacher in fast pace establishes business contact with students, finds out the general psychological atmosphere in the class, the level of readiness of children for learning 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 mastered, the teacher “revives” the existing knowledge with appropriate techniques and methods, making the existing knowledge relevant and important for the present moment.

Setting goals by the teacher and students' awareness of cognitive tasks: announcement of the topic, posing questions, performing various activating tasks, tasks of a problematic and creative nature. So students enter the atmosphere of intense cognitive work.

Perception and study by students of new material. At this stage, different methods and techniques of presentation are used.

Comprehension of new material (I.F. Kharlamov, N.A. Sorokin, T.A. Ilyina). Some researchers do not consider such a cognitive action as an independent stage of the educational process. For example, M.A. Danilov believes that the process of comprehension is present (should 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.

strengthening and improvement of the initially perceived information by students, the formation of new skills and abilities.

Application (M.A. Danilov, N.A. Sorokin, etc.). This link of 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 them for practical purposes. This is achieved through exercises, problem solving, problematic and heuristic learning tasks.

It must be said that not all researchers of didactics distinguish this link of the educational process as an independent one, believing that the application occurs in its other links as well.

7. Quality control of acquired knowledge and skills is an important part of the educational process. It is in the daily educational activities of the teacher is a way of feedback,

performs a diagnostic function at the final stage training session: how completely, accurately, without distortion and meaningfully the educational material was mastered, what gaps were found 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 planned result of cognitive activity were found. To correct the situation, the teacher uses other teaching methods and means. Then there is a chance to achieve the goal: the assimilation by all students of educational material 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 involves the assimilation and awareness by students of cause-and-effect relationships in the phenomena of the world around them, the fragments of which they study, the assimilation of scientific concepts, some laws of the development of nature and society. Knowledge is systematized according to a specific subject, intrasubject and intersubject 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, these links do not appear all, and sometimes not in a strictly listed sequence.

Learning objectives.

Definition of the goal through the content of the material being studied (study the topic, theorem, paragraph, chapter, etc.). Such a goal setting, although it orients the teacher to a specific result, does not make it possible to think through the individual stages of the learning process in the lesson, its design.

Determination of goals through the activities of the teacher: to acquaint, 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.

Determination of goals through the internal processes of student development (intellectual, emotional, personal, etc.): generate interest, develop cognitive activity, form skills, etc. Goals of this type are too generalized and their implementation is almost impossible to control.

Determination of goals through the organization of educational activities of students in the lesson: solve a problem, complete an exercise, work independently. Such goals, although they focus on the organization of active cognitive activity of students, however, can not always give the expected result.

Basic principles of organization and functioning pedagogical process

the principle of a holistic approach to education;

the principle of continuity of education;

the principle of purposefulness in education;

principle of integration and differentiation joint activities teachers and pupils;

the principle of natural conformity;

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 is the constant bringing of 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)

Learning principles(didactic principles) are the main (general, guiding) provisions that determine the content, organizational forms and methods of the educational process in

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About additional professional education

Ministry of Education and Science Russian Federation
DEPARTMENT OF STATE POLICY IN THE FIELD OF TRAINING OF WORKING PERSONNEL AND AVE

LETTER

About additional professional education

In connection with the entry into force of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" and numerous requests from educational organizations and organizations that provide training that implement additional professional programs The Russian Ministry of Education and Science sends clarifications on the peculiarities of legislative and regulatory legal support in the field of additional professional education.

Department Director
N.M. Zolotareva

Application. Clarifications on the legislative and regulatory legal support of additional professional education

Abbreviations used:

Federal Law N 273-FZ - Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation";

Order - Order of the Ministry of Education and Science of Russia dated July 1, 2013 N 499 "On approval of the Procedure for organizing and implementing educational activities for additional professional programs" (registered by the Ministry of Justice of Russia dated August 20, 2013, registration N 29444);

DPO - additional professional education;

DPP - additional professional programs.

Question 1. In the definitions of the basic concepts (Article 2 of the Federal Law) subparagraph 3 - training, subparagraph 5 - qualification, subparagraph 12 - vocational education, a new concept of "competence" has appeared. What is its content?

Question 1. In the definitions of the basic concepts (Article 2 of the Federal Law) subparagraph 3 - training, subparagraph 5 - qualification, subparagraph 12 - vocational education, a new concept of "competence" has appeared. What is its content?

Through the concept of "competence" Federal Law N 273-FZ defines the learning outcomes, and also implies a description of qualifications with the help of competencies.

The higher education system has already accumulated some experience in developing and implementing educational programs based on a competency-based approach, and now Federal Law N 273-FZ extends this practice to additional professional education.

You can get acquainted with the main aspects of the competence-based approach in education, including on the Internet, on the websites research center problems of the quality of training of specialists, FGAU "Federal Institute for the Development of Education" and others.

Question 2. How should the implementation of additional educational programs be guided by a competency-based approach, and is this mandatory for short-term programs?

In accordance with Part 4 of Article 76 of Federal Law N 273-FZ, the advanced training program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) improving professional level within existing qualifications.

In accordance with Part 5 of Article 76 of Federal Law N 273-FZ

The structure of the programs should indicate the planned result (clause 9 of Article 2 of the Federal Law N 273-FZ), which is formulated in a competency-based form for all types of LH1, including short-term programs.

It is obvious that organizations implementing additional professional educational programs will need to develop their own regulatory and methodological support that will demonstrate the implementation of the competency-based approach, including the planning of learning outcomes (formation of competency models), assessment of the level of formation of competencies among graduates, etc.

Question 3. In the basic concepts (Article 2 of the Federal Law N 273-FZ), a definition of an exemplary basic educational program is given. Will exemplary, typical additional professional programs be developed for use in the educational process?

Question 3. In basic terms () a definition of an exemplary basic educational program is given. Will exemplary, typical additional professional programs be developed for use in the educational process?

Educational programs are independently developed and approved by the organization implementing educational activities, unless otherwise provided by the Law (Part 5 of Article 12 of Federal Law N 273-FZ).

In the cases established by Federal Law N 273-FZ, the authorized federal state bodies organize the development and approval of exemplary additional professional programs or standard additional professional programs, in accordance with which organizations engaged in educational activities develop appropriate additional professional programs (part 14 of Article 12 of the Federal Law N 273-FZ).

Typical and exemplary programs will be developed for the following cases established by Federal Law N 273-FZ:

Standard additional professional programs in the field of international road transport are approved by the federal executive body responsible for developing state policy and legal regulation in the field of transport (Part 7 of Article 76 of Federal Law N 273-FZ).

Approximate additional professional programs in the field of defense and security of the state, ensuring law and order are developed and approved by the federal state body in whose interests vocational training or additional vocational education is carried out (part 3 of article 81 of the Federal Law N 273-FZ).

Sample Additional Professional Programs medical education and pharmaceutical education are developed and approved by the federal executive body responsible for the development of state policy and legal regulation in the field of healthcare (Part 3 of Article 82 of Federal Law No. 273-FZ).

Typical main programs vocational training and standard additional professional programs in the field of training of civil aviation personnel, ship crew members in accordance with international requirements, as well as in the field of training of railway transport workers directly related to the movement of trains and shunting work, are approved by the federal executive body responsible for development of state policy and legal regulation in the field of transport (part 3 of Article 85 of the Federal Law N 273-FZ).

In order to provide methodological support for the implementation of Federal Law 273-FZ and the Order of the Ministry of Education and Science of Russia, it will present models of advanced training and professional retraining programs. Access to these resources will be free.

Question 4. Is the concept of "student", along with the concept of "listener" applicable in the system of additional professional education?

Students - persons mastering additional professional programs, persons mastering professional training programs, as well as persons enrolled in preparatory departments of educational institutions of higher education (clause 8 of part 1 of article 33 of Federal Law N 273-FZ).

student - individual mastering the educational program (Part 2 of Article 15 of the Federal Law N 273-FZ).

Thus, both concepts can be used in additional professional education.

Question 5. The concept of "individual entrepreneurs engaged in educational activities" has appeared. Do they need to obtain a license to practice education? Can they implement additional professional programs?

Question 5. The concept of "individual entrepreneurs engaged in educational activities" has appeared. Do they need to obtain a license to practice education? Can they implement additional professional programs?

Individual entrepreneurs can carry out educational activities only under basic and additional general education programs and vocational training programs (Part 3 of Article 32 of Federal Law N 273-FZ). The implementation of additional professional programs by individual entrepreneurs is not provided for by Federal Law N 273-FZ.

At the same time, individual entrepreneurs who carry out educational activities directly, that is, individually, have the right not to go through the procedure for licensing educational activities.

Question 6. Is the concept of "teaching worker" applicable to teachers of additional professional education?

The concept of "teaching worker" is applicable to teachers of the FVE. In accordance with Part 21 of Article 2 of Federal Law N 273-FZ, a pedagogical worker is an individual who is in labor, service relations with an organization engaged in educational activities, and performs the duties of training, educating students and (or) organizing educational activities;

Organizations carrying out educational activities for the implementation of educational programs of higher education and additional professional programs provide for the positions of teachers and scientists who belong to scientific and pedagogical workers. Teaching staff belong to the teaching staff of these organizations (Part 1 of Article 50 of the Federal Law N 273-FZ)

Organizations providing training and individual entrepreneurs, their students, teachers employed in organizations providing training, or individual entrepreneurs, are subject to the rights, social guarantees, duties and responsibilities of educational organizations, students and teachers of such educational organizations ( Part 2 of Article 21 of the Federal Law N 273-FZ).

Decree of the Government of the Russian Federation of August 8, 2013 N 687 approved the nomenclature of positions of teaching staff of organizations engaged in educational activities, positions of heads of educational organizations.

Question 7. Federal Law No. 273-FZ does not provide for either federal state educational standards (FSES) or federal state requirements (FGT) in the field of further vocational education. Paragraph 29 of Article 2 of Federal Law N 273-FZ defines ...

Question 7. Federal Law N 273-FZ does not provide for either federal state educational standards (FSES) or federal state requirements (FGT) in the field of further vocational education. Paragraph 29 of Article 2 of Federal Law N 273-FZ defines the quality of education through compliance with the Federal State Educational Standard and the FGT. Does this mean that the quality of education is not determined in AVE?

In accordance with paragraphs 21-22 of the Procedure, the assessment of the quality of additional professional education is carried out in relation to:

compliance of the results of mastering the additional professional program with the stated goals and planned learning outcomes;

compliance of the procedure (process) for organizing and implementing an additional professional program with the established requirements for the structure, procedure and conditions for the implementation of programs;

the ability of the organization to effectively and efficiently carry out activities to provide educational services.

The assessment of the quality of mastering additional professional programs is carried out in the following forms:

internal monitoring of the quality of education;

external independent assessment of the quality of education.

The organization independently establishes the types and forms of internal assessment of the quality of the implementation of additional professional programs and their results.

The requirements for internal assessment of the quality of additional professional programs and the results of their implementation are approved in the manner prescribed by the educational organization.

Organizations on a voluntary basis can apply the procedures for an independent assessment of the quality of education, professional and public accreditation of additional professional programs and public accreditation of organizations.

Question 8. Is additional professional education an integral part of continuing education?

Question 8. Is additional vocational education integral part continuing education?

According to part 2 of article 10 of the Federal Law N 273-FZ, education is divided into general education, vocational education, additional education and vocational training, which ensure the possibility of exercising the right to education throughout life ( continuing education).

Part 6 of Article 10 of Federal Law N 273-FZ defines that additional education includes such subspecies as additional education for children and adults and additional professional education.

At the same time, the education system creates conditions for continuous education through the implementation of basic educational programs and various additional educational programs, the possibility of simultaneously mastering several educational programs, as well as taking into account existing education, qualifications, practical experience in obtaining education.

Thus, it can be unequivocally asserted that CPE belongs to lifelong education (Part 7 of Article 10 of Federal Law No. 237-FZ*).
________________
*Probably an original error. It should read "Federal Law N 273-FZ". - Database manufacturer's note.

Question 9. Additional education includes additional adult education and additional vocational education. Is additional vocational education additional adult education?

Additional education includes such subspecies as additional education for children and adults, as well as additional professional education (part 6 of Article 10 of Federal Law N 273-FZ). Thus, additional vocational education is an independent subspecies of additional education.

Question 10. Programs of additional professional education include advanced training and professional retraining programs. Does Federal Law N 273-FZ set the scope for these types of programs?

Question 10. Programs of additional professional education include advanced training and professional retraining programs. Does Federal Law N 273-FZ establish volume for these types of programs?

The volume of development of the DPP is established by the Procedure. Clause 12 of the Procedure defines the minimum allowable amount of DPP development. So for advanced training programs, the period of development cannot be less than 16 hours, and the period of development of professional retraining programs - less than 250 hours.

Question 11. Federal Law N 273-FZ states that licensing of educational activities is carried out according to subtypes of additional education. What is meant by this? What subspecies of additional education can be implemented by professional

Question 11 Federal Law N 273-FZ states that licensing of educational activities is carried out according to subspecies of additional education. What is meant by this? What subspecies of additional education can be implemented by professional educational organizations?

In accordance with Part 6 of Article 10 of Federal Law N 273-FZ, additional education includes such subspecies as additional education for children and adults and additional professional education.

According to Part 4 of Article 23 of Federal Law N 273-FZ, professional educational organizations have the right to carry out educational activities in the following educational programs, the implementation of which is not the main purpose of their activities - these are additional professional programs and additional general educational programs.

In accordance with Part 2 of Article 75 of Federal Law N 273-FZ, additional general education programs are divided into general developmental and pre-professional programs. Additional general developmental programs are implemented for both children and adults. Additional pre-professional programs in the field of arts, physical culture and sports are implemented for children.

Question 12. Part 1 of Article 15 of Federal Law N 273-FZ provides for a network form of educational programs. Is it applicable to the system of additional professional education?

Question 12. Part 1 of Article 15 of Federal Law N 273-FZ provides for a network form of educational programs. Is it applicable to the system of additional professional education?

The network form for the implementation of educational programs (hereinafter referred to as the network form) provides the opportunity for students to master the educational program using the resources of several organizations engaged in educational activities, including foreign ones, and, if necessary, using the resources of other organizations. In the implementation of educational programs using the network form, along with organizations engaged in educational activities, scientific organizations, medical organizations, cultural organizations, sports and other organizations that have the resources necessary for the implementation of training, training and industrial practice and the implementation of other types of educational activities provided for by the relevant educational program (Part 1 of Article 15 of the Federal Law N 273-FZ).

This article provides for a network form of implementation of any type of educational programs, including programs of additional professional education.

Question 13. Is it possible to use e-learning and distance learning technologies in educational institutions of additional professional education?

Question 13. Is it possible to use e-learning and distance learning educational technologies in educational institutions of additional professional education?

The use of e-learning and distance learning technologies (hereinafter referred to as DOT) in educational institutions of the CPE is possible if conditions are created in the CPE organizations that meet the requirements of Article 16 of the Federal Law N 273-FZ.

At the same time, organizations engaged in educational activities have the right to use e-learning, DOT in the implementation of educational programs in the manner established by the federal executive body that performs the functions of developing state policy and legal regulation in the field of education.

Question 14. Can the library fund of an educational organization of additional professional education be completed only with electronic educational publications?

In accordance with Federal Law N 273-FZ, in order to ensure the implementation of educational programs, libraries are formed in organizations engaged in educational activities, including digital (electronic) libraries that provide access to professional databases, information reference and search systems, as well as other information resources.

In accordance with Part 1 of Article 18 of Federal Law N 273-FZ, the library fund must be completed with printed and (or) electronic educational publications (including textbooks and teaching aids).

Question 15

Question 15. If additional vocational education is an integral part of additional education, then can an organization of additional education conduct educational activities according to the DPP, and an organization of additional vocational education - according to additional general educational programs?

In accordance with Part 3 of Article 23 of Federal Law N 273-FZ, the following types of educational organizations are established in the Russian Federation that implement additional educational programs:

1) organization of additional education - an educational organization that, as the main goal of its activities, carries out educational activities in additional general educational programs;

2) organization of additional vocational education - an educational organization that, as the main goal of its activities, carries out educational activities in additional professional programs.

Educational organizations of additional education have the right to carry out educational activities in the following educational programs, the implementation of which is not their main goal: educational programs for preschool education, vocational training programs ().

Educational organizations of additional vocational education, in accordance with paragraph 6 of part 4 of article 23 of Federal Law N 273-FZ, can also carry out training programs for scientific and pedagogical personnel, residency programs, additional general education programs, and vocational training programs.

Question 16. Is it possible to involve persons who do not have academic degrees and titles in the educational process in organizations of additional professional education?

In accordance with Part 1 of Article 46 of Federal Law N 273-FZ, persons who meet the qualification requirements specified in the qualification reference books and (or) professional standards have the right to engage in pedagogical activities. Thus, persons who do not have academic degrees and titles can participate in the educational process of additional professional education organizations.

For the position of "teacher" by order of the Ministry of Health and social development of the Russian Federation dated January 11, 2011 N 1n "On approval of the Unified Qualification Handbook for Managers, Specialists and Employees, Section" Qualification characteristics positions of managers and specialists of higher professional and additional professional education" the following qualification requirements are established: higher professional education and at least 1 year of work experience in an educational institution, with postgraduate professional education (postgraduate study, residency, adjuncture) or degree Candidate of Sciences - without presenting requirements for work experience.

Question 17. Do I need state accreditation for additional professional programs?

Question 17. Do I need state accreditation for additional professional programs?

Federal Law N 273-FZ does not provide for state accreditation of educational activities for additional professional programs. In accordance with Part 8 of Article 108 of Federal Law N 273-FZ, from the date of its entry into force, the certificate of state accreditation in terms of additional professional educational programs with state accreditation is recognized as invalid for all educational organizations.

Question 18

Question 18. What are the features of licensing VNR programs in connection with the introduction of Federal Law N 273-FZ?

In connection with the entry into force of the Federal Law N 273-FZ, all educational organizations will change their license, while appropriate changes must be made to the annexes to the license. The content of the Law (Part 1 of Article 91; subparagraph 5 of Part 5 of Article 108, Part 7 of Article 108) says that after its adoption, educational organizations operate on the basis of licenses issued earlier, taking into account the norms of the new Law.

Part 4 of Article 91 of Federal Law N 273-FZ provides that the annex to the license to carry out educational activities for additional professional programs will indicate only a subtype of additional education (in this case, additional professional education) without listing the entire list of implemented additional professional programs. Also, for additional vocational education, the requirement to indicate in the annex to the license information about the addresses of places where educational activities are carried out is excluded.

Question 19. How will the content of additional professional programs be determined?

Question 19. How will the content of additional professional programs be determined?

The content of the additional professional program is determined by the educational program developed and approved by the organization carrying out educational activities, unless otherwise specified, taking into account the needs of the person, organization, on whose initiative additional professional education is carried out (Part 6 of Article 76 of the Federal Law N 273-FZ).

At the same time, organizations that carry out educational activities on additional professional programs should be guided by the following when developing them.

The content of additional professional programs should take into account professional standards, qualification requirements specified in the qualification reference books for relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary for the performance official duties, which are established in accordance with federal laws and other regulatory legal acts of the Russian Federation on public service.

In addition, part 10 of Article 76 of Federal Law N 273-FZ provides that professional retraining programs are developed on the basis of established qualification requirements, professional standards and the requirements of the relevant federal state educational standards secondary vocational and (or) higher education to the results of the development of educational programs.

Question 20. What are the requirements for the structure of DNI?

Question 20. What are the requirements for the structure of DNI?

Requirements for the structure of additional professional educational programs are determined by Federal Law N 273-FZ and the Procedure. The structure of the additional professional program includes the goal, planned learning outcomes, curriculum, calendar curriculum, work programs for subjects, courses, disciplines (modules), organizational and pedagogical conditions, attestation forms, assessment materials and other components (Part 9 of Article 2 of the Federal Law N 273-FZ). The curriculum of the additional professional program determines the list, labor intensity, sequence and distribution of academic subjects, courses, disciplines (modules), other types of educational activities of students and the form of certification (clause 9 of the Procedure).

In accordance with paragraph 6 of the Procedure: in the structure of the advanced training program, a description of the list of professional competencies within the framework of the existing qualifications, a qualitative change of which is carried out as a result of training, should be presented.

The structure of the professional retraining program should include:

characteristics of the new qualification and related types of professional activity, labor functions and (or) skill levels;

characteristics of competencies to be improved, and (or) a list of new competencies formed as a result of mastering the program.

Question 21. What is the status of an internship in the field of FVE?

Question 21. What is the status of an internship in the field of FVE?

In Federal Law N 273-FZ, the internship is singled out as a form of implementation of additional professional programs, and not separate view additional professional educational program.

According to Part 12 of Article 76 of Federal Law N 273-FZ, an additional professional program can be implemented in the forms provided for by Federal Law N 273-FZ, as well as in whole or in part in the form of an internship.

Clause 13 of the Procedure describes this form of implementation of the DPP, the content of the internship is determined by the organization, taking into account the proposals of organizations that send specialists for internships, the content of additional professional programs.

The terms of the internship are determined by the organization, independently based on the objectives of the training. The duration of the internship is agreed with the head of the organization where it is held.

The internship is individual or group and may include activities such as:

independent work with educational publications;

acquisition of professional and organizational skills;

study of the organization and technology of production, work;

direct participation in planning the work of the organization;

work with technical, regulatory and other documentation;

performance of functional duties of officials (as a temporary acting or understudy);

participation in meetings, business meetings.

Based on the results of the internship, the trainee is issued a qualification document depending on the additional professional program being implemented.

Question 22. What are the requirements for documents that are issued as a result of mastering additional professional programs?

General requirements for qualification documents are established in paragraph 2 of Article 60 of Federal Law N 273-FZ.

Qualification documents are drawn up in the state language of the Russian Federation, unless otherwise provided by this federal law, Law of the Russian Federation of October 25, 1991 N 1807-1 "On the languages of the peoples of the Russian Federation", and are certified by the seals of organizations engaged in educational activities.

Qualification documents can also be issued on foreign language in the manner prescribed by organizations engaged in educational activities.

Based on the results of mastering additional professional programs, a qualification document is issued, a sample of which is independently established by organizations engaged in educational activities.

Paragraph 1 of Part 10 of Article 60 of Federal Law N 273-FZ determines that a qualification document confirms the improvement or assignment of qualifications based on the results of additional professional education (confirmed by a certificate of advanced training or a diploma of professional retraining).

In accordance with clause 19 of the Procedure, a qualification document is issued on a form that is a counterfeit-proof printing product, the sample of which is independently established by the organization.

Question 23. Who establishes the procedure for approving the forms of qualification documents?

Question 23. Who establishes the procedure for approving the forms of qualification documents?

An educational institution develops a procedure for approving the forms of qualification documents on its own and fixes this procedure with a local act of the organization.

Question 24. Will it be possible to issue certificates after September 1, 2013?

In accordance with Part 15 of Article 60 of Federal Law N 273-FZ .... * to persons who have mastered educational programs for which final certification is not provided, documents on training according to the model and in the manner that are established by these organizations independently.

________________

Question 25. Does the organization have the right to enroll for advanced training and issue a certificate of advanced training to students with secondary general or primary vocational education from September 1, 2013?

Question 25. Does the organization have the right to enroll for advanced training and issue a certificate of advanced training to students with secondary general or primary vocational education from September 1, 2013?

In accordance with Part 2 of Article 76 of the Federal Law N 273-FZ, 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.

Thus, the admission of students to study under the DPP with secondary general education is not allowed, with the exception of persons studying in the main professional educational programs of secondary vocational and higher education.

Question 26. Are there professional development programs that will require coordination with Ministries and departments from September 1, 2013? Will there be a register of such programs?

Coordination with Ministries and departments will require additional professional programs containing information constituting a state secret, as well as additional professional programs in the field of information security.

According to Part 8 of Article 76 of Federal Law N 273-FZ, the procedure for developing additional professional programs containing information constituting state secrets and additional professional programs in the field of information security is established by the federal executive body that performs the functions of developing state policy and legal regulation in in the field of education, in agreement with the federal executive body in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.

Question 27. What documents must be required for admission to study under FVE programs from people from near and far abroad?

In accordance with Part 1 of Article 78 of Federal Law N 273-FZ, foreign citizens and stateless persons have the right to receive education in the Russian Federation in accordance with international treaties of the Russian Federation and Federal Law N 273-FZ.

1) If an applicant has a document from an educational institution listed under Government Decree N 1624-r dated September 19, 2013, then he is accepted on an equal basis with citizens of the Russian Federation.

2) Foreign citizens who are compatriots living abroad have the right to receive secondary vocational education, higher education and additional professional education on an equal basis with citizens of the Russian Federation, provided they comply with the requirements provided for by Article 17 of the Federal Law of May 24, 1999 N 99-FZ "On State policy of the Russian Federation towards compatriots abroad" (Part 4 of Article 78 of Federal Law N 273-FZ).

3) Interstate agreements signed by the Russian Federation and the former republics of the USSR can be taken into account.

Documents about foreign education and (or) foreign qualifications recognized in the Russian Federation must be legalized and translated into Russian in accordance with the procedure established by the legislation of the Russian Federation, unless otherwise provided by an international treaty of the Russian Federation (Part 13 of Article 107 of Federal Law No. 273-FZ).

Question 28

Question 28

From September 1, 2013, persons who have successfully mastered the relevant additional professional program and passed the final certification are issued a certificate of advanced training and (or) a diploma of professional retraining (Part 16 of Article 76 of Federal Law N 273-FZ).

The document, which is issued on the basis of the results of the development of the DPP, is certified by the seal of the educational organization, which is enshrined in the Charter of the organization.

Question 29. Is there a difference in the documents that are issued on the basis of mastering professional retraining programs that allow you to carry out a new type of professional activity confirm the assignment of a new qualification?

Question 29. Is there a difference in the documents that are issued on the basis of the development of professional retraining programs that allow the new kind professional activities confirm the assignment of a new qualification?

In accordance with paragraph 5 of Article 76 of Federal Law N 273-FZ, the professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity, acquiring a new qualification.

Considering that the form of the qualification document (professional retraining diploma) is determined by the organization independently, then various versions of document samples can be defined that use different versions of records:

assignment of a new qualification (indication of the name of the qualification);

assignment of a new qualification (indication of the name of the qualification) and performance of a new type of professional activity (indication of a new type of professional activity);

performance of a new type of professional activity (indication of a new type of professional activity) within the framework of the previously existing qualification.

The organization independently decides on the formalization of entries in the professional retraining diplomas.

Question 30. By what sign or principle can it be determined that a professional retraining program is being implemented or developed as part of the main educational program?

Such a sign is the presence of learning outcomes in professional retraining programs that correlate with the learning outcomes (competences) formulated in the federal state educational standards for vocational education and (or) the main educational programs for vocational education and are aimed at acquiring a new qualification.

Question 31. What is the difference between "e-learning" and "distance learning technologies"?

Question 31. What is the difference between "e-learning" and "distance learning technologies"?

According to Part 1 of Article 16 of the Federal Law N 273-FZ, e-learning is understood as the organization of educational activities using the information contained in databases and used in the implementation of educational programs and providing its processing information technologies, technical means, as well as information and telecommunication networks that ensure the transmission of the specified information over communication lines, the interaction of students and teachers.

Distance educational technologies are understood as educational technologies implemented mainly with the use of information and telecommunication networks with indirect (at a distance) interaction between students and teachers.

E-learning does not require the interaction of students and teachers.

Question 32

Question 32 Federal Law of July 21, 2005 N 94-FZ "On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs" can additional professional programs be implemented based on network interaction at the request of state and municipal customers?

The customer can indicate in the terms of reference that the program is implemented in a network form. The contractor shall attach to the application an agreement on joint activities of educational and other organizations. According to Part 3 of Article 16 of Federal Law N 273-FZ, the agreement on the network form of educational programs implementation specifies:

1) type, level and (or) focus of the educational program (part of the educational program of a certain level, type and focus), implemented using the network form;

2) the status of students in the organizations specified in part 1 of this article *, the rules for admission to study in an educational program implemented using the network form, the procedure for organizing academic mobility of students (for students in basic professional educational programs) mastering an educational program implemented with using the online form;

________________
* The text of the document corresponds to the original. - Database manufacturer's note.

3) the conditions and procedure for the implementation of educational activities under the educational program implemented through the network form, including the distribution of responsibilities between the organizations specified in part 1 of this article*, the procedure for implementing the educational program, the nature and amount of resources used by each organization implementing educational programs through the online form;

________________
* The text of the document corresponds to the original. - Database manufacturer's note.

4) issued document or documents on education and (or) qualification, document or documents on education, as well as organizations engaged in educational activities, which issue these documents;

5) the term of the contract, the procedure for its amendment and termination.

Please note that from January 1, 2014, the Federal Law of April 5, 2013 N 44-FZ "On the contract system in the field of procurement of goods, works, services to meet state and municipal needs" comes into force, according to which it becomes invalid Federal Law of July 21, 2005 N 94-FZ "On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs" .

Question 33. What is the mechanism for creating organizations that carry out professional public and public accreditation?

Decree of the Government of the Russian Federation N 286 dated March 30, 2013 "On the formation of an independent system for assessing the quality of work of organizations providing social services" created legal basis to organize public-state councils, which will have the authority to create accreditation agencies in various areas.

The rules approved by this Government Decree determine the procedure for the formation of an independent system for assessing the quality of the work of organizations providing social services, carried out with the participation and on the basis of the opinion of public organizations, professional communities, funds mass media, specialized rating agencies and other experts in order to improve the quality of the work of these organizations.

Question 34. Is it planned to develop professional standards in the field of education?

Question 34. Is it planned to develop professional standards in the field of education?

The order to approve at least 800 professional standards is given in Decree of the President of the Russian Federation of May 7, 2012 N 597 "On measures to implement state social policy" .

Decree of the Government of the Russian Federation dated November 29, 2012 N 2204-r approved a plan for the development of professional standards for 2012-2015.

The Ministry of Education and Science of Russia approved the Schedule for the development of professional standards for 2013-2014 (dated July 9, 2013 N DL-14/06), including ....* professional standards in the field of education and science:

________________
*The text of the document corresponds to the original. - Database manufacturer's note.

teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher);

specialist in the field of education (activities for the social and pedagogical support of students);

teacher (pedagogical activity in professional education, additional professional education, additional education);

specialist in the field of educational psychology (activities for the psychological and pedagogical support of students);

head of an educational organization (management in the field of education);

head of a scientific organization (management of scientific research);

scientific worker (scientific (research) activity).

Question 35. What is the mechanism for reimbursement of costs to educational organizations for the training of retired military personnel as part of the experiment in 2012-2014?

The regulation on conducting an experiment in 2012-2014 on the training of discharged military personnel based on the provision of state nominal educational certificates was approved (hereinafter referred to as the Regulation

Part 9 of the Regulations establishes that the reimbursement of expenses of educational institutions within the framework of the experiment is carried out by the Ministry of Education and Science of the Russian Federation in the amount of standard costs for the provision of educational services provided by educational institutions within the framework of the experiment under professional retraining programs based on secondary vocational and higher professional education by providing subsidies from federal budget budgetary and autonomous institutions for the specified purposes in accordance with paragraph two of part 1 of Article 78_1 of the Budget Code of the Russian Federation in the prescribed manner.

If the cost of training under a professional retraining program exceeds the standard costs for the provision of educational services provided by educational institutions as part of the experiment under professional retraining programs based on secondary vocational and higher professional education, the cost of training in excess of the standard costs is reimbursed at the expense of the certificate holder and (or) another individual (legal) person in accordance with the legislation of the Russian Federation (Part 12 of the Regulations).

Question 36: How is the selection of discharged military personnel in the framework of the experiment in 2012-2014?

Question 36: How is the selection of discharged military personnel in the framework of the experiment in 2012-2014?

The regulation on conducting the experiment in 2012-2014 was approved by Decree of the Government of the Russian Federation of May 21, 2012 N 501 (hereinafter referred to as the Regulation) and entered into force on June 5, 2012. In accordance with the specified resolution, it is necessary to ensure the creation of conditions for the training of at least 2,000 discharged military personnel during the period of the experiment.

The selection of discharged military personnel for participation in the experiment on training discharged military personnel on the basis of the provision of state nominal educational certificates is carried out in the manner and in accordance with the criteria established by the Russian Ministry of Defense, the Russian Ministry of Internal Affairs, the Russian Emergencies Ministry and the Federal Security Service of Russia, from among the military personnel undergoing military service under the contract , for which the following requirements are simultaneously met:

the total duration of military service in calendar terms is 5 years or more, not counting the time of training in the military educational institutions higher professional and (or) secondary professional education;

the serviceman being dismissed has higher professional or secondary professional education;

dismissal from military service on grounds that provide for the achievement of the age limit for military service military service, expiration of the contract, as well as for health reasons and organizational and staffing activities.

In accordance with part 2 of the Regulations, a certificate is understood as a personal document confirming the right of its owner to additional measures of state support in terms of paying for his education in an additional professional educational program for professional retraining (hereinafter referred to as the professional retraining program).

The certificate is issued to a dismissed serviceman when he is excluded from the lists of personnel of a command body, military unit, ship, institution, organization of the Armed Forces of the Russian Federation, other troops, military formations and bodies in the manner established by the Ministry of Defense of Russia, the Ministry of Internal Affairs of Russia, the Ministry of Emergency Situations of Russia and the FSO of Russia, respectively (Part 3 of the Regulations).

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1 Regulatory and legal documents in the field of additional professional education

2 Advanced development of the system of continuing professional education The concept of long-term socio-economic development of the Russian Federation for the period up to 2020 Decree of the President of the Russian Federation of May 7, 2012 596 "On the long-term state economic policy" Decree of the President of the Russian Federation of May 7, 2012 597 " On Measures for the Implementation of State Social Policy” Decree of the President of the Russian Federation of May 7, 2012 No. 599 “On Measures for the Implementation of State Policy in the Field of Education and Science” State Program of the Russian Federation “Development of Education” for years Strategy innovative development Russian Federation for the period up to 2020

3 Decree 599 Lifelong Education Decree of the President of the Russian Federation 599 “On Measures for the Implementation of State Policy in Measures for the Implementation of State Social Policy” 2015 - 37 percent training, in total strength of the population of this age group employed in the economy” State Program of the Russian Federation “Development of Education” for years” 2015 - 37 percent 2016 - 41 percent “coverage of the population by programs of additional professional education ( specific gravity of the employed population at the age of 12 years who have undergone advanced training and (or) retraining in the total number of the population employed in the economy of this age group)" of the Strategy for Innovative Development of the Russian Federation for a period of up to a year - 40 percent "the share of the population participating in continuous education (over the last 12 months), among respondents aged 25 to 64 years"

4 FZ-273 Article 76. Additional professional education 6. The content of an additional professional program is determined by the educational program developed and approved by the organization engaged in educational activities, unless otherwise provided by this Federal Law and other federal laws, taking into account the needs of a person, organization, on the initiative providing additional vocational education. 9. The content of additional professional programs must take into account professional standards, qualification requirements specified in the qualification reference books for the relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary for the performance of official duties, which are established in accordance with federal laws and other normative legal acts of the Russian Federation on public service. 10. Professional retraining programs are developed on the basis of the established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education for the results of mastering educational programs.

5 FZ-273 Standard and exemplary DPP Standard additional professional programs in the field of international road transport (Article 76) Exemplary additional professional programs in the field of defense and state security, law enforcement (Article 81) Exemplary additional professional programs of medical education and pharmaceutical education ( article 82) Standard basic professional training programs and standard additional professional programs in the field of training of civil aviation personnel, crew members in accordance with international requirements, as well as in the field of training of railway workers directly related to train traffic and shunting work (Article 85)

6 FZ-273 Article 76. Additional professional education 14. The development of additional professional educational programs ends with the final certification of students in the form determined by the organization carrying out educational activities independently. 15. Persons who have successfully mastered the relevant additional professional program and passed the final certification are issued a certificate of advanced training and (or) a diploma of professional retraining. 16. When mastering an additional professional program in parallel with obtaining secondary vocational education and (or) higher education, a certificate of advanced training and (or) a diploma of professional retraining is issued simultaneously with the receipt of the corresponding document on education and qualifications.

7 METHODOLOGICAL SUPPORT methodological recommendations (explanations) on the features of legislative and regulatory legal support in the field of additional professional education (letters dated October 8, 2013; dated May 20, 2014 AK-1427/06) methodological recommendations for the development, filling, accounting and storage forms of documents on qualifications (letter dated February 21, 2014 AK-314/06, AK-316/06) guidelines on the use of e-learning, distance learning technologies in the implementation of additional professional educational programs (letter dated April 10, 2014) guidelines on the development of basic professional educational programs and additional professional programs based on professional standards (dated January 22, 2015 DL-1/05) guidelines for the implementation of additional professional advanced training programs in the field of procurement (letter dated March 12, 2015 AK-552 /06 and 5593-EE/628i)

8 METHODOLOGICAL SUPPORT methodological recommendations for the development, filling out, recording and storage of forms of qualification documents (letter dated March 12, 2015 AK-608/06, AK-609/06, AK-610/06) implementation of additional professional programs methodological recommendations for the implementation of additional professional programs using distance learning technologies, e-learning methodological recommendations for the implementation of additional professional programs in a network form methodological recommendations-explanations for the development of additional professional programs based on professional standards in the field of further education

Regulatory Framework for the Implementation of Additional Professional Education Ph.D., Associate Professor, Deputy Head of the Department of Basic and Additional Educational Programs of the UMU, RANEPA Klemina I.E.

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1. Additional professional education is aimed at meeting the educational and professional needs, Professional Development of a person, ensuring that his qualifications correspond to the changing conditions of professional activity and the social environment.

2. Additional professional education is carried out through the implementation of additional professional programs (training programs and professional retraining programs).

3. 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.

4. The advanced training program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) raising the professional level within the framework of the existing qualification.

5. The professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity, acquiring a new qualification.

6. The content of the additional professional program is determined by the educational program developed and approved by the organization carrying out educational activities, unless otherwise established by this Federal Law and other federal laws, taking into account the needs of the person, organization, on whose initiative additional professional education is carried out.

7. Typical additional professional programs are approved:

1) the federal executive body responsible for the development of state policy and legal regulation in the field of transport - in the field of international road transport;

2) by the federal executive body authorized to exercise the functions of legal regulation in the field of maintaining the state real estate cadastre, cadastral registration and cadastral activities, - in the field of cadastral activities;

3) by the federal executive body in the field of industrial safety in agreement with the federal executive body authorized to solve problems in the field of protecting the population and territories from emergencies - in the field of industrial safety of hazardous production facilities.

(see text in previous edition)

7.1. Standard additional professional programs in the field of assessing the compliance of cash registers and technical means of the operator of fiscal data (applicant for permission to process fiscal data) with the requirements for them are approved by the federal executive body authorized to control and supervise the use of cash registers.

8. The procedure for developing additional professional programs containing information constituting a state secret and additional professional programs in the field of information security is established by the federal executive body responsible for developing state policy and legal regulation in the field of education, in agreement with the federal executive body. authorities in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.

9. The content of additional professional programs must take into account professional standards, qualification requirements specified in the qualification reference books for the relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary for the performance of official duties, which are established in accordance with federal laws and other normative legal acts of the Russian Federation on public service.

10. Professional retraining programs are developed on the basis of the established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education for the results of mastering educational programs.

11. Training in additional professional programs is carried out both at a time and continuously, and in stages (discretely), including through the development of individual subjects, courses, disciplines (modules), internships, the use of network forms, in the manner established by the educational program and (or) an agreement on education.

12. An additional professional educational program may be implemented in the forms provided for by this Federal Law, as well as in full or in part in the form of an internship.

13. Forms of training and terms for mastering additional professional programs are determined by the educational program and (or) the agreement on education.

14. The development of additional professional educational programs ends with the final certification of students in the form determined by the organization carrying out educational activities independently.

15. Persons who have successfully mastered the relevant additional professional program and passed the final certification are issued a certificate of advanced training and (or) a diploma of professional retraining.

16. When mastering an additional professional program in parallel with obtaining secondary vocational education and (or) higher education, a certificate of advanced training and (or) a diploma of professional retraining is issued simultaneously with the receipt of the corresponding document on education and qualifications.

17. Standard additional professional education programs for persons who are admitted to the collection, transportation, processing, disposal, neutralization, disposal of waste of I - IV hazard classes are approved by the federal executive body responsible for state regulation in the field of protection environment.

RUSSIAN FEDERATION

THE FEDERAL LAW

ABOUT ADDITIONAL EDUCATION

This Federal Law ensures the right of citizens to additional education, determines the state policy in the field of additional education and state guarantees for the realization of the right to additional education, and regulates relations in the field of additional education.

CHAPTER 1. GENERAL PROVISIONS

Article 1. Basic concepts

For the purposes of this Federal Law, the following basic concepts are used:
additional education - a purposeful process of education and training through the implementation of additional educational programs, the provision of additional educational services and the implementation of educational and information activities outside the main educational programs in the interests of a person, society, state. Additional education includes general additional education and professional additional education;
general additional education - additional education aimed at personal development, contributing to an increase in the cultural and intellectual level of a person, his professional orientation in accordance with additional general educational programs, and the acquisition of new knowledge by him;
professional additional education - additional education aimed at continuous professional development and professional retraining of persons with professional education, in accordance with additional professional educational programs, qualification requirements for professions and positions and contributing to the development of business and creativity these persons, raising their cultural level. Professional additional education includes advanced training and professional retraining;
advanced training - updating the knowledge and skills of persons with vocational education in connection with the increased requirements for the level of their qualifications and the need for them to master new ways of solving professional problems;
professional retraining - the acquisition of additional. knowledge and skills in accordance with additional professional educational programs that provide for the study of scientific and educational disciplines, sections of technology and new technologies necessary for the implementation of a new type of professional activity and obtaining a new qualification within the limits of the professional education that students have;
internship - consolidation in practice of knowledge and skills acquired in the process of obtaining additional professional education, the acquisition of professional and organizational qualities for the performance of professional duties;
additional vocational training - improving the skills of persons who have received vocational training;
self-education - a form of mastering additional educational programs with a minimum organization of the educational process or the complete absence of leadership in this process by teachers;
additional educational services - activities aimed at meeting the needs of a person in acquiring new knowledge and developing individual abilities with the assistance of pedagogical workers and carried out outside the main educational programs that are profiling for educational institutions and organizations operating in the field of additional education;
educational institution of additional education - an educational institution carrying out activities for the implementation of one or more additional general educational programs and (or) additional professional educational programs as the main ones;
organization carrying out activities in the field of additional education - a non-profit organization (including a public organization (association), the main statutory purpose of which is the implementation of additional educational programs, or another organization that has an educational unit that implements these educational programs;
educational and informational activities - activities aimed at promptly satisfying a person's needs in obtaining information about achievements in various fields of knowledge, including contributing to an increase in his educational level.

Article 2. Legislation of the Russian Federation on additional education

The legislation of the Russian Federation on additional education is based on the provisions of the Constitution of the Russian Federation and consists of the Law of the Russian Federation "About education", federal law "On higher and postgraduate professional education", of this Federal Law, as well as other federal laws and other regulatory legal acts of the Russian Federation in the field of additional education, laws and other regulatory legal acts of the constituent entities of the Russian Federation in the field of additional education.

Article 3. The right of citizens of the Russian Federation to additional education

1. Citizens of the Russian Federation have the right to receive additional education within the educational system, and also have the right to choose additional educational programs and forms of obtaining additional education, unless otherwise provided by federal law.
2. Students, pupils of educational institutions, as well as other persons under the age of 18 have the right to receive free additional education in state and municipal educational institutions. The procedure and conditions for the implementation of this provision are established by the Government of the Russian Federation, unless otherwise provided by this Federal Law.
3. Employees of organizations of any organizational and legal forms for receiving additional education have the right to leave granted once every two years for a period of at least five working days without pay. The right to choose an additional educational program, as well as an educational institution of additional education, another educational institution that implements additional educational programs, or an organization operating in the field of additional education, belongs to the employee.
4. Employees of organizations of any organizational and legal "forms have the right to advanced training once every five years, professional retraining or internship at the expense of the employer in the amount of at least 72 hours (including a total duration of 72 hours during the year) in accordance with additional educational programs determined by the employer.The employer has the right to organize and carry out advanced training, professional retraining or internship of its employees in a larger volume.

CHAPTER II. SYSTEM OF ADDITIONAL EDUCATION

Article 4. The concept of a system of additional education

The system of additional education is an integral part of the education system and includes:
additional educational programs;
state educational standards of additional education;
educational institutions of additional education and organizations carrying out activities in the field of additional education;
associations (associations, unions) of educational institutions of additional education and organizations operating in the field of additional education;
state-public associations (professional

associations, associations of societies, associations of scientific and methodological councils and other associations) contributing to the implementation of additional education;
educational authorities and their subordinate organizations;
organizations whose activities are aimed at ensuring the educational process in educational institutions of additional education and organizations operating in the field of additional education.

Article 5. Additional educational programs

1. Additional educational programs determine the content of additional education and are divided into additional general educational programs and additional professional educational programs.
Additional general education programs and additional professional educational programs can be programs of additional education for children, additional education for adults, additional education for persons, regardless of age.
2. Additional professional educational programs, depending on the requirements for the level of professional education of students, are divided into additional educational programs of higher professional education, additional educational programs of secondary vocational education, additional educational programs of primary vocational education.
Additional educational programs of higher professional education include additional professional educational programs, for which students need to have a higher professional education; additional educational programs of secondary vocational education - additional professional educational programs, for which students need to have secondary vocational education, additional educational programs of primary vocational education - additional professional educational programs, for which students need to have primary vocational education.
Additional vocational education programs include additional vocational education programs designed to improve the skills of individuals who have received vocational training.
3. Additional general educational programs include additional educational programs in the areas of educational activity, designed for the assimilation of socio-cultural values by students, the development of individual abilities, professional orientation and not classified as additional professional educational programs.
4. Additional educational programs for additional education of children can be of various directions - scientific and technical, sports and technical, physical culture and sports, art, tourism and local history, environmental and biological, military patriotic, socio-pedagogical, socio-economic, natural science and other directions.
5. Additional educational programs should not promote violence, social, racial, national, religious or linguistic superiority, gender discrimination.

Article 6. Procedure for the development and approval of additional educational programs

1. Additional educational programs are developed and approved by educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education.
2. State educational authorities ensure the development of exemplary additional educational programs based on state educational standards for additional education and other relevant requirements for the content of additional education.
3. Additional educational programs containing elements military training, are developed on the basis of exemplary additional educational programs and are agreed with the relevant federal executive authorities in the manner established by the Government of the Russian Federation.
4. The content of additional educational programs, the forms of their development and the duration of training in specified programs determined by educational institutions of additional education, other educational institution implementing additional educational programs, and organizations operating in the field of additional education, consumers of educational services, taking into account the requirements of state educational standards of additional education or other relevant requirements for the content of additional education.
5. The mandatory minimum content of additional educational programs for professional retraining for certain types, groups of work, in the event that there are no state educational standards for additional education, may be established by the federal executive authority, the state authority of the subject of the Russian Federation, the local government for those under their jurisdiction educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education. In this case, the issued document on the development of the corresponding additional educational program of professional retraining is valid only for organizations that are also under the jurisdiction of these bodies.
The mandatory minimum content of additional educational programs for professional retraining, the type and (or) form of documents on their development may also be established by the relevant federal executive body in the implementation of federal target and other state programs approved by the Government of the Russian Federation.

Article 7. State educational standards of additional education

1. List of additional professional educational programs, training for which is carried out in accordance with the state educational standards of additional education, the procedure for development, approval and introduction common ground and federal components of state educational standards for professional additional education are established by the Government of the Russian Federation.
2. State educational standards for general supplementary education are not established.

Article 8. Forms of mastering additional educational programs

1. The development of additional educational programs is carried out in the forms established by the Law of the Russian Federation "On Education".
2. The list of additional educational programs, the development of which in part-time (evening), part-time and in the form of external study is not allowed, is established by the Government of the Russian Federation.

Article 9. Implementation of additional educational programs

1. Additional educational programs are implemented: in
educational institutions outside the main educational programs defining the status of these institutions;
in organizations operating in the field of additional education;
through individual labor pedagogical activity.
2. Additional educational programs can be implemented through the mass media by issuing educational (educational) television and radio programs, regularly showing educational films and videos, maintaining a permanent section in periodicals and other print publications, as well as through telecommunication systems and audiovisual and interactive means. .
3. Depending on the age of students, educational institutions of additional education can be of the following types:
educational institutions of additional education for children;
educational institutions of additional adult education;
educational institutions of additional education of persons regardless of age.
4. Educational institutions of additional adult education, depending on the level of additional educational programs implemented by these institutions, are divided into:
educational institutions of higher professional additional education;
educational institutions of secondary vocational

additional education;
educational institutions of primary vocational additional education;
educational institutions of general additional education. Educational institution of higher professional

additional education is an educational institution of additional education, in which the number of students in additional educational programs of higher professional education is at least 50 percent of total students at the specified institution.
An educational institution of secondary vocational additional education is an educational institution of additional education, in which the number of students in additional educational programs of higher professional education and additional educational programs of secondary vocational education is at least 50 percent of the total number of students in the specified institution. At the same time, the number of students in additional educational programs of higher professional education is less than 50 percent of the total number of students in the specified institution.
An educational institution of primary vocational additional education that is not an educational institution of higher professional additional education or an educational institution of secondary vocational additional education is an educational institution of additional education in which the number of students in additional professional educational programs is at least 50 percent of the total number of students in the specified institution .
Other educational institutions of additional education are educational institutions of general additional education
5. Model provisions on educational institutions of additional education of the corresponding types and types are approved by the Government of the Russian Federation.

Article 10

1. Additional education of children is carried out in educational institutions of additional education of children, educational institutions of additional education of persons regardless of age, other educational institutions implementing basic educational programs, and organizations operating in the field of additional education of children.
2. Educational institutions of additional education for children may be of the following types:
palaces;
centers (homes);
stations;
schools;
clubs; studios; children's health-improving and educational camps; other educational institutions of additional education for children.

Article 11

1. An educational institution of additional education for adults is an educational institution of additional education in which persons over the age of 18 make up at least 50 percent of the total number of students.
2. Educational institutions of additional adult education may be of the following types:
academy for advanced training and professional retraining;
institutes for advanced training and professional retraining (high school);
intersectoral regional centers for advanced training and professional retraining;
training centers for advanced training and professional retraining (training centers for training workers in production);
advanced training courses (technical training schools);
other educational institutions that implement additional educational programs for additional adult education.
Academies for advanced training and professional retraining and institutes for advanced training and professional retraining may implement educational programs of postgraduate professional education in the manner prescribed by the legislation of the Russian Federation on education.
3. If there are licenses to conduct educational activities under additional educational programs, additional education for adults, in addition to the institutions specified in paragraphs 1 and 2 of this article, may be carried out by educational institutions of various types and organizations operating in the field of additional adult education.

Article 12 Educational institutions of additional education of persons regardless of age and organizations carrying out activities

in the field of additional education of persons regardless of age

1. An educational institution of additional education for persons regardless of age is an educational institution for additional education that implements additional educational programs for additional education for persons regardless of age.
2. In an educational institution of additional education for persons, regardless of age, children and adults may study. When determining the type of such an educational institution, the age ratios of students in them are not established.
3. Educational institutions of additional education of persons, regardless of age, may be of the following types:
centers (training centers, continuing education centers);
folk universities;
institutes of continuing education;
houses of knowledge;
courses ( training courses, technical training courses, sports and technical courses);
courses (schools) in which training is carried out in various fields of science, technology, arts, folk crafts;
schools (training schools, technical training schools, sports technical schools);
other educational institutions of additional education of persons, regardless of age.
4. If there are licenses to conduct educational activities for additional educational programs, additional education of persons, regardless of age, in addition to the institutions specified in paragraphs 1 - 3 of this article, can be carried out by educational institutions of various types and organizations engaged in activities in the field of additional education of persons, regardless of age .

Article 13. Features of additional education of children

1. Additional education of children is aimed at developing the personality, its motivation for learning and creative activity.
2. Additional education of children is carried out in accordance with the following principles:
free choice by children of educational institutions of additional education and additional educational programs in accordance with the interests, inclinations and abilities of children after they receive basic general education;
variety of additional educational programs,

satisfying the diverse interests of children;
continuity of additional education, continuity of additional educational programs, the possibility of their combination, correction in the process of development;
psychological and pedagogical support individual development children;
creative cooperation between teachers and children,
maintaining the physical and mental health of children.

Article 14

1. Additional education for adults includes advanced training and professional retraining, and also contributes to obtaining a new level of education, meeting the intellectual and other needs of the individual, including at the initiative of employers.
2. Additional education for adults should ensure the continuity of their education, provide them with the opportunity to receive additional education necessary for the implementation of professional and other activities (including in the field of health and environmental protection), to ensure adaptation to changed production or socio-cultural conditions and for satisfaction of the intellectual and other needs of the individual.
3. Additional education for adults is carried out on a voluntary basis, except in cases where professional additional education for adults is their job obligation.

Article 15. Educational and information activities

1. Educational and information activities are carried out through training in short-term additional educational programs, including through individual lectures and consultations, as well as using the media. Based on the results of such training, it is mandatory for students to issue documents on the development of additional educational programs by them.
2. If additional education is an educational and informational activity organized at the expense of employers, they have the right to determine the procedure and conditions for organizing this activity.
3. Educational institutions of additional education and organizations carrying out activities in the field of additional education, the main statutory purpose of which is educational and information activities, are not subject to certification and state accreditation.
4. Educational and informational activities can be carried out on the terms of the state order, as well as on the terms of the order of local governments

Article 16 The procedure for the admission of citizens to educational institutions
additional education, other educational institutions,

implementing additional educational programs, and organizations operating in the field of additional education, for training in additional educational programs

1. The procedure for admission of citizens to educational institutions of additional education, other educational institutions implementing additional educational programs, for training in additional educational programs is determined by the founders of these educational institutions in the part not regulated by this Federal Law, and is fixed in the charters of these educational institutions. The procedure for admission of citizens to organizations operating in the field of additional education for training in additional educational programs is established by these organizations.
2. When a citizen is admitted to an educational institution of additional education, another educational institution that implements additional educational programs, or an organization operating in the region. additional education, for training in additional educational programs, these educational institutions or organizations are obliged to familiarize the citizen and (or) his parents or other legal representatives with the charter of the educational institution or organization engaged in activities in the field of additional education, with the corresponding additional educational program, with a license for conducting educational activities and with other documents regulating the organization of the educational process.
3. Advantages in admission to an educational institution of additional education, another educational institution implementing additional educational programs, or an organization operating in the field of additional education, for training in additional educational programs, all other things being equal, have:
persons in need of social assistance, including orphans, children left without parental care;
children from large families;
children with disabilities, disabled people of groups I and II, if training in additional educational programs in accordance with the conclusion of institutions of medical and social expertise is not contraindicated for them;
other persons by decision of the Government of the Russian Federation or the founder or founders of an educational institution of additional education, another educational institution implementing additional educational programs, or an organization operating in the field of additional education.
4. Upon admission to an educational institution of additional education, another educational institution implementing additional educational programs, or an organization operating in the field of additional education, for training in additional educational programs related to certain requirements for the state of health of students, citizens must submit a medical report about the absence of contraindications that impede training in the specified educational programs.

Article 17. Documents on the development of additional educational programs

1. Educational institutions of additional education, other educational institutions that implement additional educational programs, and organizations that carry out activities in the field of additional education and provide additional educational services in accordance with licenses, issue documents on the development of additional educational programs to persons who have completed training, at their request. or about receiving additional educational services. The form of documents is determined by educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education, with the exception of cases provided for by federal law. These documents are certified by the seal of these educational institutions and organizations.
2. Educational institutions of additional education, other educational institutions that implement additional educational programs, and organizations that carry out activities in the field of additional education that have state accreditation, have the right to issue to persons who have passed the final certification, state documents on the development of the corresponding additional educational program.
3. Types and forms of state documents on the development of additional professional educational programs, which are issued to persons who have completed training in such programs, are approved in the manner determined by the Government of the Russian Federation.
4. Persons who have mastered additional educational programs in the form of an external student are entitled to final certification in the relevant educational institutions.
Mastering in the form of an external study of additional educational programs is carried out in the manner determined by the Government of the Russian Federation.

Article 18. Competence of the Russian Federation in the field of additional education

To the competence of the Russian Federation in the field of additional education, in addition to the competence, provided by law Russian Federation "About education", relate:
development and implementation of federal target and other state programs, international programs for the development of additional education;
establishment of federal components of state educational standards for additional educational programs;
establishing a list of additional educational programs, the development of which is not allowed in part-time (evening), part-time and in the form of external studies;
licensing of educational activities for additional educational programs of higher professional education;
certification and state accreditation of educational institutions of higher professional additional education, organizations implementing additional educational programs of higher professional education;
establishing the types and forms of state documents on the development of relevant additional educational programs;
the establishment of categories of citizens who have advantages in admission to state and municipal educational institutions of additional education, other state and municipal educational institutions implementing additional educational programs, and organizations operating in the field of additional education, for free training in additional professional educational programs;
the establishment of tax and duty benefits in accordance with the legislation of the Russian Federation in order to stimulate employers who carry out advanced training and continuous education of employees with whom they are in labor relations;
conclusion and ratification in accordance with the legislation of the Russian Federation of international treaties of the Russian Federation in the field of regulation of issues of additional education

Article 19

1. If additional educational programs have different directions, for training on various types activities that are subject to licensing in accordance with the legislation of the Russian Federation, the composition of the expert commission includes, without fail, representatives of state authorities authorized to carry out licensing of the relevant types of activities.
In this case, the educational institution of additional education has the right to carry out educational activities within the framework of the additional educational program in accordance with the license to conduct educational activities.
2. The implementation of additional educational programs containing elements of military training is carried out in the manner established by the Government of the Russian Federation.
3. Public organizations (associations), the main statutory purpose of which is educational and informational activities and which apply for state support provided for by this Federal Law, are required to obtain licenses to conduct educational activities.

Article 20

1. In educational institutions of additional education and organizations engaged in activities in the field of additional education, positions of scientific and pedagogical (professional and teaching staff, scientists), engineering and pedagogical, methodological, pedagogical,

engineering, technical, administrative, production, educational and auxiliary and other workers.
2. Scientific and pedagogical employees of state educational institutions of higher professional additional education, who train persons with higher professional education in additional educational programs, including additional professional educational programs intended for advanced training and professional retraining within higher professional education, in terms of wages are equated to scientific and pedagogical workers of state educational institutions of higher professional education (hereinafter referred to as scientific and pedagogical workers of state higher educational institutions).
The assignment of academic titles to scientific and pedagogical workers of educational institutions of higher professional additional education with state accreditation is carried out in the manner established for scientific and pedagogical workers of state higher educational institutions.
3. Educational institutions of additional education and organizations carrying out activities in the field of additional education are obliged to provide advanced training for employees for whom these educational institutions and organizations are the main place of work

Article 21

1 Property relations in the system of additional education are regulated by the Civil Code of the Russian Federation, the Law of the Russian Federation "On Education" and other normative legal acts.
2. An educational institution of additional education and an organization carrying out activities in the field of additional education - tenants of buildings, premises, structures, equipment and other fixed assets shall, other things being equal, have a priority right over other persons to conclude a lease agreement for a new term.
3. Public organizations (associations) carrying out activities on a gratuitous basis in the field of additional education of children may be provided with premises for the implementation of these activities on preferential terms or on a gratuitous basis.

Article 22

1. Financing of educational institutions of additional education and other educational institutions in terms of the implementation of -1 additional educational programs is carried out by the founders of educational institutions. Educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education, under agreements with the founders, can carry out activities to implement additional educational programs on the terms of partial or full self-financing.
2. The founders of state and municipal educational institutions implementing educational programs for basic general education of children, in accordance with agreements between educational institutions and their founders, are obliged to allocate financial resources to educational institutions in the amount necessary for organizing training in additional educational programs.
3. Issues of development and financing of the system of additional education are highlighted in a separate section in federal program development of education.
4. The minimum standards for the financial costs of employers for additional professional education and additional professional training of employees established by the Government of the Russian Federation may be differentiated by sectors of the economy and regions, but may not be less than 2 percent of wage costs. Actual costs are included in the cost of products (services) in the manner prescribed by federal law. In this case, the total amount of expenses attributed to the cost of products (services) cannot be less than the amount of expenses established by the legislation of the Russian Federation on the day this Federal Law enters into force.
5. Funds of citizens and legal entities disinterestedly transferred to the development of educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education, may be deducted from the taxable base of such citizens and legal entities in the manner prescribed by the legislation of the Russian Federation on taxes and fees.
6. State bodies, whose competence includes the distribution of state orders for additional education, carry out the placement of these state orders on a competitive basis. At the same time, educational institutions of any organizational and legal forms are invited to participate in the competition.
7. When implementing additional educational programs on a paid basis, the amount of tuition fees is established by an agreement for the provision of paid services between an educational institution of additional education, another educational institution implementing additional educational programs, or an organization operating in the field of additional education, and a citizen or between the specified educational institution or organization and legal entity.

Article 23 State support for additional education

1. Educational institutions of additional education and organizations operating in the field of additional education enjoy tax and other benefits established by the legislation of the Russian Federation, the legislation of the constituent entities of the Russian Federation, regulatory legal acts of local governments for educational institutions implementing the relevant basic educational programs.
2. For state and municipal educational institutions of additional education that rent premises, buildings, structures, land owned by the federal government, the rent must not exceed the cost of operating expenses.
3. The state promotes the implementation of additional educational programs through the media.
4. Employers have the right, at their own expense, to organize training for employees in additional general education programs.

Article 24. Ensuring the realization of the right to additional education

1. The state ensures the possibility for citizens to exercise the right to additional education by creating the necessary socio-economic conditions for the development of the system of additional education, providing benefits to citizens receiving additional education.
2. The state assists citizens in obtaining additional professional education, including children and young people who show outstanding abilities in mastering additional educational programs, by providing them with special state scholarships, including scholarships for studying outside the territory of the Russian Federation. The procedure for granting such scholarships is established by the Government of the Russian Federation.
3. The state fully or partially compensates citizens in need of social assistance, including unemployed citizens, the costs of receiving additional education.
Categories of citizens whose additional education is carried out at the expense of the federal budget and the budgets of the constituent entities of the Russian Federation, as well as the sources and amounts of such funds, the forms of their allocation to these citizens are determined in the manner established respectively by the Government of the Russian Federation and state authorities of the constituent entities of the Russian Federation.
4. The state creates conditions for the continuous self-education of citizens, including providing state support for the development, development and implementation of distance methods and (or) learning tools for various purposes, as well as the media and organizations engaged in educational and educational information activities.
5. Funds spent by a citizen on obtaining additional education in an educational institution with state accreditation are deducted from the relevant taxable base when calculating income tax in accordance with the legislation of the Russian Federation on taxes and fees.
6. For students sent by employers to study full-time on additional educational programs in educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education, the average salary at the main place of work is retained. Nonresident students sent to full-time study are paid travel expenses at the expense of employers at rates that are not lower than those established by the legislation of the Russian Federation.
Payment for the travel of students to the place of study and back, as well as the payment of daily allowances for the time they are on the road and during training, is carried out at the expense of employers.
7. The adopted federal target scientific, technical and economic programs must contain sections on additional professional education and training.
8. The state stimulates investments in the system of additional education, creates and develops educational institutions of additional education, encourages the issuance of preferential loans to employers to invest in additional education and pay the cost of training employees in additional educational programs.
9. In state and municipal educational institutions of additional education, other state and municipal educational institutions implementing additional educational programs, and organizations operating in the field of additional education, state authorities of the constituent entities of the Russian Federation and local governments if the number of citizens, wishing to study under the relevant additional educational program exceeds the number of places, a quota for the admission of citizens in need of social assistance, including orphans, children left without parental care, and disabled children, is established.
Citizens admitted to study at state and municipal educational institutions within the established quotas are guaranteed free additional education.

Article 25

1. The employer, in accordance with the procedure established by this Federal Law and other relevant regulatory legal acts of the Russian Federation, provides vocational training, professional retraining and advanced training for employees with whom the employer has labor relations. The procedure for sending employees with whom the employer is in labor relations to training in additional professional educational programs at the initiative of the employer is established by a collective agreement (agreement).
At the conclusion employment contract(contract), the employer is obliged to familiarize the employee with the procedure for sending to educational institutions of additional education, other educational institutions implementing additional educational programs, or organizations operating in the field of additional education.
2. If additional education involves professional retraining and after receiving it it is planned to transfer the employee to a new place of work, the employer is obliged, when sending the employee for training, to familiarize him with the conditions and nature of work at the new place of work and obtain the consent of the employee to transfer him to a new one. place of work.
3. When employees are released due to the liquidation of an organization or a reduction in the number or staff, the employer is obliged to provide professional retraining of the released employees under one of the additional educational programs for the purpose of further employment of employees, with the exception of employees entitled to receive an old-age pension.
4. Organizations carrying out activities in the field of additional education, when training employees in such organizations, may be provided with financial assistance in the form of soft loans, targeted subsidies and in other forms. The amount, conditions and procedure for providing financial assistance are determined accordingly. The Government of the Russian Federation and state authorities of the constituent entities of the Russian Federation.

Article 26

1. The amount of wages, the terms of its payment and other working conditions of pedagogical employees of state and municipal educational institutions of additional education are established for such employees as for the relevant categories of employees of state and municipal educational institutions implementing basic educational programs.
Pedagogical workers who carry out additional education of children in state and municipal educational institutions, including the heads of such institutions, are subject to benefits and social guarantees established by the legislation of the Russian Federation for the relevant categories of employees of general educational institutions.
2. When implementing additional educational programs for additional education of children, the salary rate of a pedagogical worker is set at the rate of 18 hours of workload of a teaching worker per week.
3. For scientific and pedagogical and pedagogical workers of state and municipal academies for advanced training and professional retraining and state and municipal institutes for advanced training and professional retraining, including the heads of such academies and institutions, benefits, social guarantees and wage supplements apply, established for the relevant categories of employees of state higher educational institutions.

CHAPTER III. INTERNATIONAL ACTIVITIES OF THE RUSSIAN FEDERATION IN THE FIELD OF ADDITIONAL EDUCATION

Article 27. International cooperation of the Russian Federation in the field of additional education

1. The Russian Federation is implementing the international cooperation in the field of additional education and promotes its development.
2. Educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education, interested citizens have the right to participate in international programs in the field of additional education and their projects.
3. Educational institutions of additional education, other educational institutions implementing additional educational programs, and organizations operating in the field of additional education, have the right, in accordance with the legislation of the Russian Federation:
establish relationships with foreign and international organizations in the field of additional education, including conducting joint research, exchanging employees, students, relevant technologies, programs;
create, with the participation of foreign persons, educational institutions of additional education and organizations to ensure the activities of such educational institutions;
independently carry out foreign economic activity.

CHAPTER IV. FINAL PROVISIONS

Article 28 "On Education"

Include in the Law of the Russian Federation "On Education"(as amended by the Federal Law of January 13, 1996 N 12-FZ) (Bulletin of the Congress of People's Deputies of the Russian Federation and the Supreme Council of the Russian Federation, 1992, N 30, item 1797; Collection of Legislation of the Russian Federation, 1996, N 3, item 150 ) the following addition and change:
subparagraph 6 of paragraph 4 of Article 12 shall be supplemented with the following words: "persons regardless of age";
Paragraph 2 of Article 26 shall be amended as follows:
"2. Additional educational programs include educational programs of various levels and directions, implemented:
in general educational institutions and educational institutions of vocational education outside the main educational programs that determine their status;
in educational institutions of additional education;
in non-profit organizations(including public organizations(associations), the main statutory purpose of which is the implementation of additional educational programs;
in other organizations that have educational units that implement additional educational programs;
through educational and information activities;
through individual pedagogical activity.

Article 29. Entry into force of this Federal Law

1. This Federal Law shall enter into force on January 1, 2002, with the exception of paragraph 3 of Article 22.
2. Clause 3 of Article 22 of this Federal Law shall enter into force on January 1, 2005.

Article 30

Russian Federation in accordance with this Federal Law

1. The President of the Russian Federation and the Government of the Russian Federation shall bring their regulatory legal acts in line with this Federal Law
2. The regulatory legal acts provided for by this Federal Law must be adopted within one year from the date this Federal Law enters into force.

The president
Russian Federation