A type of education that aims to be comprehensive. Forms and types of additional education

Federal Law "On Education of the Russian Federation": "Additional education is a type of education that is aimed at all-round satisfaction educational needs a person in intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education. Additional education of children ensures their adaptation to life in society, professional orientation, as well as the identification and support of children who have shown outstanding abilities.


Gymnasium 1576 has a Center for Additional Education. In our center, there are many circles and sections (234 groups) aimed at developing the intellectual, creative and physical abilities of children. We strive to make the basic and additional education of children complementary components and thereby create a unified educational space necessary for the full development of every child. Training is conducted by professional teachers in the second half of the day in the classrooms and gymnasiums of the gymnasium. Classes are designed for different age groups: preschoolers, junior schoolchildren, teenagers.


For preschoolers, there are interesting developmental activities that combine elements of the game with elements of the educational process. A large number of developmental and educational classes in mathematics, Russian, English and Italian languages ​​are organized for younger students, sport sections and dance circles, the ABC Theater studio, chess. School psychologist conducts individual classes "Psychocorrection of learning difficulties".


For children over 9 years old: Gymnasium teachers, according to specially designed programs, conduct interesting additional classes in Russian and foreign languages, literature, physics, mathematics, geography, computer science, biology. Preparation for the Olympics. Classes for the study of material of increased complexity in academic subjects. “Internet Science”, “Multimedia Technologies”, “Young Programmer”, “Ordinary Physics of Unusual Objects”, etc. “ open school 5 lessons using distance learning technologies for students in grades 5-7 in mathematics, Russian language and English language. Classes are held in August. Harmonious development of the intellectual abilities of students in grades 9, 11. Individual and group lessons in mathematics, physics, computer science, Russian language and other subjects. "Successful High School Student" Classes using monitoring of individual educational knowledge of students in grades 4-8. Foreign languages: German, Italian, French for beginners and improving their knowledge preparation for international exams. Classes are accompanied by trips to Austria, Italy and France to consolidate and practical application knowledge. Dances: staged dances, Irish dances, ballroom dances - groups different ages and level of training. Classes are accompanied by performances at concerts and competitions. Sports: karate section, volleyball, basketball, football, orienteering. Children participate in competitions Individual consultations of a psychologist, trainings on the correction of child-parent relationships.









The main line of studies of the course "Staging dances" is the creative self-realization of the child. It gives students the opportunity to choose a free way of learning choreographic art. For each year of study, creative tasks are provided for pupils, which develops their initiative and creativity. Classes also solve such problems as setting the back, proper coordination of movements, rhythm and smoothness of movements, stretching. There are 2 groups in elementary and secondary schools.


Additional education Welcome to Irish dance studio "Irene"! Modern Irish dance is a unique combination of Irish dance traditions and elements of classical choreography. In the studio "Irene" you can master the technique of solo and group dances - from simple to the most virtuoso. Thanks to the classes, children will learn to better control their bodies, acquire excellent posture, grace and, of course, good mood. The head of the studio is Irina Lebedeva, winner of the European championships and participant of the world championships.


Our students, both children and adults, are winners of many Russian and international competitions. Studio "Irene" at the International Irish Dance Championship in St. Petersburg showed excellent results! Our little novice dancers participated in serious competitions for the first time. Additional education


Kyokushinkai style karate senior group(over 12 years old) learning karate. Recruitment is carried out throughout the year for both beginners and those who continue to study this martial art. Training is conducted by the owner of the black belt of the first dan, candidate master of sports, multiple winner of regional and all-Russian tournaments Sysovsky Alexey Nikolaevich, teaching experience for more than 6 years. Trainings are held 2 times a week on Tuesdays and Thursdays in the large gymnasium of the gymnasium Additional education


Sports and dance club "TantsFM" Sports ballroom dancing is one of the most beautiful and exciting sports and dance art. You can start doing them at almost any age: from the youngest to the most respected. Dancing is good because it does not require forced loads: the body of a beginner dancer gradually gets used to the more complicated tasks that arise during training. Dancing perfectly develops coordination of movements, contributes to the development of good posture and beautiful gait, strengthens the respiratory system. Classes are held at: 14 Mikhalkovskaya street Coach - Kungurova Valeria Vladimirovna.


We are currently enrolling in additional education groups for the academic year! Hurry up to sign up! Website address: Phone: (495) We are waiting for everyone in our classes! Additional education

Additional educational programs and services are implemented in order to fully meet the educational needs of citizens, society, and the state. Within each level of vocational education, the main task of additional education is the continuous improvement of the qualifications of employees in connection with the constant improvement educational standards.

Additional educational programs include educational programs different orientation implemented:

in general and vocational educational institutions outside the main educational programs;

in educational institutions of additional education (institutions for advanced training, courses, career guidance centers, music and art schools, art schools, houses of children's creativity,

stations young technicians, young naturalists and others who have the appropriate license);

Through individual pedagogical activity.

The main trends that determine the development of the vocational education system are continuity, integration, regionalization, standardization, democratization, and pluralization.

Let's take a closer look at each of these trends.

Continuity of Education. For the first time the concept of lifelong education was presented at the UNESCO forum (1965) by the greatest theoretician P. Lengrand and caused a huge response. The interpretation of lifelong education proposed by P. Lengrand embodied a humanistic idea: it puts a person at the center of all educational principles, who should create conditions for the full development of his abilities throughout his life. The stages of human life are considered in a new way: the traditional division of life into the period of study, work and professional deactivation is eliminated. Continuing education, understood in this way, means a lifelong process in which the integration of both individual and social aspects of the human personality and its activities plays an important role.

The basis for the theoretical and then practical development of the concept of lifelong education was the study of R. Dave, who determined the principles of lifelong education. R. Dave defines 25 features that characterize continuous education. According to the researcher, these signs can be considered as the result of the first fundamental phase of scientific research in this area. Their list includes following principles: coverage of education throughout a person's life; understanding the educational system as a holistic one, including preschool education, basic, sequential, repeated, parallel education, uniting and integrating all its levels and forms; inclusion in the education system, in addition to educational institutions and centers of additional training, formal, non-formal and non-formal forms of education; horizontal integration: home - neighbors - local social sphere - society - sphere of work - mass media - recreational, cultural, religious organizations, etc.; connection between the studied subjects; between various aspects of human development (physical, moral, intellectual, etc.) at certain stages of life; vertical integration: the connection between the individual stages of education - preschool, school, post-school; between different levels and subjects within separate stages; between different social roles implemented by a person at certain stages of the life path; between various qualities of human development (qualities of a temporary nature, such as physical, moral, intellectual development, etc.); universality and democracy of education; the possibility of creating alternative structures for education; linking general and vocational education; emphasis on self-management; on self-education, self-education, self-esteem; individualization of teaching; teaching in conditions of different generations (in the family, in society); expanding horizons; interdisciplinarity of knowledge, their qualities; flexibility and variety of content, means and methods, time and place of training; dynamic approach to knowledge - the ability to assimilate new achievements of science; improving learning skills; stimulation of motivation to study; creation of appropriate conditions and atmosphere for learning; implementation of creative and innovative approaches; relief of change social roles in different periods life; knowledge and development of one's own system of values; maintaining and improving the quality of individual and collective life through personal, social and professional development; development of an educating and teaching society; learning to "be" and "become" someone; systemic principles for everything educational process.

These theoretical provisions formed the basis for the reform of national education systems in the world (USA, Japan, Germany, Great Britain, Canada, countries of the "third world" and of Eastern Europe).

Despite the adoption of a decision on the course towards the creation of a system of continuous education, in the Russian Federation there is still no nationwide concept, but only directions for development. Of course, this slows down the reform process. Apparently, the path to reforming the education system in our country lies through innovative practices. This path is not the shortest and not the easiest. In addition, it is necessary to take into account all the existing trends inherent in the reform process abroad. Lifelong education is based on the idea of ​​developing a person as a person, a subject of activity and communication throughout his life.

In this regard, education can be considered continuous, comprehensive in its completeness, individualized in time, pace and focus, providing each person with the opportunity to implement their own training program. The implementation of continuous multi-level vocational education has led to the creation of educational institutions with different organization of vocational training, integrating educational programs of various systems of vocational education: primary, secondary and higher. Studies have shown that the country is currently expanding the network educational institutions in which conditions are created for the transition to multi-level, multi-stage, successive and variable educational programs.

The concept of "continuous professional education" can be attributed to the individual, educational programs and educational processes, as well as to organizational structures. In each of the above relations, this concept includes its own meaning. The task of any educational institution of primary, secondary and higher professional education is to create conditions conducive to the self-realization of the personality of the student and his further development.

Integrativeness of education. This trend was most clearly expressed at the first stage of the implementation of continuous education in Western countries and the former USSR. In the UNESCO document prepared for the XIX General Conference of the United Nations, lifelong education was interpreted as a means of communication and integration, allowing to synthesize a number of elements in an already existing education system and as a fundamental principle of organizational restructuring of various parts of the education system.

All this in the last two decades has contributed to the emergence in most regions of the trend towards integrated teaching and the transfer of scientific and technical knowledge. Many problems arose in the integration process.

Their first circle is connected with those problems that relate to determining the specific gravity or share of scientific and technical information in curricula ah scope binding and special education, as well as those that affect the methods of integrated teaching of scientific and technical disciplines, age groups or levels of education. According to the conclusions of the UNESCO Commission, the differences in scientific and technical equipment (saturation) of curricula that exist in different regions of the world are more pronounced at the 1st level of education (in primary school) and are smoothed on the 11th, although there is a difference here as well.

The second circle of problems is related to the economy. This process takes place at the global level: education is increasingly tied to the economy. Communication between educational institutions and employers is easier to establish, of course, where there is a highly organized structure of industry.

However, the experience of our country and the countries of Eastern Europe, “where economic restructuring as a whole is taking place,” as noted in the UNESCO Report, “shows that close ties between school and employers – ties that have long been created in this region – are not in themselves can ensure that the knowledge and skills acquired by school graduates are used to the full.” The existing experience should be transformed to the needs of a market economy, qualitatively new connections with economic structures should be found and established, and best of all at the regional level, since there is still no unified federal concept of lifelong education.

In countries with a developed market economy, the issue of the connection between production and the education system is solved as follows: in order to achieve a specific production goal, large corporations place an order for the training of the necessary specialists at all levels in the relevant educational institutions, or corporations open at their own expense educational complex. The process of merging science and production (industrialization of science) entails a change in the education system: new disciplines and courses are created that are problematic and interdisciplinary in nature, various forms education, types of educational institutions, types of retraining, etc.

The main task institutions of vocational education becomes the training of a competent worker.

Standardization of education. Standardization of primary vocational education requires taking into account the specific goals and objectives of a given level of education. The development of a vocational education standard makes it possible to fulfill the following conditions:

1) establish a basic level that ensures the continuation of education, the required minimum level of qualification of a worker or professional specialist;

2) improve the quality of training of specialists by expanding professional profile, universalization of the content of education, the introduction of a progressive block-modular system of education, control over the effectiveness of the activities of educational institutions;

3) streamline the regulatory and legal aspects of the training of all subjects of the vocational education system, establish its succession in the context of continuous education;

4) to ensure the convertibility (reliability) of vocational education within the state and beyond its borders for unhindered participation in international market labor.

Democratization and pluralization of education. One of the directions of the educational process is the democratization of the education system. In education, the process of democratization has passed the stage at which its accessibility, free general education, equality in obtaining professional and higher education based on the abilities of each, aimed at the full development of the individual, at increasing respect for human rights and fundamental freedoms. In the process of democratization of the education system, the learning environment outside traditional forms Education is changing, and non-traditional forms are also changing, which are still underdeveloped (non-formal, renewable education).

From a professional point of view, for their development it is necessary to develop diversified programs that could contribute to the creation of local education systems, ensuring the effectiveness of the process of decentralization of the education system, which means deepening its democratization. Diversification or expansion of the list of services provided is an objective process that contributes to the survival of educational institutions (expansion of the list of educational services, ensuring the employment of teachers, etc.). An essential condition for the democratization of education is control by society. Pluralism must be ensured by the support of independent parties and organizations: associations of parents, students, teachers and trade unions.

Another direction that can be interpreted at several levels is the creation of a “market” for educational institutions. One of the means of ensuring a genuine right to choose education is to bring into play the law of supply and demand in education. Everywhere in the world the "market" of education is under the influence and control of the state. Without the introduction of a market element into the activities of educational institutions and the inflow of funds from enterprises, entrepreneurs, parents (along with state investments), education is unlikely to be able to function effectively.

Under the conditions of economic (continuous decline in production, cuts in funding for the education system), social (impoverishment of the population, its polarization), ideological (lack of a formed state ideology) crisis and national conflicts, it is extremely difficult to determine ways to solve problems associated with the pluralization of education.

And, nevertheless, on the basis of the changes already taking place in the domestic education system, the following can be identified. characteristics given process: decentralization of the education system; creation of non-state educational institutions; opening confessional educational institutions; introduction of bilingual education; expansion of ways of acquiring knowledge; creation of regional and national educational institutions; development and introduction of the national-regional component into the curricula.

1. The main trends against which the processes of modernization of Russian education are taking place, those trends that have been formed over the past 5-10 years (although they are still not fully understood in society).

2. Trends that are being formed and that are related to the decisions of the last year and a half at the highest level.

In the first part, five main areas can be distinguished:

1. Growing commercialization of education, both in the state and non-state spheres. This is a consequence of the fact that up to 90% of the country's enterprises have already changed their form of ownership, have become non-state, and 3/4 of the employed population of Russia works in the non-state sector of the economy.

2. A deformed structure of personnel training has developed in the country, in which approximately the same number of technicians and workers are trained per 100 engineers.

And for every 100 engineers, an employer needs 70 technicians and 500 workers. Result: up to 80% of vacancies in the labor market are workers. Consequence: in the employment services of Russia there is a massive training of engineers and technicians of the workforce, less than 50 % graduates of institutions of all levels of vocational education work in their specialty, there is a systematic and ever-increasing attraction of foreign labor.

3. Increasing difficulties in the formation of a contingent of educational institutions against the background of uncontrollable processes taking place along the entire vertical of vocational education.

Today in Russia there are already 3.5 times more universities, their branches and representative offices than there were in the Soviet Union. There were 2.3 million students in Soviet Russia, and now there are 6.4 million. All this is accompanied by an increase not only in the share of paid education, but also in the class of society. The data of the 2006 sociological survey show that more than 80% of school graduates link their future with higher education. In this regard, the problem is: how to form a contingent of students in the system of primary and secondary vocational education?

4. Aging or even personnel bleeding of the system of vocational education, especially in NGOs. In the 1990s, there were 98% of subject teachers with higher education in the NGO system, today about 80%. Among the masters of industrial training, they are less than 25%.

The proportion of teachers over 50 years old in educational institutions of NGOs, SPO and VPO, respectively 56%, 65 %, 68%. Accordingly, their mentality is determined by the experience of the past, they hardly fit into market relations.

According to sociological research, a modern employer is dissatisfied with the qualifications teaching staff all levels of vocational education, and especially primary vocational education.

5. The requirements of employers are increasingly exceeding the requirements for the levels of education laid down in GOSTs. We need workers who are 95% 4-6 grade, 92% have a general secondary education, 80% know the basics of management, computer equipment, etc.

And the NGO system for more than 70 % prepares workers of the 3rd category, of which only 5% is required.

Thus, the NGO system was no longer in a crisis situation, but at an impasse. Difficulties are growing at other levels of education.

It is no coincidence that two independent structures for assessing the quality of specialist training are being formed in the country. One - familiar to us - is the work of state commissions at the exit from vocational education institutions, and the second at the entrance to an enterprise, institution, firm, bank, etc. It has its own system for assessing the preparedness of a specialist (entrance tests, interviews, etc.) . The two grading systems are increasingly different.

For the second part.

Emerging trends in the modernization of vocational education. As a rule, they are based on the updated legislative and regulatory framework, updating the goals and objectives of education.

Here we should mention two blocks of such documents, since they differ sharply, although they were already adopted in the 21st century.

The first block - documents of 2000-2003 (education doctrine, adopted at All-Russian Congress educators in the Kremlin, the decision of the State Council of 2001 on education, the concept of the development of education until 2010, etc.). Based on these documents, a number of government decisions were adopted, which indicated the gradual entry of our education system into the Bologna process, the gradual transfer of vocational schools to regional budgets, and even the partial denationalization of educational institutions. All these solutions were distinguished by the evolutionary orientation of their implementation, with a discussion in society of the mechanisms of these processes, which was acceptable and normal.

The situation has changed dramatically in the last 1.5 years. A number of documents have been adopted that contradict each other and the evolutionary process of change. Therefore, it is necessary to clearly distinguish between the goals, objectives, priorities proclaimed by the Government, and the mechanisms and methods for their implementation. For example: priority directions for the development of education, adopted by the government on December 9, 2004 and supported by a number of resolutions in 2005. It:

1) Improving the quality of vocational education.

2) Ensuring the accessibility of education.

3) Development modern system continuing professional education.

4) Increasing the investment attractiveness of vocational education.

5) Transition to per capita financing and formation of an effective market for educational services.

Necessary and important directions. But they must be distinguished from methods of implementation. From haste, lack of calculation of a number of decisions leading to unpredictable consequences.

Because the unacceptable main trend of such decisions is clearly indicated in the methods of implementation - the exodus of the state from education: the transfer of its functions to municipalities, parents, employers, etc.

There are enough examples. Some of them.

From January 1, 2005, the transfer of NGO and SPO institutions from the federal to the regional and local budgets took place. It is landslide, without taking into account the specifics and characteristics of the regions. The result: the reduction of NGO institutions, which we have warned about many times and every year.

I leave without comment the "epiphany" of the Deputy Minister of Education and Science A.G. Svinarenko, who writes in the November (No. 43, 2005) issue of the journal "Education and Career" that "significant harm (!) federal budget on the budget of the constituent entities of the Russian Federation, ... the number of NGO and SPO institutions has significantly (!) Decreased.” So, "significant harm" from the "actions of the Government of Russia."

To this one question: why harm only additional professional education? After all, there has already been a reduction in the order for the training of workers in the country. Their deficit is approaching critical. The influx of foreign labor force, still unskilled, is growing. But there is a tendency to use foreign labor force of high qualification and already for a lot of money. Our NGO system is becoming uncompetitive, and the shortage of highly skilled workers is catastrophic.

The growth of social orphanhood continues, which such actions of the government will only intensify. It is a paradox: in recent years, due to the demographic decline, the number of schoolchildren has significantly decreased in our country, but at the same time the number of orphanages and orphans has been growing. In 1995 there were 450 thousand social orphans, and today there are twice as many! And the reasons for this are obvious.

The consequences on other issues of the exodus of the state from education have not been calculated.

For example, the principle of removing the social function of NGOs as burdensome for professional training has been proclaimed. Consequence: Law No. 122 abolished benefits for meals, uniforms, and free travel for NGO students. The collection of a cynical tax on the production activities of students in schools continues. As a result, hundreds of thousands of adolescents (20% of those studying in the Russian NGO system are undernourished all the time - this is according to large sociological studies) will not be able to be either healthy or skilled workers. They are "a reserve for the constant and systematic replenishment of the detachment of social orphans in Russia."

At the same time, in regions where such issues are resolved adequately, independently, their actions often contradict or are not consistent with federal guidelines. And such a mismatch is one of the dangerous trends that accompany the real modernization of education.

One example. At the beginning of this year, the government and the Moscow Duma adopted a law on NGOs and SPO, which states that the national-regional GOST component of this system is developed, approved and implemented by the Moscow government. Accurate, clear and specific. But at the same time, the decree of the federal government No. 36 of January 21, 2005 is issued, which states that the national-regional component of state standards is developed, approved and implemented by NGOs and SPO institutions. Thus, the director of a rural school, where, perhaps, no more than 30% of teachers with higher education (let me remind you that in the country's NGO system, no more than 66% of IEPs have higher education), will already set the standard for himself. This is the most dangerous decision in terms of its consequences, because GOSTs are the content of education. And the content of education is the national security of the country, and you cannot play with fire here.

Why can this happen? Yes, because it is easier to manage people (to allow (not allow) them to develop and approve the standard), which is very important on the eve of the redistribution of financial flows and the redistribution of property in the education system.

Today, an increase in funding for education is indicated, national projects in the field of education are emerging. It is very good. But it is also important to understand something else: this is extremely small, the effect of the projects is selective and not calculated (otherwise than to explain the absence of the Russian NGO system in them).

Even today, the share of spending on higher education in our country is 0.6% of GDP, and in European countries it is 2.5-3%. Today, 60-65% of students of higher educational institutions in Russia pay for their education themselves, and only 30-35% study on a budgetary basis. And just 5 years ago it was the other way around. Today, 210 students per 10,000 people study for free. But the task was set to lower this figure to 170 people per 10,000 people, and this is in the context of growing funding for education?!

Another question: who calculated the consequences of the closure of thousands of small and ungraded schools in Russia (we note that 10-15 years ago, when a barrel of oil cost $8-12, such schools were not touched) and, thus, the extinction of thousands of villages and towns? These are the real current trends against the backdrop of increasing funding for education.

And now about the trends associated with the restructuring of education.

Inevitable - in strategic plan- integration of educational institutions of NGOs and SPO. This must be understood and accepted. There are two reasons for this: 1) the exodus of the state from education, the rejection of social functions, and 2) the position of the employer, who is not satisfied with the quality of training in the NGO system. He takes workers from colleges, technical schools, but not from schools. Question. In what terms, by what mechanisms will the integration processes go? Will it be an association of educational institutions or curricula, training programs, etc.? These are different integration mechanisms.

In Moscow, such an association has already taken place. As a result, 63 colleges were created out of 198 schools, lyceums and technical schools. Probably, over time, this will happen throughout the country. But this should not be landslide, without taking into account the specifics of the regions, with uncalculated consequences.

Next trend. Accession to the Bologna process. The system of the Bologna agreements, I would like to stress, is of a framework and recommendatory nature. It is designed for gradual mutual recognition educational systems different countries and, accordingly, different diplomas.

Today, out of the 144 countries that make up the World trade organization(WTO), by 2005, only 42 entered the Bologna process for one level of education, including only 21 countries for higher education. Where are we in a hurry? We must not lose the age-old traditions of Russian education and hand them over to suit Western standards. Let me emphasize two main fundamental principles of the Bologna relations:

Education is a social good that should be available to everyone, education is the intellectual potential of the nation, it is main resource capital in the country.

The second principle: the main responsibility for education in the country lies with the state. It must steadily increase its participation in education through funding, protectionism both in relation to the education system, and teachers and students. But that's exactly what we don't have yet. Therefore, there is no hurry.

If we hastily and unpreparedly enter the Bologna process, then we will enter the regime of independent certification (assessments from other countries), and as a result, we will accelerate the commercialization of education, the creation of a free trade zone educational services.

Our vocational education system is still closed, it is not ready for such an independent assessment of the quality of training of its graduates. But foreign providers of educational services, if they enter our market (and within the framework of the Bologna process they will certainly enter), will have the right to award their diplomas and degrees, moreover, according to the norms of international practice. They will also receive grants, financial subsidies and other benefits accepted in Western countries. And all this will have a decisive impact on modern Russian education, sharply intensify integration processes in it. We are not ready for this.

By the way, knowledge, information, informatization will come to the fore as the primary material of international exchanges, which can be considered as a positive trend.

In the context of Russia's integration into the WTO and the global educational space, a model of free trade in educational services and competition between their providers should be developed. At the same time, our model of vocational education, which was habitual and worked in a rather closed mode from the economy, is already becoming obsolete.

Hence, as noted by I.P. Smirnov, there is a need to make other decisions, to develop a modern theory of vocational education that would be adequate to the new requirements.

However, education cannot be reduced to an object of sale and purchase. For Russia, the “McDonalization” of education is unacceptable.

The ideologists of the Bologna process are French. Their prime minister, Lionel Jospin, once emphasized: “I reject the mercantile concept that education can be determined by the market. The market economy is the reality in which we live, but it cannot be the horizon of society. It is not for the sake of the market that democracy is established.” And further: “Like all Europeans, I am an adherent of the state education system, therefore, decisive role state - the guarantor of equality of opportunity - in financing.

Against this background, it is important for us that society realize the need to move from state administration to state-public. This transition is one of the most important current trends. And this should be connected with the expansion of the rights and independence of educational institutions, which is also an unprepared act for us today.

In modern Russia, it is not so much the reform of old mechanisms that is required, but the creation of a new model of interaction between the employer and the state. And the Russian employer has not yet realized the importance of improving the skills of its personnel as better way increase their own competitiveness. According to sociological surveys, in 2004 the employer paid only 14 % training in our country. The small business does not want to pay for it at all. Today Russia is one of the few countries in which the quality of vocational education is still assessed by educational institutions, which has no prospects.

And finally, one more important trend should be mentioned:

Today, one of the most striking and promising trends in the modernization of vocational education in Russia is the system of additional vocational education.

Russia entered the market. There is natural competition, unemployment is growing. All this is yeast, on which additional professional education, social partnership, and other relatively new processes for us will grow and develop more and more actively.

Today, unemployment is not an exception, but a systemic form of accompanying the socio-economic restructuring and development of Russia. In 2005, we already have 6.5 million unemployed, of which 10.9% have higher education. Three quarters of the unemployed associate their salary with the level of qualification, i.e. knowledge has already become capital.

However, in the country there is still no proper scientific support for these processes and systemic forms of organization of additional professional education. With some exceptions. For example, as in the system of teacher education when preparing students for a second, additional specialty.

In general, based on the tendencies of decentralization of management that are stable for Russia, it is possible to predict the most diverse and often unpredictable decisions the problems mentioned above in the regions of the Russian Federation.

In Russia, the proper dynamics of the development of the management system has not yet been ensured, which leads to episodic, rather than targeted and strategic activities in this direction.

At the same time, the strategy for the development of additional vocational education should be associated not only with solving the problems of unemployment, but also with improving the quality of multi-level vocational education, and, where possible, with the training of educators, the implementation of innovative activities in the context of the modernization of Russian education.

Therefore, it is obvious that discussions should be held not only on specific issues of organizing additional professional education (AVE), but also on the main, strategic directions for its implementation within the framework of such tasks as:

1, Development conceptual apparatus DPO systems.

2. Development of principles for organizing AVE, such as: general accessibility of AVE; consistency; the quality of education at its different levels; efficiency; investment attractiveness; relationship with the needs of enterprises and sectors of the economy, etc.

Taking into account such principles, on their basis, the organization of the relationship between the APE system and a clearly defined state policy in this industry should take place.

In order to increase the interconnection of the APE system, it is advisable to develop a list of additional specializations and qualifications for industry professions.

The APE system requires the study of strategic development issues:

The issue of professionalism of the teaching staff of this system needs to be specified;

It is necessary to constantly update the bank of educational programs, and the updates are in advanced mode;

Requires elaboration regional concepts APE, educational programs adapted to regional conditions, development of regulations on APE documents, on the status of APE subjects, etc.

Finally, the time has come to develop the organization of the educational process using the system of credit (credit) units, the formation of the methodological foundations of the accumulative system of credit units (credits), guidelines on designing educational programs for further vocational education of a new type, for example, based on a competency-based approach, etc.

These are the main trends in the functioning of professional education in Russia at the present stage. It is too early to talk about development under these conditions.

However, there are hopes that the decisions of the State Council on Education (March 24, 2006) will make it possible to remove the unprepared and unprofessional decisions of the last year and a half, if the process of implementing the decisions of the State Council will be based on the documents of the previous State Council on Education (2001), on the decisions of the Government of 2003 (for example, to improve the NGO system).

The next few months will determine which transformations in the system of vocational education in Russia will become a real priority.


4. Pedagogical process: essence, structure, characteristics of the main components. Patterns and principles pedagogical process.

Pedagogical process- this is a system in which, on the basis of integrity and commonality, the processes of upbringing, development, formation and training of the younger generation are merged together with all the conditions, forms and methods of their flow; purposeful, consciously organized, developing interaction between educators and students, during which the socially necessary tasks of education and upbringing are solved; movement from the goals of education to its results by ensuring the unity of education and upbringing.

An incomplete synonym for the term "pedagogical process" is the term "educational process". This process is a combination of lesson and extracurricular activities, joint developmental activities of teachers and students. Education and training at school form a single pedagogical process, but they also have their own specifics. The content of training is mainly scientific knowledge about the world. The content of education is dominated by norms, rules, values, ideals.

Pedagogical process called the developing interaction of educators and educated, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of educated (IP Podlasy).

Pedagogical process- this is, in fact general view, two interrelated, in close unity, ongoing processes: the activities of educators as a process of targeted influences of educational influences on pupils; the activities of the pupils themselves as a process of assimilation of information, physical and spiritual development, formation of attitudes towards the world, inclusion in the system of social relations; an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person (MA Danilov).

Pedagogical process is a dynamic system in which the processes of formation, development, education and training are merged together with all the principles, conditions, forms and methods of their flow (IP Podlasy).

The pedagogical process develops and becomes more complicated as social relations improve. General types of pedagogical processes associated with the stages of development of pedagogy: pedagogy and the pedagogical process of the universal method (J.A. Comenius, I.G. Pestalozzi, I.G. Herbart), pedagogy and the pedagogical process of free education or the creation of conditions for self-improvement of the individual (J.J. Rousseau , L.N. Tolstoy, J. Dewey, M. Montessori, P.F. Kapterev, P.P. Blonsky), a pedagogical process based on the idea of ​​education in a team (S.T. Shatsky, A.S. Makarenko) , humanistic pedagogy (Sh.A. Amonashvili).

The pedagogical process is an internally connected set of many processes, the essence of which is that social experience turns into the qualities of a formed person (MA Danilov). This process is not a mechanical conglomeration of the processes of education, training and development, but represents a new high-quality education that has integrity, commonality, unity (I.P. Podlasy).

Researchers have identified the following components of the pedagogical process: content-target, organizational-activity, emotional-motivational, control-evaluative (V.S. Selivanov); target, meaningful, activity, organizational and managerial, productive (I.P. Podlasy); target, content, activity, resultant and resource (V.I. Smirnov), target, operational and activity, evaluative and effective (V.V. Voronov).

Patterns of the pedagogical process: regularity of the dynamics of the pedagogical process: personality development in the pedagogical process; management of the educational process; stimulation; sensory, logical and practice; unity of external (pedagogical) and internal (cognitive) activities; the regularity of the conditionality of the pedagogical process (I.P. Podlasy); social conditioning, the unity of upbringing and self-education, training and self-education, the relationship of upbringing, training and development, the transformation of external influences into internal processes (V.S. Selivanov).

V.V. Voronov refers to the regularities of the pedagogical process:

connection between education and social system, that is, the nature of education in specific historical conditions is determined by the needs of society, the economy, and national and cultural characteristics;

training and education, which means the relationship, interdependence and unity of these processes;

upbringing and activities;

education and activity of the individual;

connection between education and communication.

The structure of a holistic pedagogical process includes target, content, activity and result components. The absence of one of them destroys the integrity of the pedagogical process (O.A. Abdulina).

Functions of the pedagogical process. These include educational, educational and developmental functions. All of them act in organic unity, since in the process of learning the tasks of education and development are solved; upbringing promotes education and development; development creates the prerequisites for training and education. A.V. Khutorskoy identifies the following functions: informational (enlightenment), developing, value (axiological), social (social adaptation).

The procedural side of the pedagogical process includes a goal (all-round development; service to the idea; education and training for self-realization; adaptation to conditions, education of a citizen, education to perform certain functions), principles (natural conformity, integrity, cultural conformity, purposefulness, scientific character, continuity, visibility, individuality, accessibility , systematic, consistency, activity, strength, connection with life), content (knowledge, skills; relationships, creative experience), means (communication, play, learning, work), forms (individual, group, mass) and methods ( reproductive, explanatory, problematic, stimulation, control and self-control).

Bukharova G.D. OPP


5. The essence of the content of vocational education. Characteristics of the content of vocational training in vocational education institutions.

The system of vocational education includes a network of professional institutions that carry out the educational process and implement relevant educational programs.

The mandatory minimum content of each basic professional educational program (for a specific profession, specialty) is established by the relevant state educational standard.

Personnel training is carried out not only in professional educational institutions, but also in the apprenticeship system in production and in the process of course preparation.

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

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

3. The following are allowed to master additional professional programs:

1) persons with secondary vocational and (or) higher education;

2) persons receiving secondary vocational and (or) higher education.

4. The advanced training program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) increasing professional level within existing qualifications.

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

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

7. Typical additional professional programs approved:

1) the federal executive body exercising the functions of developing public policy and legal regulation in the field of transport, - in the field of international road transport;

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

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

(see text in previous edition)

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

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

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

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

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

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

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

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

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

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

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

State budget institution

Professional educational organization

"Astrakhan Basic Medical College"

ADDITIONAL

GENERAL EDUCATIONAL

ON COMPILATION AND DESIGN

FOR TEACHERS

Astrakhan - 2017

Definition of basic concepts

Additional education is a type of education that is aimed at comprehensively meeting the educational needs of a person in the intellectual, spiritual, moral, physical and (or) and is not accompanied by an increase in the level of education ( the federal law dated 01.01.2001 "On Education in the Russian Federation" (hereinafter - 273-FZ), ch.1, art. 2, item 14).

Additional pre-professional programs in the arts, physical culture and sports are implemented for children. The goal is to identify and support children who have shown outstanding abilities, their professional orientation (273-FZ, Chapter 2, Article 12, Clause 4; Order of the Ministry of Education and Science of the Russian Federation dated 01.01.01 No. and implementation of additional general education programs" (hereinafter - the Order of the Ministry of Education and Science of the Russian Federation No. 000 "On approval of the procedure ...").

The structure of the additional general education program

The additional general education program should include the following structural elements:

1. Title page

2. Explanatory note

4. Educational and thematic plan

5. Forms of control and evaluation materials

6. Organizational and pedagogical conditions for the implementation of the program

7. References

8. Appendix "Calendar-thematic plan"

Title page of the program

The title page is a kind of "" additional general education program. Therefore, the most basic information about the program is indicated here, namely:

  • name of the educational organization;
  • where, when and by whom the program was approved;
  • the name of the additional general education program. It should be short, concise, attractive, and, most importantly, reflect the content of the program (“Russian for Physicians”, “We Speak Correctly”, “Pythagoras”, “Web Mastery Lessons”, “Entertaining Biology”, etc.);
  • the age of the students for whom the program is designed;
  • the term for the implementation of the additional general education program;
  • Full name, position of the author (authors) of the additional general education program;
  • the name of the city, locality in which the additional general education program is being implemented;
  • year of program development.

Explanatory note

An explanatory note should begin with an introduction - brief description subject, its significance and pedagogical justification of the additional general education program.

You need to open the following sections:

  • the focus of the additional general education program;
  • level of development of the program;
  • relevance and pedagogical expediency of the program;
  • distinctive features of this program;
  • the purpose and objectives of the additional general education program;
  • category of students;
  • duration of the program and the total number of hours;
  • forms of organization of educational activities and the mode of classes;
  • the planned results of the development of the program.

The focus of the program is indicated in accordance with the order of the Ministry of Education and Science of the Russian Federation dated 01.01.01 No. 000 "On approval of the procedure for organizing and implementing educational activities for additional general education programs":

  • technical;
  • natural science;
  • physical culture and sports;
  • artistic;
  • tourist and local history;
  • socio-pedagogical.

The level of assimilation of the program can be basic and in-depth.

The novelty of the program. The necessity of developing and implementing the program is substantiated, the advantages of the program, the distinctive features of this program from similar ones, its originality, and pedagogical possibilities are noted.

Guiding questions:

  • What is the reason behind the creation of the program?
  • What makes your idea different from others?
  • What justifies the novelty and relevance for the country, a particular region, institution?

The novelty of the additional general education program involves:

  • new problem solving;
  • new teaching methods;
  • new pedagogical technologies in conducting classes;
  • innovations in the forms of diagnostics and summing up the results of the program implementation, etc.

The relevance of the program is to meet the needs of students and their parents, to be focused on effective solution actual problems of the child and conform to society. At this point, it is necessary to answer the question: “Why is this topic relevant, that is, important, modern and topical at the present time?”.

Relevance can be based on:

  • analysis of social problems,
  • research materials,
  • analysis of pedagogical experience,
  • analysis of the demand of students and their parents,
  • modern requirements for the modernization of the education system,
  • the potential of the educational organization;
  • social order of municipal health care and other factors.

Pedagogical expediency emphasizes the pragmatic importance of the interconnection of the built-up system of learning processes, development, education and their provision. In this section, it is necessary to answer the question: “How is this type of activity useful for student development?”

When answering the question, it is necessary to give a reasoned justification for pedagogical actions within the framework of organizing and implementing an additional general educational program, specifically selected forms, methods and means of educational activities (in accordance with the goals and objectives set).

Distinctive features of the program from existing programs. It is necessary to give links to the programs that were used in the development of this. Here it is necessary to talk about how this program differs from those indicated above (by methodology, by standards, forms, etc.).

The goal of the program is the intended result of the educational process, to which all the efforts of the teacher and students should be directed, this is what they strive for, what they want to achieve. This is a generalized planned result, which is aimed at training under the program.

The purpose and objectives of additional general education programs are, first of all, to provide training, education, and development of students.

The goal should be clear, specific, promising and realistic. In addition, the goal should be associated with the name of the program, reflecting its main focus and content.

The purpose of the program should be one. If you want to put several components into the goal, then you need to express it in the form of a compound sentence (in enumerative order).

List of nouns for formulating the goal:

  • creation,
  • development, provision,
  • initiation, prevention,
  • reinforcement,
  • interaction,
  • formation, etc.

The tasks of the program are what needs to be fulfilled, resolved, these are the ways to achieve the goal. Objectives show a course of action to achieve a goal.

Objectives should be relevant to the goal and be:

  • teaching, that is, to answer the question: what will he learn, what will he understand, what ideas will he receive, what will he master, what will the student learn by mastering the program;
  • developmental, that is, to be associated with development creativity, opportunities, attention, memory, thinking, imagination, speech, volitional qualities, etc. and indicate the development of key competencies that will be emphasized in training;
  • educational, that is, to answer the question, what value orientations, attitudes, personal qualities will be generated by the students.

Tasks should be formulated in a single way, adhering to a single verb form in all formulations.

List of verbs for formulating tasks:

  • to acquaint, educate, form, provide, expand, support, enable;
  • form, educate, promote, develop, involve, educate, deepen, etc.
  • Basic level - 14-18 years;
  • Advanced level - 17-25 years.

This section may contain additional information: for which category of students the program is intended (all comers are accepted; with poor health; with disabilities motivated to this species activities, other characteristics of students).

The duration of the program and the total number of hours. This section indicates the length of study for this program and the number of hours of study for each year.

1 year of study - up to 36 hours, 2 year of study - up to 72 hours.

Forms of organization of educational activities and mode of employment. The forms of organization of educational activities are indicated - theoretical and practical classes, excursions, etc.; individual, group, subgroups, expected composition (of the same or different ages).

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