The form of the main educational program of higher education. The main educational program of higher professional education
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1 CONCEPT, STRUCTURE AND STAGES OF DEVELOPMENT OF THE BASIC EDUCATIONAL PROGRAM OF HIGHER EDUCATION Kovaleva A.K. Russia, Tambov State University named after G.R. Derzhavin Main educational program(OOP) is a system of documents containing goals and expected results, the logic of the educational and scientific process at the university and the conditions for its implementation. The development of the main educational program is a rather complicated process, since it is the main educational program that is the starting point in the development of the university, which is responsible for the level of training of future specialists. The functioning and development of the university, the training of highly qualified specialists is the most important criterion that must be taken into account when creating the main educational program. In accordance with this, the BEP must comply with the mandatory requirements of the Federal State Educational Standard higher education(FGOS VO), approved by the federal executive body that performs the functions of developing public policy and legal regulation in the field of education. It is important to note that the main educational program should be updated annually, in connection with the improvement of culture, science and technology. The university is obliged not only to provide high knowledge, sufficient skills and help develop the skills of future professionals, but also to provide them with opportunities for the comprehensive development of their personality. The PEP of the direction of training (specialty) of higher education is developed for each direction (specialty), level of higher education, profile (master's program), taking into account the form of education and includes: curriculum work programs training courses, subjects, disciplines (modules) of the program of educational and industrial practices calendar training schedule methodological materials that ensure the implementation of relevant educational technologies. The formation of the main educational program on the basis of the Federal State Educational Standard of Higher Education is carried out in several stages. The first stage consists in the determination by the university of the ultimate goals that must be achieved in the course of training and education. The basis for this is the goals of training bachelors, masters and specialists set in the Federal State Educational Standards of Higher Education, including the development of personal qualities and the formation of universal and professional skills of graduates
2 nicknames that determine their readiness for an independent life, productive professional activity in modern society. At the second stage of the formation of the BEP at the university, documents are developed that determine the content and organization educational process. At this stage, you need to complete the following tasks: establish a complete list of OOP disciplines (disciplines of the basic and variable parts of the OOP, which includes elective disciplines); designate the complexity of the disciplines of the PEP in credit units and the hierarchy of their study; ensure the necessary integrity of the educational program, which includes the study of fundamental and interdisciplinary subjects combined with the nature of the graduate's professional activity; establish a relationship between classroom and independent work student determine the appropriate relationship between the theoretical and practical components of the content of education; find the most effective, from the point of view of achieving the general goals of the PLO, types training sessions, educational technologies and others. The curriculum formed by the university should provide: the sequence of studying disciplines based on their continuity; rational distribution of disciplines by semesters from the standpoint of the uniformity of the student's educational work; effective use personnel and material and technical potential of the university. The number of disciplines offered to students in each PEP cycle should, as a rule, provide a choice of at least two options of equivalent labor intensity. The curriculum is approved by the academic council and signed by the rector. Each discipline of the PEP should be provided with an educational and methodological complex (EMC), including: the purpose of studying the discipline, correlated with common goals PLO, as well as containing an interdisciplinary nature or related to the tasks of education; the content of the discipline, structured by types of training sessions with an indication of their volume; criteria for the level of mastering the program; educational and methodological support of the discipline, including a list of basic and additional literature, methodological recommendations (materials) for the teacher and methodological instructions for students, recommendations for use information technologies; forms of the current and intermediate control.
3 The third stage is to form the requirements for the resource support necessary for the implementation of the BEP, including personnel, material and technical, educational and methodological and Information Support. The university must design concepts and programs that determine the creation of educational institution conditions for meeting the needs of the individual in intellectual, cultural and moral development. At the fourth stage of the formation of the BEP at the university, documentation is developed that normatively and methodically ensures the functioning of the system for assessing the quality of graduate training, designed for evaluation educational achievements students and the level of development of competencies. The system for assessing the quality of graduate training should contain: a subsystem for input control of the level of training in the discipline; subsystem of the current control of the level of knowledge of the student; subsystem of intermediate control of student's achievements; final subsystem state attestation graduate. The set of documents supporting each subsystem includes: the position of the university on the corresponding subsystem, assessment tools and technologies. In the process of developing the main educational program, an educational institution must assess the level of costs for its implementation. The final stage in the creation of the main educational program is to check its compliance with the criteria for assessing the quality of educational programs for the preparation of bachelors, specialists and masters. These criteria for the conformity of the educational program include: clearly formulated and documented goals that do not contradict the Federal State Educational Standard of Higher Education, the mission of the university and the corresponding requests of potential consumers of the program; An analysis of the literature showed that the criteria listed above do not sufficiently set out the current quality indicators for assessing the BEP, we assume that the missing components are: compliance of the competencies of future graduates with the requirements of the requested labor market, since changes are made annually to the list of demanded professions. And also, not unimportant is the level of qualification (UK) of the teaching staff of the university and their experience. practical activities. Taking into account the material, technical, information and communication capabilities of the university is also very important to evaluate realistically, since, for example, high-level goals that require large expenditures in most cases do not materialize. Combining these criteria, we can build the following hierarchy of OOP quality assessment (Fig. 1).
4 Fig. Fig. 1. Hierarchy of EEP quality assessment Figure 1 shows that the most important criterion for assessing the quality of EEP in higher education, in our opinion, is the compliance of the competencies of future graduates with the demand of the labor market. And really, is it worth graduating specialists, who already have enough? big question. In this regard, in our opinion, a prerequisite for the creation of a PEP in some direction or specialty should be the question: “What does society and the employer require? And what kind of professionals do they want to get?”. Summing up, we can say that the design of the BEP of higher education is a rather laborious process that requires not only knowledge of the stages of formation and all the subtleties of the sub-items of the project, but also the ability to think "in step with the times": take into account the needs of society, employers, the level of development of innovations, the ability to providing the university with the material, technical, information and communication side of education, because not only their future, but also the prestige of the university depends on the level of preparedness of future specialists. Literature 1. Petukhova, T.P., Vlatskaya I.V., Osiyanova O.M., Temkina V.L. Scientific and methodological foundations of modular design of competence-oriented educational programs based on the Federal State Educational Standards of Higher Professional Education // Experience in the implementation of federal state educational standards by institutions vocational education. Saratov, S
5 2. Guidelines on the formation of basic educational programs in accordance with the requirements of the Federal State Educational Standard Antyukhov A.V., Matyash N.V., Fomin N.V. Designing the main educational programs that implement the federal state educational standards higher professional education. Bryansk, 2010.
1. General provisions 1.1 This procedure establishes general requirements for the structure, content and design of the main educational programs of postgraduate studies (hereinafter referred to as PEP) implemented at SSAU within the framework of higher
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The Department of Vocational Education explains that by the decision of the Collegium of the Ministry of Education and Science of Russia dated January 25, 2011 (protocol N PK-2vn), universities are given the right to independently establish the profiles of the basic educational programs (BEP) of the bachelor's degree and the specialization of the BEP of training specialists, if the profiles (specializations) in the structure of the corresponding FSES HPE ) not defined.
Currently, the Department of Vocational Education is implementing the procedure for making appropriate changes to paragraph 7.1 of all the Federal State Educational Standards in areas of training (specialties) for undergraduate and specialist training programs, as well as paragraphs 1 and paragraph 2 of the Letters of the Department of State Policy in the field of education dated May 13, 2010 N 03-956.
The procedure for the implementation by universities of profiles (specializations) of the BEP for undergraduate studies (specialist training) is given in.
The procedure for the formation of a register of profiles and specializations of the EEP HPE, the rules for recording profiles (specializations) in state educational statistics, the procedure for monitoring the quality of the implementation of profiles (specializations) by universities and the interaction of universities within the framework of state-public associations will be brought to universities before June 1, 2011.
On the procedure for the implementation by universities of profiles (specializations) of the main educational programs of undergraduate studies (specialist training)
1. General Provisions
1.1. The profiles (specializations) of the main educational programs (BEPs) are part of the direction of training (specialty) of higher professional education, within which (which) they are implemented, and suggest that students receive more in-depth professional knowledge, skills and abilities in various fields of activity.
1.2. The profile (specialization) reflects the orientation of the main educational program (hereinafter referred to as the MEP) of a higher educational institution to a specific type, object and (or) tasks of professional activity, determined by the federal state educational standard of higher professional education (hereinafter referred to as the FSES VPO) or independently established by a higher educational institution educational standard.
Profiles (specializations) by name and content should develop the name and content of the corresponding direction (specialty). The name of the profile (specialization) should not coincide with the name of other areas of training (specialties) of higher professional education.
1.3. Universities independently establish the rules for the distribution (in some cases - enrollment) of students according to the profiles (specializations) of training.
1.4. The profiles (specializations) of the PEP are indicated in the appendix to the diploma of higher professional education.
2. The procedure for establishing and classifying profiles (specializations).
Structure and content of profiles (specializations)
2.1. A higher educational institution independently establishes the profile (specialization) of the BEP for undergraduate (training of a specialist) or selects it from the list of profiles recommended by the exemplary basic educational program in the corresponding area of training (specialty), if the profiles (specializations) of the BEP in this area of training (specialty) are not defined in the Federal State Educational Standard of Higher Professional Education.
If there are two or more exemplary basic educational programs in the field of study (specialty), universities can be guided by the list of profiles (specializations) presented in these exemplary BEPs.
Universities can develop basic educational programs without specifying the profile of training, specialization (programs of a wide profile).
2.2. If the profiles (specializations) of the BEP are established in the Federal State Educational Standards of Higher Professional Education in the relevant areas of training (specialties), the university must choose the profiles (specializations) from those indicated in the Federal State Educational Standards. The introduction of new profiles (specializations) in this case is carried out through the procedure for making changes to the Federal State Educational Standard of Higher Professional Education.
Universities that have received the right to implement the BEP on the basis of independently established educational standards (ES) when developing the OS and BEP in the areas of training (specialties), for which the profiles (specializations) are defined in the Federal State Educational Standards of Higher Professional Education, have the right to independently establish the profiles (specializations) of the BEP of the bachelor's degree (training specialists).
2.3. If the list of graduate competencies for the profile (specialized) part of the BEP is defined in the Federal State Educational Standard, the university must ensure that the student masters these competencies in accordance with the profile (specialization) of training. If the list of profile (specialized) competencies is not defined in the Federal State Educational Standard, the university determines the list of these competencies on its own or in accordance with the recommendations of the approximate basic educational program.
2.4. The structure and content of profile (specialized) training are formed by a higher educational institution independently or in accordance with the recommendations of an exemplary basic educational program based on the requirements for the structure of the BEP established by the Federal State Educational Standard of Higher Professional Education in the direction of training (specialty) within which the profile (specialization) is implemented.
2.5. The Department of Vocational Education of the Ministry of Education and Science of Russia organizes the maintenance of the Register of profiles (specializations) of educational programs implemented by higher educational institutions, which establishes the rules for the classification and codification of training profiles (specialties) for their inclusion in state educational statistics.
Letter of the Ministry of Education and Science of the Russian Federation of March 31, 2011 N 12-532 "On the profiles and specializations of the PEP of higher professional education"
Document overview
Universities have the right to independently establish the profiles (specializations) of the basic educational programs (BEP) of the bachelor's degree (specialist training), if they are not defined in the structure of the relevant federal state educational standards of higher professional education (FSES HPE).
The procedure for the implementation of these profiles (specializations) by universities is determined.
The profiles (specializations) of the PEP are part of the direction of training (specialty) of HPE, within which (which) they are implemented. They involve getting students more in-depth professional knowledge, skills and abilities.
The profile (specialization) reflects the focus of the PEP of the university on a specific type, object and (or) tasks of professional activity, defined by the Federal State Educational Standard of Higher Professional Education or an educational standard independently established by the university.
Universities can develop BEP without specifying the profile of training, specialization (broad profile programs).
The university can independently determine the list of graduate competencies for the profile (specialized) part of the EPP, if it is not established in the Federal State Educational Standard.
The structure and content of profile (specialized) training are formed by the university independently on the basis of the requirements for the structure of the BEP established by the Federal State Educational Standard of Higher Professional Education in the corresponding area of training (specialty).
To solve these problems, a university can also turn to an exemplary BEP.
The Department of Vocational Education of the Ministry of Education and Science of Russia organizes the maintenance of the Register of profiles (specializations) of educational programs implemented by universities. It establishes the rules for their classification and codification for inclusion in state educational statistics.
Educational programs determine the content of education.
Educational program, developed on the basis of the federal educational standard (educational standard), is a complex of the main characteristics of education (volume, content, planned results), organizational and pedagogical conditions and forms of certification. The complex of the above characteristics is presented in the form of a curriculum, a calendar study schedule, work programs subjects, courses, disciplines (modules), other components, as well as assessment and teaching materials(Art. 2 p. 9 of the commented Law).
In Art. 3 of the commented Law are among the main principles of state policy and legal regulation relations in the field of education, the humanistic nature of education is fixed. In accordance with this principle, the legislator in part 1 of the commented article established that the content of education should promote “mutual understanding and cooperation between people, nations, regardless of racial, national, ethnic, religious and social affiliation, take into account the diversity of worldview approaches, promote the realization of the right of students to free choice of opinions and beliefs, ensure the development of the abilities of each person, the formation and development of his personality in accordance with the spiritual, moral and socio-cultural values accepted in the family and society”
With regard to the content of vocational education and vocational training, then it should ensure the acquisition of qualifications - the level of knowledge, skills, abilities and competence that characterizes readiness to perform a certain type of professional activity.
Legislation divides educational programs into basic and additional, depending on the level of education at which these programs are implemented.
Main educational programs (GEP) are implemented by the levels of general and vocational education, as well as by vocational training.
Additional educational programs implemented through additional education.
The system of educational programs can be represented as follows.
Educational programs in the Russian Federation
1. Basic educational programs
1.1. Main general education programs :
1.1.1. educational programs preschool education;
1.1.2. educational programs of primary general education;
1.1.3. educational programs of basic general education;
1.1.4. educational programs of secondary general education.
1.2. Main professional educational programs:
1.2.1. educational programs of secondary vocational education
1.2.1.a. training programs for skilled workers and employees;
1.2.1.b. training programs for mid-level specialists;
1.2.2. educational programs of higher education:
1.2.2.a. undergraduate programs;
1.2.2.b. specialist's programs;
1.2.2.c. master's programs;
1.2.2.y. programs for the training of scientific and pedagogical personnel in graduate school (adjuncture);
1.2.2.d. residency programs;
1.2.2.f. apprenticeship programs.
1. 3. Basic programs of professional learning:
1.3.1. professional training programs for the professions of workers, positions of employees;
1.3.2. retraining programs for workers and employees;
1.3.3. advanced training programs for workers and employees.
2. Additional educational programs
2.1. Additional general education programs:
2.1.1. additional general developmental programs;
2.1.2. additional pre-professional programs.
2.2. Additional professional programs:
2.2.1. professional development programs;
2.2.2. professional retraining programs.
By general rule, an organization carrying out educational activities, independently develops and approves its educational programs.
Educational programs for preschool education are developed and approved by the organization carrying out educational activities in accordance with the Federal State Educational Standard for preschool education and taking into account the relevant exemplary educational programs for preschool education (part 6 of the commented article).
Organizations carrying out educational activities according to state-accredited educational programs develop educational programs in accordance with the Federal State Educational Standards and taking into account the relevant exemplary basic educational programs (part 7 of the commented article).
An exception is legislatively fixed from this rule, provided for educational institutions of higher education that have the right to independently develop and approve educational standards. Such organizations develop educational programs of higher education independently on the basis of their own educational standards.
The list of educational organizations endowed with such a right is established by Part 10 of Art. 11 of the commented law. It includes:
Lomonosov Moscow State University and St. Petersburg State University;
Educational organizations of higher education, in respect of which the category "federal university" is established;
Educational organizations of higher education, in respect of which the category "national research university" is established;
Federal state educational organizations of higher education, the list of which is approved by decree of the President of the Russian Federation (Decree of the President of the Russian Federation of September 9, 2008 No. 1332 “On approval of the list of federal state educational organizations of higher education that have the right to develop and approve independently educational standards for all levels of higher education”) .
As already noted, educational organization forms its educational program on the basis of the Federal State Educational Standard and taking into account the relevant exemplary basic educational programs.
Under exemplary core curriculum is understood as educational and methodological documentation that determines the recommended volume and content of education of a certain level and (or) a certain focus, the planned results of mastering the educational program, approximate conditions educational activities, including approximate calculations of the standard costs of providing public services for the implementation of the educational program.
The composition of such educational and methodological documentation includes:
sample curriculum,
Approximate calendar study schedule,
Exemplary work programs of educational subjects, courses, disciplines (modules).
Exemplary programs are developed according to:
basic general education programs:
Educational programs of preschool education;
Educational programs of primary general education;
Educational programs of basic general education;
Educational programs of secondary general education;
main professional educational programs:
- educational programs of secondary vocational education (training programs for skilled workers, employees, training programs for mid-level specialists);
Educational programs of higher education (bachelor's degree programs, specialist's programs, master's programs, programs for the preparation of scientific and pedagogical personnel in graduate school (adjuncture), residency programs, assistant-internship programs);
Basic educational programs in terms of subjects, courses, disciplines (modules).
The procedure for developing exemplary basic educational programs, conducting their examination and maintaining a register of exemplary basic educational programs is approved by the Ministry of Education and Science of the Russian Federation (Order of the Ministry of Education and Science of Russia dated May 28, 2014 No. 594 “On approval of the Procedure for developing exemplary basic educational programs, conducting their examination and maintaining a register of basic educational programs").
Projects of exemplary main general educational programs developed by order of the Ministry of Education and Science of Russia. They are sent by the developers to organize the examination to the federal educational and methodological association for general education(UMO for General Education), created by the Ministry of Education and Science of Russia. If the federal UMO is the developer of the draft of the exemplary basic general education program, then it independently organizes the examination of the draft of the exemplary basic general education program.
Authorized state authorities of the constituent entities of the Russian Federation are involved in the examination of exemplary basic general educational programs, taking into account their level and focus (in terms of taking into account regional, national and ethno-cultural characteristics).
Exemplary programs in terms of subjects, courses, disciplines (modules) aimed at obtaining knowledge by students about the fundamentals of the spiritual and moral culture of the peoples of the Russian Federation, about moral principles, about the historical and cultural traditions of the world religion (world religions), are subject to examination in a centralized religious organizations for compliance of their content with the dogma, historical and cultural traditions of this organization in accordance with its internal regulations.
Projects of exemplary main professional programs sent by the developers to organize the examination in educational and methodological associations in the system of vocational education.
The development of exemplary programs for the training of scientific and pedagogical personnel in postgraduate studies is provided by the federal executive authorities, in which the legislation of the Russian Federation provides for military or other service equivalent to it, service in the internal affairs bodies, service in the bodies for controlling the circulation of narcotic drugs and psychotropic substances. Such federal executive bodies include the Ministry of Defense of the Russian Federation, the Ministry of Internal Affairs, federal Service security, the Federal Service of the Russian Federation for Drug Control, etc. In accordance with federal law dated June 4, 2014 No. 145-FZ “On Amendments to Certain Legislative Acts of the Russian Federation on military service in the bodies of the military prosecutor's office and the military investigating authorities of the Investigative Committee of the Russian Federation” such bodies will include the Investigative Committee of the Russian Federation.
The Ministry of Culture of the Russian Federation provides for the development of exemplary internship programs, and the Ministry of Health of the Russian Federation is responsible for the development of exemplary residency programs.
In accordance with part 10 of the commented article, exemplary basic educational programs are included, based on the results of the examination, in the register of exemplary basic educational programs, which is the state information system. The information contained in this register is publicly available.
Organizations that are granted the right to maintain a register are established by the Ministry of Education and Science of the Russian Federation.
The register is maintained by the operator by:
Entering in the register the details of the decision to approve the exemplary program, the details of the decision to transfer the exemplary program to the section of the archive for which such a decision was made;
Technical support for the functioning of the registry;
Automated processing of information contained in the registry;
Providing access to sample programs contained in the registry;
Ensuring the safety of information contained in the register;
Ensuring the protection of information contained in the register.
After approval, the sample program is sent by the Ministry of Education and Science of the Russian Federation or the educational and methodological association in the vocational education system to the operator, who places the program in the register.
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