Formalized model of graduate spo layout. Essence of lifelong education

ARTICLE 68 of the Federal Law “ON EDUCATION” “Secondary vocational education is aimed at solving the problems of intellectual, cultural and professional development person and aims to train skilled workers or employees and mid-level specialists in all main areas of socially useful activity in accordance with the needs of society and the state, as well as meeting the needs of the individual in deepening and expanding education "

Purpose of the study: improving the quality of graduate training Object of study: educational process Subject of study: training technology Research hypothesis: graduate training will ensure the formation of its competitiveness, taking into account the requirements of employers, training technology and personal characteristics in the educational process.

Stages of performance of work Analysis of the labor market; Development of a graduate model containing the requirements of the Federal State Educational Standard, taking into account the requirements of employers in the form of distinctive competencies. Modernization of curricula and programs for disciplines, modules and practical training Systematic monitoring of the graduate model containing a "portfolio", testing, questioning, self-assessment, etc.

Model of competitive qualities of a graduate of KMTT Professional competencies of a graduate (according to the Federal State Educational Standard in the specialty "Design, modeling and technology of garments") Distinctive competencies of a graduate (according to the requirements of employers) Create sketches of new types and styles of garments according to a description or using a creative source The ability to develop sketches of new types and styles of garments Perform drawings of basic designs of garments for standard and individual shapes The ability to perform new drawings of basic designs of garments from previously developed ones. Carry out technical quality control of manufactured products Willingness to manage the quality of manufactured products Provide architectural supervision over the implementation of the artistic solution of the model at each stage of production Willingness to exercise author's control over the implementation of the artistic solution of the model at each stage of production Participate in the planning and calculations of the feasibility study of launched models Readiness independently carry out work on planning and calculations of the feasibility study of launched models

The development of a competence model of a graduate in the areas of training began to be carried out at the official level only in last years, which is reflected in the third generation GOS. Until that time, there were only theoretical developments of scientists and practitioners, and the models themselves were requirements for a specialist in the form of professiograms, psychograms and qualification characteristics. It should be noted that back in the early 1970s, the foundations were laid for the development of a specialist model, which was understood as a model, standard, ideal of a specialist that meets the requirements of modernity. The very need to develop such models was caused by the need to provide advanced training for a specialist who could easily adapt in a professional environment and conduct independent productive activities in the chosen field.

Why do we consider not the model of a specialist, but the model of a graduate. This is due to the significant differences between them. A specialist is a representative of a certain area of professional activity, who already has experience in the real sector of the economy. A graduate is a person who has acquired professional knowledge over a period of time. The graduate model should be the benchmark of the organization educational process in a vocational school and its content. Because the modern life requires from the graduate not only professional knowledge and skills, but also the ability to effectively interact with others, respond flexibly to changes in the professional and social environment, continuously develop himself as a person and professional, then the graduate model should be based on an integrated, interdisciplinary approach, which ensures integrity and systematic training of a young specialist.

Under graduate model we we understand the scientifically grounded, described in detail standard of the personality of the future specialist, obtained as a result of training in the educational institution of the system vocational education and combines his personal and professional qualities.

As already noted, the competency-based model has only recently begun to be used in the modern professional school. The formation of the competencies of a specialist, and not just the availability of qualifications, is becoming a requirement for employers. Therefore, the goal of vocational education today is to teach young people to successfully solve various professional and life situations, work proactively in a team, and take responsibility.

Competence model of a graduate- the scientific basis of the result and process of training specialists in an educational institution of the vocational education system, generalized in its competence, which ensures the readiness and ability of the graduate to solve various problems in the social and professional spheres, as well as his opportunity for further self-development.

In accordance with this, the design of a graduate's competency model in a particular area as an effective basis becomes one of the conditions not only for the implementation of a competency-based approach in vocational education, but also for the modernization of the educational process, improving its quality and the quality of vocational education in general.

The competence model of a graduate is based on two components - general and professional competencies.

General competencies are the basis of the competence of a graduate of any university in any of the areas of professional training, since they allow the future specialist to act in society, everyday life, perceive the world, evaluate the events taking place in it, determine and implement their own position. General competencies, on the one hand, are not professionally conditioned, because they enable the individual to successfully realize himself in various fields of activity. But, on the other hand, they are professionally significant, since they become the basis for the formation of professional competence itself and its full manifestation in the implementation of a specialist in the professional field.

Professional competencies are based on specific attributes in the industry and testify to the readiness and ability for expedient activity of a specialist in a specific professional situation, to find methods, forms and methods for solving various professional problems, as well as to evaluate the results of their activities. Professional competence contains knowledge, skills and abilities, as well as the ability to flexibly solve professional problems independently or in cooperation with colleagues in accordance with existing or potential production capabilities and resources. Of course, we are talking about both the theoretical and practical components of competence, since competence develops only in activity and is actually its product. At the same time, the professional competence of a specialist is also determined by his value orientations, motives of activity, his general culture, understanding of the world around him and his place in it, the style of relationships with others, the ability to develop his own creative potential. The latter indicates the dual nature of professional competence, its relationship and interdependence with general competence.

We consider it possible to single out social, communicative, general cultural and universal-personal competencies as part of general competencies.

The versatility and complexity of social relations requires a person to possess a wide range of social knowledge and skills of interaction with the outside world and society. Since a person is a social being, his development and acquisition of new qualities causes the emergence of new relationships, the expansion of the environment in which he acts and demonstrates the existing ones. social competencies . Scientists define social competencies as those that characterize the interaction of a person with society, society, other people,

Special social competence is communicative competence - a complex education that ensures successful communication, thanks to which a person can solve a variety of professional and life situations, successfully self-realize. Communicative competence requires a specialist to have linguistic skills, knowledge and compliance with specific socio-cultural norms of behavior, psychological laws of interaction between people, and the ability to maintain a favorable atmosphere. The development of this competence "is connected with the choice of the personality of that socio-cultural environment in which its subjective qualities will be demanded and realized."

Availability general cultural competence allows a specialist to enter the world of culture, the world of values, to understand his place in it, the value and significance of his own professional activity for the development of society. In a multicultural world, a graduate must possess samples of diverse cultures, values and traditions of national culture, show civic qualities, humanism in relation to other members of society.

Universal-personal competence, provides the graduate with successful adaptation in a new social and professional environment, mobility, flexibility, responsibility, the ability to analyze any situation, choose the best ways to solve it, evaluate the consequences of such a decision for further professional activity and the environment in which this situation arose. A manifestation of universal-personal competence is the possibility of a future specialist for self-improvement, building a self-development program based on market requirements and trends in socio-economic and scientific and technological development; self-education, self-control, examination of one's own professional readiness; continuous expansion of the spectrum of one's life activity. The ability to carry out self-observation, self-analysis, self-knowledge, the ability to comprehend one's own activity and overcome stereotypes of thinking, which is understood as a reflection of the personality, is of great importance.

As part of professional competencies scientists distinguish general professional and specialized (professional). General professional competencies are invariant in relation to the direction of professional training and ensure the readiness of a specialist to solve common, typical tasks for the chosen field of activity. Specialized competencies - these are professional and functional knowledge and skills that provide training for a specialist in relation to specific, for this direction, objects and objects of labor; mastering the algorithms of modeling, design, scientific research in a particular industry. General professional competencies become the foundation that allows the graduate to flexibly navigate the labor market and in the field of postgraduate education. Specialized competencies solve the problems of object and subject training. Therefore, for each direction and profile of training, it is important to disclose the composition and justify the content of these competencies.

In the graduate model, both types of competencies should be interconnected and develop simultaneously, creating the image of a specialist and ensuring the formation of his social, personal and professional competencies as an integrative personal education. Since the graduate model is a simplified version of the specialist model, the formation of the student's personality competence in the educational process will occur to the level of his readiness for social and professional activities. This also involves the formation of a future specialist's desire to act, to have certain motives, internal attitudes towards implementation.

Despite the fact that educational standards have determined the list of competencies in the graduate model in most areas of training, their composition, according to many scientists and practitioners, is not ideal. In addition, it must be supplemented with those competencies that are important for life and work in a particular region of the state. It is also important to understand that the formation of these competencies in a graduate is ensured through a certain way organized and implemented educational process. In this context an important factor is the content of training, which should be sufficiently similar in the training of specialists of the same direction and profile. A foundry engineer, who is trained in Rostov, cannot study strength of materials in the amount of 108 hours, and in Lipetsk - 180 hours. The future merchandiser in St. Petersburg should not have knowledge of goods made from leather and fur, and in Sevastopol only from leather. The total amount of work experience should not differ by one, maximum two weeks, since large differences will lead to the formation of significantly different professional experience. For the formation of competence, i.e. skills, primary experience of professional activity, the theoretical component of training should not dominate over the practical one.

In general, it is necessary to single out in the new standards a mandatory content component that is unified both in terms of the list of disciplines and in terms of their volume for the preparation of specific areas and profiles. Only then will it become possible not just to talk about the organization of training on a competency-based basis, but really about the formation and competence in the process of professional training.

Lecture #4

Continuing education

Plan

1. The essence of continuous education.

1. The essence of lifelong education

Continuous education, a concept that appeared relatively recently, or rather, at the end of the 20th century, quickly took central location in the social and pedagogical problems of many states. Today, continuous education is interpreted as a unified system of state and public educational institutions, which ensures the organizational, content unity and continuity of all parts of education. Solving the problems of education and training, polytechnic and professional training of a person should, on the one hand, take into account current and future social needs, on the other hand, satisfy a person’s desire for self-education, comprehensive and harmonious development throughout life.

This determines the ordering of many educational structures - basic and parallel, basic and additional, state and public, formal and informal. Their interconnection and interdependence, mutual subordination by levels, coordination in direction and purpose, ensuring interaction between them turn the entire set of such structures into a single system.

Initially, lifelong education was associated with the education of adults and was interpreted as compensatory: it eliminated the shortcomings of education or made it possible to learn something new that was not there during their education. Lifelong education has not lost this role even now. As before, there are forms of education (correspondence, evening, distance) that allow working people to receive higher professional education. The idea of correspondence education (“by mail”) came to the British mind more than 100 years ago, when the subjects of the British crown who settled in remote possessions were given the opportunity to get an education. Later, this form was appreciated by the inhabitants of provincial towns, remote from major centers. In the Soviet Union, correspondence and evening training made it possible to quickly bring the country to the level of complete secondary education, and then partially solve the problem of higher education for residents countryside and remote areas.

Later, the priority was to improve the qualifications of specialists in those areas where knowledge was especially rapidly updated. There were courses, faculties and institutes for advanced training. Not only did the content of adult education change, but also its form. In the mid 1960s. some American engineering colleges have begun using television to provide training courses employees of nearby corporations. These programs were so successful that they set a precedent for the "diffusion of high-quality education" to students from different cities. It became possible to transmit television courses via satellite throughout the United States, Europe, Australia, and China. The era of distance education has begun.

In the 1970s the idea of continuous education for everyone, regardless of age and profession, arose. The purpose of education has changed: not compensatory; not advanced training, but giving a person the opportunity to adapt to life in constantly changing conditions. The slogan "education for life" is replaced by a new one - "education for life".

Continuing education is considered as education throughout life, which is ensured by the unity and integrity of the education system, the creation of conditions for self-education and the comprehensive development of the individual, a set of successive, coordinated, differentiated educational programs of various stages and levels, guaranteeing citizens the realization of the right to education and providing the opportunity to receive general education and vocational training, retraining, improve skills throughout life.

Continuing education- this is a single system that includes all possible types of educational institutions that ensure the maximum development of human abilities.

Continuous education today is characterized by a number of features. First, it covers the entire process of human life. According to world sources, only 4% of the working-age population of the planet works in the originally acquired profession. Secondly, education is not limited to the place of residence. The modern system of distance education allows you to study regardless of where a person lives. Thirdly, continuous education presupposes the existence of an open education system - a new model of education based on the openness of the world, the processes of cognition and human education. Fourthly, lifelong education implements the principle of self-education, according to which the student is really the subject of the educational process.

Speaking about the essence of continuous education, it is necessary to point out the following:

1) continuous education is a priority problem brought to life by the current stage of scientific and technological development and political, socio-economic and cultural changes;

2) there have been two diametrically opposite relationship to continuous education - from its complete rejection and the announcement of another utopia to the definition of continuous education as the main, and perhaps the only productive pedagogical idea of the current stage of world development;

3) there are three main aspects of the essence of lifelong education:

a) traditional, when continuing education is seen as professional education for adults, the need for which is caused by the necessary compensation for knowledge and skills that were not received during studies, as a kind of response to technological progress that has put human labor in a state of functional illiteracy. This is, in fact, compensatory, additional education, part of “final” education (i.e., “education for life”);

b) the phenomenon of education as a lifelong process (“study all your life”) and give preference to pedagogically organized formal structures (circles, courses, mass media, correspondence and evening education, etc.);

c) the third approach “passes” the idea of lifelong education through the needs of a person, whose desire for constant knowledge of himself and the world around him becomes his value (“education through life”). The goal of lifelong education in this case is the all-round development (including self-development) of a person, his biological, social and spiritual potentials, and ultimately his “cultivation” as necessary condition preservation and development of the society's culture.

Based on the essence, the system of continuous education contributes to the solution of three tasks:

1. preparing a person for inclusion in the system of social and professional relations;

2. improvement of a person with the aim of his timely adaptation to constantly changing conditions;

3. diversified development of the individual, the formation of her worldview.

In accordance with these tasks, two subsystems are distinguished in the structure of lifelong education: basic and additional education. In turn, basic and additional education can be general and professional. Thus, we should talk about basic general, additional general, basic vocational and additional vocational education.

2. Continuous professional education.

Continuing professional education in the broad sense of the word is the continuous updating of professional knowledge and skills. In many ways, this understanding of continuing professional education coincides with additional professional education, since it includes regular advanced training and professional retraining. However, when we talk about additional vocational education, we understand that its base is basic vocational education. In this case, the professionalism of a specialist will develop linearly, and will consist in the accumulation of knowledge and skills about developing technologies. The essence of continuing professional education lies in the constancy of the learning process in the professional field. Here, professional growth is associated with the need for an employee to constantly change areas of activity, profession or specialty throughout life. Therefore, the logic of continuous professional education includes obtaining a second, third education, and advanced training, retraining, which make it possible to change the professional trajectory.

Continuing professional education- targeted training activities carried out on an ongoing basis in order to increase the level of skills, knowledge, professional competencies of the student, consisting of many ascending stages, gradually mastering which the specialist turns into a highly qualified, highly educated specialist demanded by the labor market.

Let's consider on the diagram the possibility of realizing the personality of continuous professional education.

Continuing professional education can be:

Systematic - training without long breaks;

Periodic - regular training at longer intervals or breaks due to the peculiarities of production activities;

Episodic - training as necessary, in connection with a change in the meta-work (social status), as well as to meet personal needs, including training in professional skills for purposes not related to professional activities.

Currently, continuing professional education can be characterized as episodic and non-systematic for the majority of citizens. The exception is employees public sector, for example, teachers and doctors, for whom advanced training is enshrined in law and is a prerequisite for continuing their professional activities.

This state of affairs does not allow solving the issues of dynamic development of the economy. Continuing professional development is essential as businesses must adapt to a changing global marketplace. And this requires personnel with an up-to-date set of competencies that meet the requirements of the modern market. It is important for the employee himself to be in demand in the labor market throughout his life, which requires constant professional self-improvement. In this regard, the formation of an effective system of continuous professional education is a priority goal of the state educational policy.

Today, the system of continuing professional education is the main condition for the reform and development of education in the country. We need efficient system capable of increasing the level of employee competence. The peculiarity of Russia in this matter is not only in the search for its own way of solving the problem of continuous professional education, but also in the fact that Russia today has accumulated a large, historically unique experience in the professional training of specialists from various educational levels, as well as a developed system and structure of vocational education.

However, with all the development of the system of vocational education, the experience of training specialists, today there is an imbalance in the supply and demand of labor force, since those who want to find a job do not meet the requirements of employers, and vacant jobs do not meet the requirements of those who want to find a job. The problem of job seekers is their inconsistency with the professional and qualification structure: since up to 80% of vacancies are in working professions, and among the unemployed, more than half, as a rule, have higher and secondary vocational education.

Today, on average, the age of highly skilled workers in many sectors of the economy reaches 55-60 years, so we see an increase in the shortage of highly skilled labor.

Speaking about Russia, in recent years the Russian government has taken the direction of increasing the flexibility of the market, which gives employers the opportunity to help improve the skills or change the training profile of the existing workforce. It was assumed that enterprises either pay for the training of their employees themselves, or provide them with decent wages. However, there are very few cases of purposeful work of enterprises to improve the competence of their employees.

3. Ways to improve the effectiveness of continuing professional education.

It is possible to effectively implement the idea of a lifelong education system by acting at three levels.

The first level is socio-political. This is the level of education policy. Here the attitude of society to education and to educational activities in particular is determined. At this level, the set of rights and status of the student and the obligations of society in the matter of their real provision are also fixed. In fact, at this level, we are talking about the development of a set of legal acts that establish goals, objectives, directions for the development of lifelong education as a system, the responsibility of public authorities for efficient functioning the entire system of continuous education. The policy in the field of continuous education should be clear and concise for both citizens and business entities that are interested in improving the skills of their employees.

The second level is organizational and administrative. Here the content and main approaches to the formation of a network of educational institutions are determined, which should ensure the implementation of socio-political principles. At this level, the main requirements for the activities of these institutions and their results are formulated. Here it is important to solve problems related to:

Financing continuing professional education,

Flexible response of educational institutions to the demands of society, the economy and the labor market, the achievements of science and technology;

Organization of training, taking into account the free time of citizens, which they can allocate for training;

Compliance of the requirements of educational standards with the requirements of professional standards.

The third level is didactic (methodical). At this level, specific methods of teaching different categories of the population are being developed, as well as approaches to organizing their educational activities and their direct supervision.

Based on this, it is possible to single out the tasks that face continuous professional education, namely:

Forecasting the needs of the labor market in the region, optimizing the lists of professions and specialties for which training is carried out;

Renovation of vocational education, taking into account the needs of the development of the economy and social sphere, science, engineering, technology;

Ensuring the continuity of the content of vocational education at all levels and stages of continuing professional education;

Creation unified system educational statistics and indicators of the quality of education with a focus on international standards quality, as well as education monitoring systems;

Development and implementation of innovative technologies in educational processes, including pedagogical ones;

Development of the material and technical base and scientific and methodological support in the system of continuing professional education;

Involvement of employers and other social partners in solving the problems of vocational education, development of professional and educational standards, formation of orders for the training of specialists.

The most favorable conditions for the implementation of these tasks are formed during the creation of a university complex - the unification of specialized technical schools, colleges, and schools under the auspices of the university. The purpose of such cooperation is the most complete realization by citizens of their rights to education, ensuring the formation of a professionally competent worker, technician (technologist), specialist with a complete higher education, able to independently and creatively think, solve any production tasks be aware of the importance of their activities, be responsible for their results.

In the conditions of the University complex, the implementation of the transition to a multi-level continuous system of training specialists is greatly simplified. This makes it possible to achieve, at each stage of obtaining professional education, the level of professional competence and personal development that would correspond to the possibilities and interests of its development. At the same time, it expands educational space educational institution, new technologies of vocational training are modeled taking into account the personnel needs of the region, an open and permanent system for analyzing the functioning of each educational institution that is part of the structure of continuing professional education is being formed.

It also provides the most complete protection of the social rights of students and the rapid adaptation of graduates to new conditions of functioning.

The work of educational complexes of continuous professional education allows:

Choose students different rates of learning, the level of education and personal development, the level and profile of training;

Differentiate learning conditions depending on personal characteristics and requests;

Get more educational programs and student-centered nature of vocational training;

Strengthen the scientific and theoretical content academic disciplines;

Increase share independent work.

All this should ensure the training of a highly qualified, competitive, mobile, multidisciplinary specialist, capable of quickly adapting to changing socio-economic conditions.

To organize the educational process within the framework of the university complex, it is necessary:

Content agreement curricula preparation of primary, secondary and higher vocational education;

Creation of a cross-cutting educational program;

Ensuring the continuity of the content of vocational education, means, forms and methods of training and education at all levels and levels;

Use of modern information and pedagogical technologies;

Development of uniform criteria and indicators of the quality of vocational education;

Completion of each level of vocational education by awarding a qualification and obtaining a specialty;

Transition from one level of education to another based on the results of knowledge control on a competitive basis;

Establishing close links with production structures and the labor market;

Rational use resource and material and technical support of educational institutions of different levels;

Improving the management of the system of continuing professional education.

We focus on a number of aspects that affect the effectiveness of the functioning of the system of continuous education.

Firstly, this is the establishment of long-term relationships between educational institutions and employers. Recently, such cooperation has begun to take the form of Employers' Councils, which include not only professional educational institutions of primary, secondary and higher education, but also large, medium and small businesses.

Such an approach will make it possible to respond as quickly as possible to the dynamically changing conditions of the activities of specialists and make changes to the plans and content of professional training. In addition, such a system of interaction will make it possible to scientifically reasonably predict the order for the training of specialists at all levels, to annually form proposals from enterprises on the regional register of problems requiring scientific and technical improvement. Such a register can be used to form the topics of scientific research of departments, cycle commissions, scientific laboratories and be reflected in the direction of scientific activity of students of educational institutions of the university complex.

Secondly, a dialogue between the labor market and education is needed. This process should involve not only educational establishments and employers, but body government controlled at the regional level. Them Team work should be aimed at forecasting the needs of the labor market, taking into account scientific and technological progress, the needs of the regional economy and the capabilities of educational institutions.

Thirdly, as practice shows, additional vocational education actively uses distance learning and Internet technologies. According to many domestic and foreign experts, in the near future we may not be talking about a complete transition to distance learning, but the use of blended learning, where full-time and Internet learning technologies are rationally combined.

Today, two classification bases can be distinguished: this is pure Internet learning and complex, which has many types and subspecies. Steady place is occupied by pure Internet-learning. The organization of the educational process is reduced to the study of specially prepared educational materials, testing and consultations with the teacher. The student can choose a separate discipline, which is studied by him in a virtual version.

The fourth aspect of increasing the effectiveness of continuing professional education is associated with the formation and development of students' skills of independent educational and cognitive activity. In general, intensive independent work is the basis of continuing education, which allows the student to study in a convenient place for himself, according to an individual schedule, having a set of special teaching aids and an agreed opportunity to contact the teacher by phone, fax, e-mail or regular mail, as well as in person. The goal of continuous education is not to teach a person all his life, but to make him learn himself. But this means a revision of the goals, means and content of traditional education, which should equip a person with a readiness for retraining and, in connection with this, with a readiness for goal setting, adequate self-esteem, reflection, the ability to restructure one's activities, and the ability to self-organize. In this regard, there is a need to apply special methods in the educational process that allow students to form and develop appropriate self-organization skills, which will allow them to effectively operate in the system of continuous education in the future.

Utemov V. V. Competency model of education in college in the implementation of the Federal State Educational Standard of secondary vocational education // Concept. –2015. –No. 11(November).–ART15393. -0.4 p.l. –URL: http://ekoncept.ru/2015/15393.htm.–ISSN 2304120X. one

ART15393UDK 37.013.46

Utemov Vyacheslav Viktorovich,

candidate pedagogical sciences, Associate Professor of the Department of Pedagogy, Vyatka State University for the Humanities, Deputy Director for Educational and Methodological Work of the Vyatka College of Culture, Kirov [email protected]

Competence-based model of education in college in the implementation of the Federal State Educational Standard of secondary vocational education

Annotation. The article describes a competency-based model for the formation of educational results in the development of federal state educational standards of secondary vocational education in the preparation of mid-level specialists. The proposed model was successfully tested in KOGAOU SPO "Vyatka College of Culture" in 2011–2015. when passing full course training according to the Federal State Educational Standards of secondary vocational education for the specialties of the Art and Culture group. Key words: federal state educational standards of secondary vocational education, competence, competence, types of professional activities, competence-based approach. Section: (01) pedagogy; history of pedagogy and education; theory and methodology of training and education (by subject areas).

The education system, focused on mastering the knowledge accumulated by mankind, sets a natural limit for the development of science, technology, and knowledge in general. The goal of modern vocational education is to ensure that the future professional has a wide range of interrelated and interacting qualities, such as initiative, mobility, dynamism and constructiveness, the desire for self-education, knowledge of new technologies and methods of their application, the ability to accept independent solutions, adapt in the social and professional sphere, be able to work in a team, be prepared for overload and stressful situations, etc. The list of such qualities can be significantly expanded, but it is more important to identify something in common that brings them together. Such a system-forming role in modern education is given to the concept of “competence”. We consider the competence-based approach as an objective phenomenon brought to life by socio-economic, educational and pedagogical prerequisites. The modern economy imposes new requirements on the mid-level specialist, which must be taken into account in the training programs for specialists. These new requirements are interdisciplinary in nature and are universal for various fields of activity. An attempt to meet these requirements forces us to update the content of the studied disciplines and introduce new pedagogical technologies, as well as new approaches to the implementation of the main professional educational program. However, with almost 70 years of experience in training mid-level specialists in the field of culture and art at the Vyatka College of Culture competence”, successfully combined with an internal understanding of the pedagogical purpose of the work. Professional competence is the completeness of the qualities and abilities of an employee, ensuring that he performs actions in accordance with the competence determined by the requirements of the position. –2015. –No. 11(November).–ART15393. -0.4 p.l. –URL: http://ekoncept.ru/2015/15393.htm.–ISSN 2304120X. 2

According to the current GEF SPO 3+ for all areas of training, the competencies of trained specialists are summarized through applied types of professional activities: 51.02.01 Folk art (FSES approved by order of the Ministry of Education and Science No. by order of the Ministry of Education and Science No. 1356 of October 27, 2014); 51.02.03 Library science (FGOS approved by order of the Ministry of Education and Science No. 1357 of October 27, 2014); 53.02.08 Musical sound engineering skills (FGOS approved by order of the Ministry of Education and Science No. );54.02.08 Technique and art of photography (FSES approved by order of the Ministry of Education and Science No. 1363 of October 27, 2014). Therefore, in our opinion, the main educational goal in implementing this approach, taking into account the FSES SVE, is the development of competence through the assignment of a type of professional activity. To implement the FSES SVE, we have developed a competency-based learning model (see Fig. 1). Type of professional activity The specificity approved by the standard is a component that clarifies the requirement and content of the training program, and includes an integrated result of the formation of general and professional competencies of a specialist. Competencies, in turn, are formed through stages: knows (knowledge), knows how (skills), owns (experience).

When implementing an educational program, we consider knowledge and skills as one of the results of basic and special disciplines, and experience mainly as a result of educational, industrial practices and research, in particular term papers, in which students perform applied research. Competence necessarily includes the ability and motivation to improve in a given subject area, both through the assimilation of new knowledge and methods from outside, and through the formation of new knowledge and methods from the experience of manifesting this competence in practice after the completion of the learning process. Creating conditions for motivation to learn remains a paramount task. To do this, the curriculum from the first year of study should include special disciplines. In addition, according to educational standards, it is advisable to provide training for specialists on the basis of relevant educational creative teams formed from students in the areas of training. So, in the college there are now six educational creative teams, where students, in addition to being motivated to master the educational program, gain professional experience. If we talk about the amount of time allotted to work in a team, we can say that a student, being a member of a team, on average participates in five rehearsals a week, in 20 concerts and 30 shows a year, as well as in a sufficient number of competitions and festivals as part of a team .Level of students' motivation to future profession is reflected annually in testing the enthusiasm for the future profession. So, for 2015, the enthusiasm is distributed as follows: I course -60%, II course -40%, II course -65%, IV course -80%. The drop in interest in the profession at the beginning of the second year is mostly due to the discrepancy between the idea of the chosen profession and the real one, due to a fragmentary understanding of the profession and ignorance of the specifics of its content. And after I course such understanding comes. Such an audit of interest allows you to intensify the work of adapting to the received profession in time through the system extracurricular activities reflected in the competence model.

Rice. 1. Competence-based learning model in the implementation of the Federal State Educational Standard of secondary vocational education

The educational activity of the college is considered by us as a process of interaction of intellectual, creative abilities, reflection and motivation. Intellectual and creative activities in the training program for specialists in the field of culture and art are intertwined and carried out in two directions: the formation and development of professional individualization (subjectivization) in the complex of special knowledge, skills and abilities; the development and formation of personality (professional socialization) in the process of formation of mental neoplasms and the development of formed qualities in practical activities . Utemov V. V. Competency model of education in college in the implementation of the Federal State Educational Standard of secondary vocational education // Concept. –2015. –No. 11(November).–ART15393. -0.4 p.l. –URL: http://ekoncept.ru/2015/15393.htm.–ISSN 2304120X. four

The unity of subjectivization and socialization creates a harmonious combination of professional and personal principles in the development of competence. Subjectivization goes through the study of disciplines, practices, research work, as well as through work in educational creative teams. Socialization is realized through the foundation of professional modules. To do this, the college's methodological council annually updates the matrix of formed competencies and the matrix of measured competencies to understand the targets for mastering professional modules.

Generalized professional modules in the areas of training in the college are creative / technological, organizational and managerial and pedagogical / socio-cultural activities. Each module contains work practice, the content of interdisciplinary courses is partially assimilated through work and its comprehension in the educational creative team and ends with a qualification exam, the result of which is the readiness to perform a type of professional activity. On the this moment the form of such an exam is a portfolio of achievements (certificates, diplomas, acknowledgments, reviews, characteristics of students), a project portfolio (an individual project developed within the framework of an interdisciplinary module course) and a portfolio of works (workouts of classes, developed repertoire plans, reports, abstracts, analyzes of works, generalization of experience work). An analysis of the presented portfolio makes it possible to assess the maturity of each competency that is taken out for measurement. The next component taken into account in the model is reflection.

Reflection is considered as a component of educational activity, which is a powerful means of self-organization of cognitive activity. The object of reflection is directly professional knowledge, knowledge about one's own professional activity and life in general. So, in extracurricular activities and in practice, after visiting cultural and leisure institutions, watching concert and theatrical programs in the classroom, students conduct a comprehensive analysis of the event, which allows them to reflect on stable motives that contribute to the realization of goals. professional activities, and become a motive for further development of the educational program. Thus, training within the framework of professional modules takes into account the dependence described in the methodological literature between the level of development of reflection and the effectiveness of professional activity. The main thing in achieving effectiveness is to find for each student the optimal complexity of a particular task, for this the topics of research work, concert numbers, theatrical performances, etc. are differentiated. Intellectual results due to creativity and reflection have the property of self-development and self-expansion of the accumulated experience. Reflection in this case does not just play the role of recursion in the self-application of some accumulated result, but manifests itself as the appeal of the most formed professional activity of the student to his own methods and knowledge as an object of analysis and synthesis. the results of which are the developed and implemented product of intellectual activity (choreographic performance, ritual performance, theatrical performance, cinematic image, phonograms of musical works, etc.). Graduation work is the end point of the organization of educational research activities of students throughout the years of study in the proposed model.

Thus, work in the areas of "subjectivization" and "professional socialization" makes it possible to represent the student's result through the relationship of general and professional competencies that make up the requirements for a college graduate. At the same time, the formed qualities and abilities of a person “are organized into a whole, resembling a pyramid in its structure” (according to B. F. Lomov,) (Fig. 2).

Rice. 2. Four-component competence model

In the four-component competency model, both the edges of the pyramid and its tops, illustrating the paired and triple interaction of competencies, acquire special meaning. Therefore, for example, the educational program provides for the types of educational activities aimed at the design of the edges of the pyramid: the implementation of course and educational research work and projects. The following component of the model is responsible for the qualitative formation of the competence pyramid - the system of professional development and self-development of the teacher. This is a system of measures aimed at a comprehensive increase in the competence and professional skills of each teacher, carried out in order to master the technologies and methods of educational work for teachers, their creative application in the classroom and in extracurricular activities, the search for innovative, new and most rational and effective forms of methods of organizing, conducting and analyzing educational process. The formation of a system for advanced training and self-education of teachers in the college is annually built on a single methodological topic with generalization and propaganda pedagogical experience. The generalization of the work experience of teachers takes place in different forms reflected in the model. Thanks to the existing system of methodological work in the college, a unified information and methodological support for the implementation of the competency-based approach is being formed. Thus, taking into account internal and external factors in the educational program every year, the existing learning outcome allows us to talk about the formed competence of the graduate, which makes it possible to carry out types of professional activities. Utemov V. V. Competence model college education in the implementation of the Federal State Educational Standard of secondary vocational education // Concept. –2015. –No. 11(November).–ART15393. -0.4 p.l. –URL: http://ekoncept.ru/2015/15393.htm.–ISSN 2304120X. 6

As a prospect for the further development of the described model in the system of vocational education, we highlight the work on the implementation of measuring the formation of competence in the form of a competence profile, that is, the development of such tasks that show which components of competence and to what extent are manifested in solving this problem. Moreover, each solution of the problem will have a competence structure (Fig. 3).

Rice. 3. Competence profile of decisions

The competence structure of tasks is determined by the weight coefficients of the competencies being formed. The obtained weight coefficients of the components of competencies make it possible to build the profile of the subject (Fig. 4).

Rice. 4. An example of a graduate's competency profile

This profile can be very convenient for us when updating educational programs being implemented.

As another immediate task for the methodological equipment of education in SVE, it should be noted that in accordance with the action plan for the modernization of general education for 2011-2015, approved by the order of the Government of the Russian Federation of September 7, 2010 No. 1507r, the introduction of the Federal State Educational Standard is carried out in stages ( see Fig. 5): GEF of primary general education - from 2011; GEF of basic general education - from 2015; GEF of secondary general education - from 2020 Utemov V.V. education // Concept. –2015. –No. 11(November).–ART15393. -0.4 p.l. –URL: http://ekoncept.ru/2015/15393.htm.–ISSN 2304120X. 7

If we take into account that for the system of general education, the Federal State Educational Standards began to prescribe educational results not only subject, but personal and meta-subject, i.e., a school graduate will have a “new” set of educational achievements, then the next stage of education (professional) should be ready for the training of such a graduate with ensuring the continuity of education. Therefore, the task of adapting educational materials and teaching methods in secondary vocational education with general education should become a key one in methodological work in the system of secondary vocational education.

Rice. 5. Specific gravity the number of students of general education organizations studying according to the Federal State Educational Standard (%)

Thus, the proposed competence-based model for the formation of educational results in the development of federal state educational standards of secondary vocational education in the training of mid-level specialists can become a core element in the organization of educational and methodological work.

References to sources 1. Yarygin O. N. The system of formation of competence in analytical activity in the preparation of scientific and pedagogical personnel: author. dis. ... dra ped. Sciences. -Togliatti, 2013. -44 p. in the specialty 51.02.02 Socio-cultural activities (by type) approved by order of the Ministry of Education and Science No. 1356 of October 27, 2014. The federal state educational standard of secondary vocational education in the specialty 53.02.08 Musical sound engineering skills was approved by order of the Ministry of Education and Science No. 997 dated August 13, 20146. The federal state educational standard of secondary vocational education in specialty 54. 02.08 Technique and art of photography approved by order of the Ministry of Education and Science No. 1363 of October 27, 2014. Yarygin O. N., Korostelev A. A., Denisova O. P., Dmitriev D. A. Analytical activity in the system of educational management. –Tolyatti: Izdvo TSU, 2012. –320 p.8. Lomov BF Methodological and theoretical problems of psychology. – M.: Science, 1984.–226 p. –2012. - No. 9 (September). - URL: http://ekoncept.ru/2012/12113.htm.10. Public report of the Ministry of Education and Science of the Russian Federation. Public Declaration of Goals and Objectives, 2015 –12 p. –2015. –No. 11(November).–ART15393. -0.4 p.l. –URL: http://ekoncept.ru/2015/15393.htm.–ISSN 2304120X. eight

Vyacheslav Utemov, Candidate of Pedagogy Sciences, Associate Professor of the Department of Pedagogy, Vyatka State University of Humanities, Deputy Director on educational work, Vyatka College of Culture, Kirov [email protected]

Competencebased learning model in College during implementation of the Federal State Educational Standard of secondary vocational education Abstract.The paper describes competencebasedmodel of formation of educational outcomes during the development of Federal State Educational Standards of secondary vocational education in preparing midcareer professionals. The proposed model has been successfully tested in Vyatka College of Culturein 20112015 at thefull course of study of Federal State Educational Standards of secondary vocational education for the major “Artand culture”. Keywords:Federal state educational standards of secondary professional education, competence, competence, professional activities, competence approach.References1.Jarygin,O. N. (2013). Sistema formirovanija kompetentnosti v analiticheskoj dejatel"nosti pri podgotovke nauchnopedagogicheskih kadrov: avtoref. dis. ... dra ped. nauk, Tol"jatti, 44 p.(in Russian).2.Federal"nyj gosudarstvennyj obrazovatel"nyj standart srednego professional" nogo obrazovanija po special "nosti 51.02.01 Narodnoe hudozhestvennoe tvorchestvo (po vidam) utverzhden prikazom Minobrnauki No. 1382 ot 27 oktjabrja 2014 g. nosti 51.02.02 Social "nokul" turnaja dejatel "nost" (po vidam) utverzhden prikazom Minobrnauki №1356 ot 27 oktjabrja 2014 g.(in Russian).4.Federal"nyj gosudarstvennyj obrazovatel"nyj standart srednego professional"nogo obrazovanija po special "nosti 51.02.03 Bibliotekovedenie utverzhden prikazom Minobrnauki No. 1357 ot 27 oktjabrja 2014g. l "noe zvukoperatorskoe masterstvo utverzhden prikazom Minobrnauki No. 997 ot 13 August 2014 g. No. 1363 dated 27 October 2014 (in Russian).7.Jarygin,O. N., Korostelev, A. A., Denisova, O. P. & Dmitriev,D. A. (2012). Analiticheskaja dejatel "nost" v sisteme obrazovatel "nogo menedzhmenta, Izdvo TGU, Tol" jatti, 320 p. (in Russian). 8. Lomov, B. F. (1984). Methodologicheskie i teoreticheskie problemy psihologii, Nauka, Moscow, 226 p.(in Russian).9.Utjomov,V. V. (2012). “Programmnye sredstvaraboty nad dokumentami pri organizacii samostojatel"noj raboty uchashhihsja", Koncept, No. 9 (sentjabr"). Available at: http://ekoncept.ru/2012/12113.htm(in Russian).10.Publichnyj doklad Ministerstva obrazovanija i nauki RF. Publichnaja deklaracija celej i zadach, 2015, 12 p. (in Russian).

GorevP. M., candidate of pedagogical sciences, editor-in-chief of the magazine "Concept"

Received a positive review Received a positive review Received a positive review 10/28/15 Accepted for publication 10/28/15

In the strategy for the development of education in the Russian Federation for the period up to 2025, the priority task is the development of a highly moral personality who shares Russian traditional spiritual values, has up-to-date professional knowledge and skills, is able to realize his potential in a modern society, and is ready for peaceful creation and defense of the Motherland.

APPLICATION AREA

The competence model of a graduate was developed on the basis of the federal state educational standard of secondary vocational education (hereinafter - FSES SVE) by profession.

The model is a set of requirements that are mandatory for the implementation of basic professional educational programs inprofessions 35.01.13 "Tractor driver of agricultural production",professional educational institution OGAPOU SHART, which has the right to implement the main professional educational program in this profession. The model was developed in accordance with the regional system of vocational education, the regional labor market and the possibility of building individual educational trajectories for students through the use of the variable part of the FSES SVE.

ABBREVIATIONS USED

In this graduate competency model, the following abbreviations are used:

SPO – secondary vocational education;

GEF SPO – federal state educational standard of secondary vocational education;

OU – educational institution;

BRI - the main professional educational program in the specialty;

OK – general competence;

PC – professional competence;

PM – professional module;

MDK - Interdisciplinary course.

CHARACTERISTICS OF TRAINING IN THE SPECIALTY

3.1. Regulatory terms for mastering the main professional educational program of secondary vocational education of basic training at full-time education and the qualifications awarded are given:

4.2. The objects of professional activity of graduates are:

tractors, self-propelled agricultural machines;

trailers and attachments;

equipment for livestock farms and complexes;

mechanisms, installations, fixtures and other engineering and technical equipment for agricultural purposes;

cars of category "C";

tools, equipment, stationary and mobile means for installation, repair and maintenance of agricultural machinery and equipment;

technological processes of installation, repair and maintenance of agricultural machinery and equipment;

raw materials and agricultural products;

technological operations in agriculture.

4.3. Trained by profession 110800.02 Tractor driver of agricultural production is preparing for the following activities:

4.3.1. Operation and maintenance of agricultural machinery and equipment.

4.3.2. Performing locksmith work on the repair and maintenance of agricultural machinery and equipment.

4.3.3. Transportation of goods.

REQUIREMENTS FOR THE RESULTS OF MASTERING THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM

5.1. A graduate who has mastered PPKRS should have general competencies, including the ability to:

OK 1. Understand the essence and social significance of the future profession, show a steady interest in it.

OK 2. Organize their own activities, based on the goal and ways to achieve it, determined by the head.

OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work.

OK 4. Search for information necessary for the effective performance of professional tasks.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team, communicate effectively with colleagues, management, clients.

OK 7. Organize your own activities in compliance with the requirements of labor protection and environmental safety.

OK 8. Execute military duty , including with the application of acquired professional knowledge (for young men).

5.2. A graduate who has mastered PPKRS should have professional competencies, relevant types activities:

5.2.1. Operation and maintenance of agricultural machinery and equipment.

PC 1.1. Drive tractors and self-propelled agricultural machines of all kinds in agricultural enterprises.

PC 1.2. Perform work on the cultivation and harvesting of crops in crop production.

PC 1.3. Perform work on maintenance of technological equipment of livestock complexes and mechanized farms.

PC 1.4. Carry out maintenance work on tractors, agricultural machinery and equipment in workshops and service points.

5.2.2. Performing locksmith work on the repair and maintenance of agricultural machinery and equipment.

PC 2.1. Perform maintenance work on agricultural machinery and equipment using stationary and mobile maintenance and repair facilities.

PC 2.2. Carry out repair, adjustment and adjustment of individual components and parts of tractors, self-propelled and other agricultural machines, trailers and attachments, livestock farm equipment and complexes with the replacement of individual parts and parts.

PC 2.3. Carry out preventive inspections of tractors, self-propelled and other agricultural machines, trailers and attachments, equipment of livestock farms and complexes.

PC 2.4. To identify the causes of simple malfunctions of tractors, self-propelled and other agricultural machines, trailers and attachments, equipment of livestock farms and complexes and eliminate them.

PC 2.5. Check for accuracy and test under load repaired agricultural machinery and equipment.

PC 2.6. Perform work on conservation and seasonal storage of agricultural machinery and equipment.

5.2.3. Transportation of goods.

PC 3.1. Drive category "C" vehicles.

PC 3.2. Carry out cargo transportation.

PC 3.3. Carry out maintenance Vehicle on the way.

PC 3.4. Eliminate minor malfunctions that occur during the operation of vehicles.

PC 3.5. Work with the documentation of the established form.

PC 3.6. Take immediate action at the scene of a traffic accident.

PROGRAM PERFORMANCE EVALUATION

The assessment of the quality of the development of PPKRS should include current monitoring of academic performance, intermediate and state final certification students.

Specific forms and procedures for monitoring progress, intermediate certification for each discipline and professional module are developed by the educational organization independently and brought to the attention of students within the first two months from the start of training.

To certify students for the compliance of their personal achievements with the step-by-step requirements of the relevant PPKRS (current control

Borisova Vera Mikhailovna

Professional and personal model of a college graduate

The graduate model should contain elements of professional qualifications and an element of supra-professional qualifications, i.e. communication skills, knowledge foreign language, Information Technology, knowledge of related fields of activity; social competence (readiness), cultural competence (readiness), ability to make responsible decisions, management of personal professional career skills of self-education, ability to work in a team.

In the process of learning one of important tasks is the formation of professional self-awareness of students, which in turn requires the education of professionally significant qualities of the student's personality.

The following features are expected:

Self-acceptance - confirmation to oneself of one's responsibility and the laws of one's own being, harmony and consent internal images"I", the feeling of the ability to enter society, into one's professional future;

Reflection - the ability to introspect one's feelings, actions, advancement in knowledge, the dynamics of the development of personal qualities: to show the will to achieve a goal, correct developing qualities, the ability to show interest in learning and professional activities;

Self-knowledge - the ability to see oneself in development, the definition of one's psycho-physiological, physical, mental states at the moment, knowledge of one's potential possible gay teachings, professional activities.

The unity of the personal and professional development of students should be the basis of the concept of educational activities, where the development factor is the internal environment of the individual, his activity, the need for self-realization. The object of professional development and the form of realization of the creative potential of a future specialist in professional work are orientation, competence, and divergence. Each characteristic is a certain combination or combination of significant personal qualities that determine the professional model of a college graduate,

The graduate model from the standpoint of professional culture can be viewed as a set of individual blocks of personal qualities, the mechanism of education of which should be based on the synergy of the educational interaction between the teacher and the students of the group.

1 block - personal qualities professional interactions.

For successful work in a team, harmony is more important than mutual disposition and sympathy. But most often, friendliness, goodwill, sincerity evoke a response and are perceived with satisfaction by others. The ability to take into account the interests of others, to behave in such a way that it would be convenient and pleasant for other people to work next to you is the foundation of cooperation. In communication, the behavior of one person can be a measure of the behavior of another, and thus, can be oriented to certain cultural norms. If we talk about cultural norms, we can talk about the culture of behavior, the culture of communication and the culture of self-expression, which in turn express the moral requirements of society. The upbringing of a student as a highly moral person is focused on the development of moral qualities: honesty, responsibility, commitment, goodwill. The personality is revealed, first of all, from the social side included in the system of social relations. Therefore, one of the most important characteristics of a personality is the social statuses that it occupies in various fields, groups, and organizations.

The task of the teacher-educator is to establish personal contact with students, to constantly show interest in the students of the group. Listen carefully. If possible, give a compliment, especially to those students who have problems. Develop a cycle of bright collective events, taking into account the interests and capabilities of each student, so that anyone can realize themselves and look their best. Promote personal significance students, involving them in various activities. The situation of success is a take-off for a person, a kind of leap one step higher in personal development. In this way, we will be able to build self-confidence in the student.

Block 2 - personal qualities of professional growth.

Professional development is inseparable from personal development - both are based on the principle of self-development. The productive development of a person depends not only on the life of a person, but also on favorable conditions: physical health and external data. Modern society and production need specialists who are able to work fruitfully in conditions of fierce market competition, which requires excellent health, physical strength, and strong-willed qualities. Physical education is an indispensable part of general education, which contributes to the formation of socially necessary qualities in students: determination, purposefulness.

Graduate level requirements include: General requirements to his education, training in special disciplines, industrial practice. But at the same time, it is necessary to lay down requirements relating to personal and active qualities such as decency, conscientiousness, responsibility, loyalty, reliability, honesty. Knowledge by itself does not determine the quality of a graduate's preparation. A competitive mid-level specialist is a person who, in addition to professional knowledge, must also have motivation for quality work, emotional stability in various situations, and the ability to manage their mental state.

3 block - personal qualities of creative professional activity.

The student's knowledge is systemic. He must be fluent in scientific terminology, be able to use theoretical knowledge in professional activities, be able to consciously analyze any phenomenon or process, comparing it with a model, defending and expressing his point of view. The result of college education is the student's readiness for independent professional activity, the ability to design and predict the results of his work, which is exclusively creative.

Block 4 - personal qualities of professional self-realization.

The professional value orientations of the individual are conditioned by the need to realize its significance for society. Various activities allow the student to fully express himself as a person, in accordance with his individual abilities. The possibilities of self-realization in the perspective of professional activity depend on the revitalization of the activities of student clubs, creative teams, which makes it possible to increase the motivation of students to participate in general college events, on the organization of events for the active involvement of students in the management of educationalprocess (creation of educational student councils to discuss college problems, problems of academic performance, attendance). Student self-government plays an important role in solving this problem. These are the conditions for the implementation of creative activity and amateur performance in educational, cognitive and cultural relations, which are aimed at the ability to overcome life's difficulties, the ability to present oneself, self-consciousness. initiative, determination, endurance, communication. Versatile education is a mandatory attribute of every human "I". And the ideological, cultural and moral content of this “I” largely depends on the quality of education.