Educational standard spo. Federal State Educational Standard of Secondary Vocational Education
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Federal State Educational Standards (FGOS) - a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher vocational education educational institutions with state accreditation
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I. Scope This federal state educational standard of secondary vocational education is a set of mandatory requirements for secondary vocational education in the specialty 09.02.05 Applied Informatics (by industry) for a professional educational organization and an educational organization higher education who have the right to implement state-accredited training programs for mid-level specialists in this specialty, on the territory Russian Federation(hereinafter referred to as the educational organization).
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II. Abbreviations used The following abbreviations are used in this standard: SPO - secondary vocational education; GEF SPO - federal state educational standard of secondary vocational education; PSSSP - training program for mid-level specialists; OK - general competence; PC - professional competence; PM - professional module; MDK is an interdisciplinary course.
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III. Characteristics of training in the specialty 3.1. Obtaining an SPO under the SSPP is allowed only in an educational organization. 3.2. Deadlines for obtaining open source software in the specialty 09.02.05 Applied Informatics (by industry) basic training in full-time training and the qualifications awarded are given in Table 1. *Regardless of the educational technologies used. ** Educational organizations that train mid-level specialists on the basis of the main general education, implement the federal state educational standard of secondary general education within the PSSSZ, including taking into account the received specialty of secondary vocational education. The level of education required for admission to training in the BSPP Name of the qualification of basic training The term for obtaining the SVE in the BSPP of basic training in full-time education * secondary general education Technician-programmer 2 years 10 months basic general education 3 years 10 months **
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3.3. The terms for receiving the SVE for the advanced training SSSP are one year longer than the time for receiving the SVE for the basic training SSSP. The deadlines for obtaining SVE for advanced training in full-time education and the qualifications awarded are given in Table 2. *Regardless of the educational technologies used. ** Educational organizations that train mid-level specialists on the basis of basic general education implement the federal state educational standard of secondary general education within the limits of the SPSSZ, including taking into account the received specialty of secondary vocational education. Level of education required for admission to study in RPSP Name of advanced training qualification Deadline for obtaining vocational vocational training in RPSP for advanced training in full-time education* secondary general education Specialist in applied informatics 3 years 10 months basic general education 4 years 10 months**
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The terms for obtaining SVE for basic and advanced training in the SSSP, regardless of the educational technologies used, are increasing: for students in part-time and part-time forms of education: on the basis of secondary general education - no more than 1 year; on the basis of basic general education - no more than 1.5 years; for the disabled and people with handicapped health - no more than 10 months.
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IV. Characteristics of professional activity of graduates 4.1. The field of professional activity of graduates: information processing, development, implementation, adaptation, maintenance of software and information resources, adjustment and maintenance of industry-specific equipment in manufacturing, servicing, trade organizations, administrative and management structures (by industry).
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4.2. The objects of professional activity of graduates are: information; information processes and informational resources; languages and content programming systems, content management systems; means of creation and operation of information resources; software; equipment: computers and peripheral devices, networks, their complexes and industry-specific systems; technical documentation; primary workforce.
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4.3. Technician-programmer prepares for the following activities: 4.3.1. Processing of industry information. 4.3.2. Development, implementation and adaptation of industry-specific software. 4.3.3. Maintenance and promotion of industry-specific software. 4.3.4. Security project activities.
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4.4. A specialist in applied informatics is preparing for the following activities: 4.4.1. Processing of industry information. 4.4.2. Development, implementation and adaptation of industry-specific software. 4.4.3. Maintenance and promotion of industry-specific software. 4.4.4. Project management. 4.4.5. Managing the activities of a division of the organization.
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V. Requirements for the results of mastering the training program for mid-level specialists 5.1. The software engineer must have general competencies, including the ability to: OK 1. Understand the essence and social significance of their future profession show a sustained interest in it. OK 2. Organize their own activities, choose standard methods and methods for performing professional tasks, evaluate their effectiveness and quality. OK 3. Make decisions in standard and non-standard situations and be responsible for them. OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development. OK 5. Use information and communication technologies in professional activities. OK 6. Work in a team and team, communicate effectively with colleagues, management, consumers. OK 7. Take responsibility for the work of team members (subordinates), the result of completing tasks. OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training. OK 9. Navigate in conditions of frequent change of technologies in professional activity.
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5.2. A programmer technician must have professional competencies corresponding to the types of activity: 5.2.1. Processing of industry information. PC 1.1. Process static information content. PC 1.2. Process dynamic information content. PC 1.3. Prepare equipment for operation. PC 1.4. Set up and work with industry equipment for processing information content. PC 1.5. Control the operation of computer, peripheral devices and telecommunication systems, ensure their proper operation.
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5.2.2. Development, implementation and adaptation of industry-specific software. PC 2.1. Collect and analyze information to determine customer needs. PC 2.2. Develop and publish industry-specific software and information resources with static and dynamic content based on ready-made specifications and standards. PC 2.3. Conduct debugging and testing of industry-specific software. PC 2.4. To carry out adaptation of industry software. PC 2.5. Develop and manage project and technical documentation. PC 2.6. Participate in the measurement and quality control of products.
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5.2.3. Maintenance and promotion of industry-specific software. PC 3.1. Resolve industry-specific software compatibility issues. PC 3.2. To carry out promotion and presentation of industry-specific software. PC 3.3. Carry out maintenance, test checks, configuration of industry-specific software. PC 3.4. Work with customer relationship management systems.
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5.2.4. Ensuring project activities. PC 4.1. Provide content for project operations. PC 4.2. Determine the timing and cost of project operations PC 4.3. Determine the quality of project operations. PC 4.4. Define resources for project operations. PC 4.5. Determine the risks of project operations.
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5.3. A specialist in applied informatics should have general competencies, including the ability to: OK 1. Understand the essence and social significance of his future profession, show a steady interest in it. OK 2. Organize their own activities, determine the methods and ways of performing professional tasks, evaluate their effectiveness and quality. OK 3. Solve problems, assess risks and make decisions in non-standard situations. OK 4. Search, analyze and evaluate the information necessary for setting and solving professional problems, professional and personal development. OK 5. Use information and communication technologies to improve professional activities. OK 6. Work in a team and team, ensure its cohesion, communicate effectively with colleagues, management, consumers. OK 7. Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks. OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training. OK 9. Be prepared to change technologies in professional activities.
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5.4. A specialist in applied informatics must have professional competencies corresponding to the types of activity: 5.4.1. Processing of industry information. PC 1.1. Process static information content. PC 1.2. Process dynamic information content PC 1.3. Model in 3D graphics packages. PC 1.4. Prepare equipment for operation. PC 1.5. Set up and work with industry equipment for processing information content. PC 1.6. Control the operation of computer, peripheral devices and telecommunication systems, ensure their proper operation.
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5.4.2. Development, implementation and adaptation of industry-specific software. PC 2.1. Conduct a study of the object of automation. PC 2.2. Create information-logical models of objects. PC 2.3. Develop and publish industry-specific software and information resources with static, dynamic and interactive content. PC 2.4. Conduct debugging and testing of industry-specific software. PC 2.5. Conduct industry-specific software adaptation. PC 2.6. Develop, maintain and review project and technical documentation. PC 2.7. Perform product verification and quality control.
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5.4.3. Maintenance and promotion of industry-specific software. PC 3.1. Identify and resolve industry-specific software compatibility issues. PC 3.2. To carry out promotion and presentation of the software product. PC 3.3. Carry out maintenance, test checks, configuration of industry-specific software. PC 3.4. Work with customer relationship management systems.
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5.4.4. Project management. PC 4.1. Manage project scope. PC 4.2. Manage project time and cost. PC 4.3. Manage project quality. PC 4.4. Manage project resources. PC 4.5. Manage project personnel. PC 4.6. Manage project risks.
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5.4.5. Managing the activities of a division of the organization. PC 5.1. To carry out the formulation of operational and strategic goals and objectives of the activity. PC 5.2. Plan the activities of the team, delineate areas of responsibility, control the work of junior technical staff. PC 5.3. Monitor and evaluate the activities of the organizational unit.
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VI. Requirements for the structure of the training program for mid-level specialists 6.1. SPSP provides for the study of the following training cycles: general humanitarian and socio-economic; mathematical and general natural sciences; professional; and sections: educational practice; Internship(according to the profile of the specialty); industrial practice (undergraduate); intermediate certification; state final certification.
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6.2. The obligatory part of the HRSP should be about 70 percent of the total time allotted for their development. The variable part (about 30 percent) makes it possible to expand and (or) deepen the training, determined by the content of the mandatory part, to obtain additional competencies, skills and knowledge necessary to ensure the competitiveness of the graduate in accordance with the demands of the regional labor market and opportunities for continuing education.
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Disciplines, interdisciplinary courses and professional modules of the variable part are determined by the educational organization. The general humanitarian and socio-economic, mathematical and general natural science training cycles consist of disciplines. The professional training cycle consists of general professional disciplines and professional modules in accordance with the types of activities. The professional module includes one or more interdisciplinary courses. When students master professional modules, educational and (or) work practice (according to the specialty profile) is carried out.
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6.3. The obligatory part of the general humanitarian and socio-economic training cycle of the PPSSZ basic training should include the study of the following compulsory disciplines: "Fundamentals of Philosophy", "History", " Foreign language", "Physical culture"; in-depth training - "Fundamentals of Philosophy", "History", "Psychology of Communication", "Foreign Language", "Physical Culture". discipline "Life safety". The amount of hours for the discipline "Life safety" is 68 hours, of which for mastering the basics military service- 48 hours.
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6.4. When determining the structure of the SSSP and the complexity of its development, an educational organization can use a system of credits, while one credit corresponds to 36 academic hours.
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VII. Requirements for the conditions for the implementation of the training program for mid-level specialists 7.1. The educational organization independently develops and approves the SSRP in accordance with the Federal State Educational Standards of the SPO and taking into account the corresponding exemplary SSRP. Before starting the development of the LSSP, an educational organization must determine its specifics, taking into account the focus on meeting the needs of the labor market and employers, and specify the end results of training in the form of competencies, skills and knowledge, and practical experience gained. The specific types of activities for which the student is preparing must correspond to the qualifications assigned, determine the content of the educational program developed by the educational organization together with interested employers.
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When forming the SSPP, an educational organization: has the right to use the amount of time allotted for the variable part of the SSSP training cycles, while increasing the amount of time allotted for the disciplines and modules of the mandatory part, and (or) introducing new disciplines and modules in accordance with the needs of employers and the specifics activities of an educational organization; is obliged to annually update the SSPP, taking into account the requests of employers, the peculiarities of the development of the region, culture, science, economics, technology, technology and the social sphere within the framework established by this Federal State Educational Standard; is obliged in the working curricula of all disciplines and professional modules to clearly formulate the requirements for the results of their development: competencies, acquired practical experience, knowledge and skills; is obliged to ensure effective independent work of students in combination with the improvement of its management by teachers and masters of industrial training; is obliged to provide students with the opportunity to participate in the formation of an individual educational program; is obliged to form a socio-cultural environment, create the conditions necessary for the comprehensive development and socialization of the individual, preserve the health of students, promote the development of the educational component of the educational process, including the development of student self-government, the participation of students in the work of creative teams public organizations, sports and creative clubs; should provide for the implementation of the competency-based approach, the use in the educational process of active and interactive forms of conducting classes (computer simulations, business and role playing, analysis of specific situations, psychological and other trainings, group discussions) in combination with extracurricular work for the formation and development of general and professional competencies of students.
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7.2. When implementing the SSSP, students have academic rights and obligations in accordance with the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" *. 7.3. Max volume study load the student is 54 academic hours per week, including all types of classroom and extracurricular teaching load. 7.4. The maximum amount of classroom teaching load in full-time education is 36 academic hours per week. 7.5. The maximum amount of classroom teaching load in part-time education is 16 academic hours per week. 7.6. The maximum amount of classroom teaching load per year in distance learning is 160 academic hours. 7.7. The total duration of holidays in the academic year should be 8-11 weeks, including at least 2 weeks in winter period. * Collection of Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; No. 23, art. 2878; No. 27, art. 3462; No. 30, art. 4036; No. 48, Art. 6165; 2014, N 6, Art. 562, Art. 566; No. 19, Art. 2289; No. 22, Art. 2769; No. 23, art. 2933; No. 26, art. 3388; No. 30, art. 4263.
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7.8. The implementation of a course project (work) is considered as a type of educational activity in the discipline (disciplines) of the professional training cycle and (or) professional module (modules) of the professional training cycle and is implemented within the time allotted for its (their) study. 7.9. The discipline "Physical culture" provides weekly 2 hours of compulsory classroom lessons and 2 hours of independent work (due to various forms of extracurricular activities in sports clubs, sections). 7.10. An educational organization has the right for subgroups of girls to use part of the study time of the discipline "Life Safety" (48 hours), allotted for studying the basics of military service, for mastering the basics of medical knowledge.
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7.11. Obtaining secondary vocational education on the basis of basic general education is carried out with the simultaneous receipt of secondary general education within the limits of the SSSP. In this case, the SSSP, implemented on the basis of basic general education, is developed on the basis of the requirements of the relevant federal state educational standards for secondary general education and secondary vocational education, taking into account the specialty of secondary vocational education. The term for mastering the SSSP in full-time education for persons studying on the basis of basic general education is increased by 52 weeks at the rate of: theoretical training (with a mandatory teaching load of 36 hours a week) 39 weeks. intermediate certification 2 weeks. holidays 11 weeks
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7.12. Consultations for students in full-time and part-time forms of education are provided by the educational organization at the rate of 4 hours per student for each academic year, including during the implementation of the educational program of secondary general education for persons studying on the basis of basic general education. Forms of consultations (group, individual, written, oral) are determined by the educational organization. 7.13. During the period of study, training camps are held with young men**. ** Paragraph 1 of Article 13 of the Federal Law of March 28, 1998 N 53-F3 "On military duty and military service" (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 1998, N 13, Art. 1475; N 30, Art. 3613; 2000, No. 33, article 3348; No. 46, article 4537; 2001, No. 7, article 620, article 621; No. 30, article 3061; 2002, No. 7, article 631; No. 21, article 1919; No. 26, article 2521; No. 30, article 3029, article 3030, article 3033; 2003, No. 1, article 1; No. 8, article 709; No. 27, article 2700; No. 46, article 4437; 2004, N 8, item 600; N 17, item 1587; N 18, item 1687; N 25, item 2484; N 27, item 2711; N 35, item 3607; N 49, item 4848; 2005, N 10, item 763; N 14, item 1212; N 27, item 2716; N 29, item 2907; N 30, item 3110, item 3111; N 40, item 3987 ; N 43, item 4349; N 49, item 5127; 2006, N 1, item 10, item 22; N 11, item 1148; N 19, item 2062; N 28, item 2974, N 29, item 3121, item 3122, item 3123; N 41, item 4206; N 44, item 4534; N 50, item 5281; 2007, N 2, item 362; N 16, item 1830 ; N 31, item 4011; N 45, item 5418; N 49, item 6070, item 6074; N 50, item 6241; 2008, N 30, item 3616; N 49, item 5746; N 52, art. 6235; 2009, N 7, Art. 769; No. 18, Art. 2149; No. 23, art. 2765; No. 26, art. 3124; No. 48, Art. 5735, Art. 5736; No. 51, art. 6149; No. 52, art. 6404; 2010, N 11, art. 1167, Art. 1176, art. 1177; N 31, art. 4192; No. 49, Art. 6415; 2011, N 1, art. 16; No. 27, art. 3878; No. 30, art. 4589; No. 48, Art. 6730; No. 49, Art. 7021, art. 7053, Art. 7054; No. 50, Art. 7366; 2012, N 50, art. 6954; No. 53, Art. 7613; 2013, N 9, Art. 870; No. 19, Art. 2329; Art. 2331; No. 23, art. 2869; No. 27, art. 3462, Art. 3477; No. 48, Art. 6165).
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7.14. Practice is a mandatory section of the HSSP. It is a type of educational activity aimed at the formation, consolidation, development of practical skills and competence in the process of performing certain types of work related to future professional activities. When implementing the SSSP, the following types of practices are envisaged: educational and industrial. The production practice consists of two stages: practice in the specialty profile and undergraduate practice. Educational practice and work practice (according to the specialty profile) are carried out by an educational organization when students master professional competencies within the framework of professional modules and can be implemented both concentrated in several periods, and dispersed, alternating with theoretical classes within the framework of professional modules. Goals and objectives, programs and reporting forms are determined by the educational organization for each type of practice. Industrial practice should be carried out in organizations whose activities correspond to the profile of training students. Certification based on the results of industrial practice is carried out taking into account (or on the basis of) the results confirmed by the documents of the relevant organizations.
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7.15. The implementation of the LSSP should be provided by teaching staff with higher education corresponding to the profile of the discipline (module) being taught. Experience in organizations of the relevant professional field is mandatory for teachers responsible for mastering the professional training cycle by students. Teachers receive additional professional education under advanced training programs, including in the form of internships in specialized organizations at least once every 3 years. 7.16. The SSSP should be provided with educational and methodological documentation for all disciplines, interdisciplinary courses and professional modules of the SSSP. Extracurricular work should be accompanied by methodological support and justification for calculating the time spent on its implementation. The implementation of the SSSP should be provided with access for each student to databases and library collections, formed according to the full list of disciplines (modules) of the SSSP. During self-study, students must be provided with access to the Internet. Each student must be provided with at least one educational printed and (or) electronic publication for each discipline of the professional educational cycle and one educational and methodical printed and (or) electronic publication for each interdisciplinary course (including electronic databases of periodicals). The library fund must be completed with printed and (or) electronic editions of basic and additional educational literature in the disciplines of all educational cycles published over the past 5 years. The library fund, in addition to educational literature, should include official, reference and bibliographic and periodicals in the amount of 1-2 copies for every 100 students. Each student should be provided with access to the library fund sets, consisting of at least 3 titles of Russian journals. An educational organization should provide students with the opportunity to quickly exchange information with Russian educational organizations, other organizations and access to modern professional databases and information resources on the Internet.
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7.17. Admission to study under the LSSP at the expense of budgetary allocations federal budget, budgets of constituent entities of the Russian Federation and local budgets is public, unless otherwise provided by part 4 of Article 68 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" *. Financing for the implementation of the RPSP should be carried out in an amount not lower than the established state standard costs for the provision of public services in the field of education for a given level. 7.18. An educational organization implementing the LSSP must have a material and technical base that ensures the conduct of all types of laboratory and practical classes, disciplinary, interdisciplinary and modular training, educational practice provided for by the curriculum of the educational organization. The material and technical base must comply with the current sanitary and fire safety standards.
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VIII. Evaluation of the quality of mastering the training program for mid-level specialists 8.1. The assessment of the quality of mastering the SSSP should include ongoing monitoring of progress, intermediate and state final certification of students. 8.2. 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.
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8.3. In order to certify students for the compliance of their personal achievements with the step-by-step requirements of the relevant SSSP (current progress control and intermediate certification), funds of assessment tools are created to assess skills, knowledge, practical experience and mastered competencies. Funds of assessment tools for intermediate certification in disciplines and interdisciplinary courses as part of professional modules are developed and approved by the educational organization independently, and for intermediate certification in professional modules and for the state final certification, they are developed and approved by the educational organization after a preliminary positive opinion of employers. For intermediate certification of students in disciplines (interdisciplinary courses), in addition to teachers of a specific discipline (interdisciplinary course), teachers of related disciplines (courses) should be actively involved as external experts. In order to bring the programs of intermediate certification of students in professional modules as close as possible to the conditions of their future professional activity, the educational organization should actively involve employers as freelance experts.
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8.4. The assessment of the quality of training of students and graduates is carried out in two main directions: assessment of the level of mastering disciplines; assessment of students' competencies. For young men, an assessment of the results of mastering the basics of military service is provided. 8.5. A student who does not have academic debts and who has fully completed academic plan or an individual curriculum, unless otherwise established by the procedure for conducting the state final certification for the relevant educational programs ***. 8.6. The state final certification includes the preparation and defense of the final qualifying work ( graduate work, graduation project). A mandatory requirement is the correspondence of the subject matter of the final qualifying work to the content of one or more professional modules. The state exam is introduced at the discretion of the educational organization. *** Part 6 of Article 59 of Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" (Sobranie Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 23, article 2878; No. 27, article 3462; No. 30, article 4036; No. 48, article 6165; 2014, No. 6, article 562, article 566; No. 19, article 2289; No. 22 , item 2769; N 23, item 2933; N 26, item 3388; N 30, item 4263).
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On what conceptual basis are the FSES SVE by professions compiled in 2016? Are the declared principles being successfully implemented in practice? What difficulties do leaders and teachers of secondary vocational education face? More on that in a new article.
Features of GEF 4 generations for open source software
In the context of the rapid development of new technologies, new professions and specialties are constantly emerging. The education system must have the property of adaptability and effectively perform its functions, that is, to train specialists in demand in the domestic and world markets. The 4th generation GEF for SPO is being developed to ensure the professional training of mid-level specialists in full compliance with current economic and production requirements. What is the difference between the concept of new versions of the Federal State Educational Standard for open source software?
- A new look at education and professional qualifications. Education - the need for constant updating of knowledge, the ability to find and assimilate new information. Qualification is formed on the basis of professional standards.
- Adaptability of educational programs. Requirements and standards are developed not for individual specialties, but for enlarged groups of professions. Thanks to this, new specialties that appear on the market can be quickly included in the curricula.
- Less theory, more practice. The total workload for students is reduced to 45-47 hours a week (among them the classroom workload is no more than 36 hours), 60% of the study time is practical training.
- The specifics of specific professions are taken into account. 50% of the curriculum is variable, which makes it possible to organize the learning process, taking into account all the features of a particular specialty. Theoretical disciplines, common to many professions, will be taught taking into account the specifics of the direction.
You can view and download the new FSES SPO approved in 2016 here.
Concept and implementation are not the same
The practical implementation of any innovation requires the efforts, flexibility and creativity of all participants in the process. Even the most perfect concept must pass long haul before it becomes a worked out scheme or guide to action. The same is true for new concept federal standards. The idea of their creation is an almost unlimited opportunity for the development of pedagogical and methodological creativity. But the implementation in practice makes its own adjustments, shows shortcomings and requires improvement.
One of the difficulties is that employers must play a significant role in assessing the quality of education. In principle, this is good and right, but the interaction between the academic education system and employers is not fully developed at the legislative level. Requests for training come mainly from large corporations, and even those often prefer to invest in their corporate educational programs rather than university-based training. In addition, there are industries dominated by small and medium-sized businesses. Interaction with them is still possible through the system of personal connections of leaders.
The situation is aggravated by the fact that the academic educational community is not ready for dynamic changes in education. The process of retraining personnel requires significant efforts and financial support. The outdated material and technical base also needs funding. It takes time and money to “restart” the new version of the education system.
GEF of the 4th generation, approved according to the new concept, proposes to provide the student with effective independent work under the guidance of teachers and masters. But it is still not clear how to properly coordinate different forms of independent work in all disciplines, without exceeding the maximum hourly load. In addition, the organization of independent work requires verification and methodological support, but the teacher is not paid for it.
These are far from all the difficulties of introducing a new concept. The conclusion is obvious - it is necessary governmental support(methodological, financial, normative). Without it, the future of GEF standards, if not doomed to failure, will drag on indefinitely.
You can prepare for changes in the field of open source software at the International Design and Analytical Seminar “Ensuring the quality of education in the vocational education system in accordance with international standards. Designing a new type of college" . Register right now. Be one step ahead.
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1 1 Appendix Approved by order of the Ministry of Education and Science of the Russian Federation dated November 05, 2009 530 FEDERAL STATE EDUCATIONAL STANDARD FOR SECONDARY VOCATIONAL EDUCATION in the specialty Preschool education I. FIELD OF APPLICATION 1.1. This federal state educational standard of secondary vocational education (hereinafter FSES SVE) is a set of requirements that are mandatory for the implementation of basic professional educational programs in the specialty Preschool education by all educational institutions of vocational education on the territory of the Russian Federation that have the right to implement the main professional educational program in this specialty having state accreditation The right to implement the basic professional educational program in the specialty of secondary vocational education have educational institutions of secondary vocational and higher professional education in the presence of an appropriate license. II. USED ABBREVIATIONS The following abbreviations are used in this standard: secondary vocational education; GEF SPO federal state educational standard of secondary vocational education; OU educational institution; OPOP is the main professional educational program in the specialty; OK general competence; PC professional competence; PM professional module; MDK interdisciplinary course.
2 2 III. CHARACTERISTICS OF TRAINING ACCORDING TO THE SPECIALTY 3. The standard terms for mastering the main professional educational program of secondary vocational education of in-depth training in full-time education and the qualifications awarded are given in Table 1. Table 1 Educational base admission on the basis of secondary (complete) general education on the basis of basic general education preschool age The standard term for mastering the OPOP SVE for in-depth training in full-time education is 2 years 10 months 3 years 10 months 1 for 1 year; on the basis of basic general education for no more than 1.5 years. IV. CHARACTERISTICS OF PROFESSIONAL ACTIVITIES OF GRADUATES 4.1. The field of professional activity of graduates: the upbringing and education of preschool children in preschool educational institutions of various types and at home tasks, content, methods, forms, means of organization and the process of interaction with colleagues and social partners (institutions (organizations) of education, culture, parents (persons replacing them) on the issues of education and upbringing of preschool children; documentation support of the educational process The teacher of preschool children is preparing to the following activities: 1 Educational institutions that train specialists on the basis of basic general education implement the federal state educational standard of secondary (complete) general education, taking into account the profile of the received professional education
3 Organization of activities aimed at improving the health of the child and his physical development Organization various kinds activities and communication of children Organization of classes on the main general educational programs of preschool education Interaction with parents and employees of an educational institution Methodological support of the educational process. V. REQUIREMENTS FOR THE RESULTS OF MASTERING THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM 5.1. The teacher of preschool children must have general competencies, including the ability to: OK 1. Understand the essence and social significance of their future profession, show a steady interest in it. OK 2. Organize their own activities, determine methods for solving professional problems, evaluate their effectiveness and quality. OK 3. Assess risks and make decisions in non-standard situations. OK 4. Search, analyze and evaluate the information necessary for setting and solving professional problems, professional and personal development. OK 5. Use information and communication technologies to improve professional activities. OK 6. Work in a team and team, interact with management, colleagues and social partners. OK 7. Set goals, motivate the activities of pupils, organize and control their work with the assumption of responsibility for the quality of the educational process. OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training. OK 9. Carry out professional activities in the conditions of updating its goals, content, changing technologies. OK 10. Carry out injury prevention, ensure the protection of life and health of children. OK 11. Build a professional activity in compliance with the legal norms governing it. OK 12. Execute military duty, including with the application of acquired professional knowledge (for young men) The teacher of preschool children must have
4 4 professional competencies corresponding to the main types of professional activity: Organization of events aimed at improving the health of the child and his physical development. PC 1.1. Plan activities aimed at improving the health of the child and his physical development. PC 1.2. Conduct routine moments in accordance with age. PC 1.3. Carry out activities for physical education in the process of performing the motor regimen. PC 1.4. To carry out pedagogical monitoring of the state of health of each child, to inform the medical worker in a timely manner about changes in his state of health Organization of various activities and communication of children. PC 2.1. Plan different activities and interactions for the children throughout the day. PC 2.2. Organize various games with children of early and preschool age. PC 2.3. To organize feasible work and self-service. PC 2.4. Organize communication between children. PC 2.5. To organize the productive activities of preschoolers (drawing, modeling, applique, design). PC 2.6. Organize and hold holidays and entertainment for children of early and preschool age. PC 2.7. Analyze the process and results of organizing various types of activities and communication of children Organization of classes on the main general educational programs of preschool education. PC 3.1. Determine goals and objectives, plan classes with preschool children. PC 3.2. Conduct activities with preschool children. PC 3.3. To carry out pedagogical control, evaluate the process and results of teaching preschoolers. PC 3.4. Analyze lessons. PC 3.5. Maintain documentation that ensures the organization of classes. Interaction with parents and employees of the educational institution. PC 4.1. Determine goals, objectives and plan work with parents. PC 4.2. Conduct individual consultations on family education, social, mental and physical development of the child. PC 4.3. Conduct parent-teacher meetings, involve parents in organizing and holding events in the group and in the educational
5 5 institution. PC 4.4. Evaluate and analyze the results of work with parents, adjust the process of interaction with them. PC 4.5. Coordinate the activities of employees of the educational institution working with the group. Methodological support of the educational process. PC 5.1. Develop methodological materials based on exemplary ones, taking into account the characteristics of age, group and individual pupils. PC 5.2. Create a subject-developing environment in the group. PC 5.3. Organize and evaluate pedagogical experience and educational technologies in the field of preschool education based on the study of professional literature, introspection and analysis of the activities of other teachers. PC 5.4. To issue pedagogical developments in the form of reports, abstracts, speeches. PC 5.5. Participate in research and project activities in the field of preschool education. VI. REQUIREMENTS TO THE STRUCTURE OF THE BASIC PROFESSIONAL EDUCATIONAL PROGRAM 6.1. The main professional educational program in the specialty of secondary vocational education provides for the study of the following training cycles: general humanitarian and socio-economic; mathematical and general natural sciences; professional; and sections: educational practice; industrial practice (according to the profile of the specialty); industrial practice (undergraduate); intermediate certification; state (final) certification (preparation and defense of final qualification work) The obligatory part of the main professional educational program by cycles should be about 70 percent of the total time allotted for their development. The variable part (about 30 percent) makes it possible to expand and (or) deepen the training, determined by the content of the mandatory part, to obtain additional competencies, skills and knowledge necessary to ensure the competitiveness of the graduate in accordance with the demands of the regional labor market and opportunities for continuing education. Disciplines, interdisciplinary courses and
6 6 professional modules of the variable part are determined by the educational institution. The general humanitarian and socio-economic, mathematical and general natural science cycles consist of disciplines. The professional cycle consists of general professional disciplines and professional modules in accordance with the main activities. The professional module includes one or more interdisciplinary courses. When students master professional modules, training practice and (or) work practice (according to the specialty profile) are carried out. The mandatory part of the general humanitarian and socio-economic cycle of the OBEP SVE in-depth training should include the study of the following compulsory disciplines: "Fundamentals of Philosophy", "History", "Psychology of Communication" , "Foreign language", "Physical culture". The obligatory part of the professional cycle of the OPOP SVE of in-depth training should include the study of the discipline "Life Safety". The volume of hours for the discipline "Life Safety" is 68 hours, of which 48 hours for mastering the basics of military service.
7 36 Index OGSE.00 The structure of the main professional educational program of secondary vocational education of advanced training Name of cycles, sections, modules, requirements for knowledge, skills, practical experience Total maximum student workload Incl. obligatory hours training sessions Mandatory part of the OBOR cycles General humanitarian and socio-economic cycle As a result of studying the compulsory part of the cycle, the student should: be able to: navigate the most common philosophical problems of being, cognition, values, freedom and the meaning of life as the basis for the formation of a culture of a citizen and a future specialist; know: the main categories and concepts of philosophy; the role of philosophy in human life and society; fundamentals of the philosophical doctrine of being; the essence of the process of cognition; foundations of scientific, philosophical and religious pictures of the world; on the conditions for the formation of personality, freedom and responsibility for the preservation of life, culture, and the environment; on social and ethical problems associated with the development and use of achievements in science, engineering and technology Index and name of disciplines, interdisciplinary courses (MDC) 48 OGSE.01. Fundamentals of philosophy Table 2 Codes of competencies to be formed OK 1 12 PC 2.7 PC 3.4 PC 5.3 PC 5.5
8 8 be able to: apply techniques and techniques of effective communication in professional activities; use methods of self-regulation of behavior in the process of interpersonal communication; know: the relationship of communication and activity; goals, functions, types and levels of communication; roles and role expectations in communication; kinds social interactions; mechanisms of mutual understanding in communication; communication techniques and techniques, rules of listening, conversation, persuasion; ethical principles of communication; sources, causes, types and methods of conflict resolution be able to: navigate the current economic, political and cultural situation in Russia and the world; identify the relationship of domestic, regional, global socio-economic, political and cultural problems; know: the main directions of development key regions world at the turn of the century (XX and XXI centuries); the essence and causes of local, regional, interstate conflicts at the end of the 20th and beginning of the 21st centuries; main processes (integration, 48 OGSE.02. Psychology of communication OK 1 12 PC 1.2 PC 1.3 PC PC PC OGSE.03. History of OK 1 12 PC PC 3.1 PC 3.2 PC 5.2 PC 5.3
9 9 multicultural, migration and other) political and economic development leading states and regions of the world; the appointment of the UN, NATO, EU and other organizations and the main directions of their activities; about the role of science, culture and religion in the preservation and strengthening of national and state traditions; the content and purpose of the most important legal and legislative acts of world and regional significance be able to: communicate (orally and in writing) in a foreign language in professional and everyday topics; translate (with a dictionary) foreign professional texts; independently improve oral and written speech, replenish vocabulary; know: lexical (lexical units) and grammatical minimum required for reading and translating (with a dictionary) foreign professional texts be able to: use physical culture and health activities to improve health, achieve life and professional goals; 172 OGSE.04. Foreign language 172 OGSE.05. Physical culture OK 1 12 PC PC PC 3.1 PC 3.2 PC 5.2 PC 5.3 OK 1 12 PC 1.1 PC 1.3 PC 3.2
10 10 EN.00 know: about the role of physical culture in general cultural, professional and social development person; basics of a healthy lifestyle Mathematical and general natural science cycle As a result of studying the obligatory part of the cycle, the student must: be able to: apply mathematical methods to solve professional problems; solve word problems; perform approximate calculations; carry out elementary statistical processing of information and research results, present the data obtained graphically; know: the concepts of a set, relations between sets, operations on them; the concept of quantity and its measurement; the history of the creation of systems of units of magnitude; stages of concept development natural number and zero; number systems; the concept of a text problem and the process of its solution; the history of the development of geometry; basic properties of geometric figures on the plane and in space; rules of approximate calculations; methods of mathematical statistics EN.01. Mathematics OK 2 PC PC 5.1 PC 5.2
11 11 be able to: comply with safety regulations and hygiene recommendations when using ICT tools in professional activities; create, edit, design, save, transfer information objects various types using modern information technologies to ensure the educational process; use the services and information resources of the Internet in professional activities; know: safety regulations and hygiene requirements when using ICT tools in the educational process; basic technologies for creating, editing, designing, saving, transferring and searching for information objects of various types (text, graphics, numeric, etc.) using modern software tools; the possibility of using Internet resources to improve professional activities, professional and personal development; hardware and software of a personal computer (PC) used in professional activities EN.02. Informatics and information and communication technologies (ICT) in professional activities OK 1 9 PC 3.2 PC 3.5 PC
12 12 P.00 Professional cycle OP.00 General professional disciplines As a result of studying the compulsory part of the cycle, a student in general professional disciplines must: be able to: determine pedagogical opportunities various methods, techniques, methods, forms of organization of training and education; analyze pedagogical activity, pedagogical facts and phenomena; find and analyze the information necessary to solve pedagogical problems, improve the efficiency of pedagogical activity, professional self-education and self-development; navigate the modern problems of education, trends in its development and directions of reform; know: the relationship of pedagogical science and practice, trends in their development; the meaning and logic of goal-setting in training, education and pedagogical activity; principles of training and education; features of content and organization pedagogical process in conditions of different types and types of educational institutions, at various levels of education; OP.01. Pedagogy OK 1 12 PC PC PC PC
13 13 forms, methods and means of training and education, their pedagogical possibilities and conditions of application; psychological pedagogical conditions development of motivation and abilities in the learning process, the basis of developmental learning, differentiation and individualization of training and education; the concept of norm and deviation, violations in the somatic, mental, intellectual, speech, sensory development of a person (child), their systematics and statistics; features of working with gifted children, children with special educational needs, deviant behavior; means of monitoring and evaluating the quality of education; psychological and pedagogical foundations of the teacher's evaluation activity to be able to: apply knowledge of psychology in solving pedagogical problems; identify individual typological and personality traits pupils; know: features of psychology as a science, its connection with pedagogical science and practice; fundamentals of personality psychology; patterns mental development a person as a subject of the educational process, personality and individuality; OP.02. Psychology OK 1 12 PC PC PC PC 4.2 PC 4.4 PC
14 14 age periodization; age, gender, typological and individual characteristics of students, their consideration in training and education; features of communication and group behavior at school and preschool age; group dynamics; concepts, causes, psychological foundations for the prevention and correction of social maladaptation, deviant behavior; the basics of the psychology of creativity to be able to: determine the topographic location and structure of organs and body parts; apply knowledge of anatomy, physiology and hygiene in the study of professional modules and in professional activities; evaluate factors external environment in terms of influence on the functioning and development of the human body in childhood; carry out, under the guidance of a medical worker, measures to prevent diseases in children; ensure compliance with hygiene requirements in the group when organizing the education and upbringing of preschoolers; know: the basic provisions and terminology of human anatomy, physiology and hygiene; basic patterns of growth and development of the human body; OP.03. Age anatomy, physiology and hygiene OK 3 OK 10 PC PC PC PC
15 15 structure and functions of organ systems healthy person; physiological characteristics of the main processes of vital activity of the human body; age-related anatomical and physiological characteristics of children; the influence of the processes of physiological maturation and development of the child on his physical and mental performance, behavior; basics of hygiene for children; hygienic norms, requirements and rules for the preservation and promotion of health at various stages of ontogenesis; basics of prevention infectious diseases; hygienic requirements for the educational process, building and premises of a preschool educational institution be able to: use legal documents regulating professional activities in the field of education; protect their rights in accordance with civil, civil procedure and labor legislation; analyze and evaluate the results and consequences of actions (inaction) from a legal point of view; OP.04. Legal support of professional activities OK 2 5 OK 9 OK 11 PC PC PC 3.1 PC 3.2 PC 3.5
16 16 know: the main provisions of the Constitution of the Russian Federation; human and civil rights and freedoms, mechanisms for their implementation; the concept and foundations of legal regulation in the field of education; main legislative acts and normative documents regulating legal relations in the field of education; social and legal status of the educator; order of conclusion employment contract and grounds for its termination; wage rules teaching staff; the concept of disciplinary and material liability of an employee; types of administrative offenses and administrative responsibility; regulatory legal framework protection of violated rights and the judicial procedure for resolving disputes to be able to: determine the pedagogical possibilities of various methods, techniques, techniques, forms of organization of education and upbringing of preschoolers; analyze pedagogical activity, pedagogical facts and phenomena; find and analyze the information necessary to solve pedagogical problems, improve the efficiency of OP.05. Theoretical foundations of preschool education OK 1 12 PC PC PC PC PC
17 17 pedagogical activity, professional self-education and self-development; navigate the modern problems of preschool education, trends in its development and directions of reform; know: domestic and overseas experience preschool education; features of the content and organization of the pedagogical process in preschool educational institutions; variable programs for the upbringing, education and development of children; forms, methods and means of teaching and educating preschoolers, their pedagogical capabilities and conditions of use; psychological and pedagogical conditions for the development of motivation and abilities in the learning process, the foundations of developmental education, differentiation and individualization of training and education of preschoolers to be able to: organize and carry out activities to protect workers and the population from negative impacts emergency situations; take preventive measures to reduce the level of various types of hazards and their consequences in professional activities and everyday life; use the means of individual and 68 OP.06. Life safety OK 1 12 PC PC PC PC PC
18 18 collective defense against weapons mass destruction; use primary fire extinguishing means; navigate the list of military registration specialties and independently determine among them those related to the received specialty; apply professional knowledge in the course of performing the duties of military service in military positions in accordance with the specialty received; own ways of conflict-free communication and self-regulation in everyday activities and extreme conditions military service; provide first aid to the injured; know: the principles of ensuring the sustainability of economic objects, forecasting the development of events and assessing the consequences in man-made emergencies and natural phenomena, including in the context of countering terrorism as a serious threat to Russia's national security; the main types of potential hazards and their consequences in professional activities and everyday life, the principles for reducing the likelihood of their implementation; fundamentals of military service and defense of the state; tasks and main activities
19 civil defense; ways to protect the population from weapons of mass destruction; fire safety measures and regulations safe behavior during fires; organization and procedure for conscription of citizens for military service and admission to it on a voluntary basis; main types of weapons, military equipment and special equipment in service (equipment) of military units in which there are military specialties related to the specialties of SPO; the scope of the acquired professional knowledge in the performance of military service duties; the procedure and rules for providing first aid to victims PM.00 Professional modules PM.01 Organization of activities aimed at improving the health of the child and his physical development As a result of studying the professional module, the student must: have practical experience: planning regime moments, morning exercises, classes, walks, hardening, sports activities and holidays; organizing and conducting routine moments (washing, dressing, eating, sleeping) aimed at educating cultural and 19 MDC Medicobiological and social foundations of health MDC Theoretical and methodological foundations of physical education and development of children of early and preschool age OK 1 4 OK 7 OK 9 11 PC PC
20 20 hygiene and health promotion; organization and conduct of morning exercises, classes, walks, tempering procedures, sports activities and holidays in accordance with the age of children; organizing and conducting observations of changes in the well-being of children during their stay in an educational institution; interaction with the medical staff of the educational institution on children's health issues; diagnostics of the results of physical education and development; observation and analysis of physical education activities; development of proposals for the correction of the process of physical education; be able to: determine the goals, objectives, content, methods and means of physical education and development of children of early and preschool age; plan work on physical education and development of children in accordance with the age and mode of operation of the educational institution; organize the process of adaptation of children to the conditions of an educational institution, determine ways to introduce a child to the conditions of an educational institution; create pedagogical conditions for washing, dressing, eating, MDT Workshop on improving motor skills and abilities
21 21 organization of sleep according to age; to carry out activities of the motor regime (morning exercises, classes, walks, hardening, sports leisure, holidays), taking into account the anatomical and physiological characteristics of children and sanitary and hygienic standards; carry out work to prevent child injuries: check equipment, materials, inventory, facilities for suitability for use in working with children; use sports equipment and equipment during the educational process; show children physical exercises, rhythmic movements to music; determine ways to monitor the state of health, changes in the well-being of each child during their stay in an educational institution; determine the ways of pedagogical support for pupils; analyze the conduct of routine moments (washing, dressing, eating, sleeping), activities of the motor regime (morning exercises, classes, walks, hardening, sports activities, holidays) in an educational institution; know: theoretical foundations and methodology for planning activities for physical
22 22 education and development of children of early and preschool age; features of planning regime moments (washing, dressing, eating, sleeping) and activities of the motor regime (morning exercises, classes, walks, hardening, sports activities and holidays); theoretical foundations of the daily routine; methods of organizing and carrying out washing, dressing, eating, sleeping in accordance with age; theoretical foundations of motor activity; bases of development of psychophysical qualities and formation of motional actions; methods, forms and means of physical education and development of a child of early and preschool age in the process of performing a motor regimen; features of child traumatism and its prevention; requirements for the organization of a safe environment in a preschool educational institution; requirements for the storage of sports equipment and equipment, the methodology for their use; the most common childhood diseases and their prevention; features of the child's behavior with psychological well-being or trouble;
23 23 PM.02 fundamentals of pedagogical control of the state of physical health and mental well-being of children; features of the adaptation of the child's body to the conditions of the educational institution; theoretical foundations and methods of work of a teacher in physical education; methodology for diagnosing the physical development of children Organization of various types of activities and communication of children As a result of studying the professional module, the student must: have practical experience: planning various types of activities (playing, labor, productive) and communication of children; organizing and conducting creative games(role-playing, construction, theatrical and directing) and games with rules (mobile and didactic); organizations of various kinds labor activity preschoolers; organization of communication of preschoolers in Everyday life and various activities; organization of various types of productive activities of preschoolers; organizing and conducting entertainment; participation in the preparation and holding of holidays in an educational institution; observation and analysis of gaming, labor, MDK Theoretical and methodological foundations of the organization gaming activity children of early and preschool age MDK Theoretical and methodological foundations for organizing labor activity of preschool children MDK Theoretical and methodological foundations for organizing productive activities for preschool children OK 1 5 OK 7 OK 9 11 PC PC
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