A type of education that aims to be comprehensive. Comprehensive satisfaction of the educational needs of a person in intellectual, spiritual, moral, physical improvement in the process of additional education

Education - a single purposeful process of education and training, which is a socially significant good and is carried out in the interests of a person, family, society and the state.

Upbringing - activities aimed at personal development, creation of conditions for self-determination and socialization of the student on the basis of socio-cultural, spiritual and moral values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, society and the state.

Education - a purposeful process of organizing the activities of students to acquire knowledge, skills and competencies, gain experience in activities, develop abilities, gain experience in applying knowledge in everyday life and form students' motivation to receive education throughout their lives.

Additional education - a type of education that is aimed at the comprehensive satisfaction of the educational needs of a person in intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education.

Reiki– A unified system of additional upbringing and education of a Person, during which you can learn (Teach Yourself) the basics of Healthy and healthy lifestyle Life (abbreviated definition).

Reiki– A unified training system, a method that includes a set of ways, approaches and techniques for the use by a Human of the resources of self-regulation of his body, aimed at restoring and strengthening his Spirit, developing the Soul, restoring and maintaining his Health and Health at all levels and plans.

REIKI- Primary, single, original, divine (natural) energy (PRA-ENERGY) of creation and harmony. Literally translated from Japanese it means: Energy of the Spirit, in a more extended version - the Universal Energy of Life; basis of Reiki. The main and only source of this energy is NATURE.

Reiki practice is a practice based on additional Reiki education, in the form of a unity of methods of the Reiki system (including methods, methods, techniques and technologies) for assessing and using the resources of self-regulation of the body with the help of REIKI energy, aimed at improving the physical, psychological (mental) and energy (spiritual) ) his condition, increasing the level of health and wellness; the activity of a Reiki Practitioner (Reiki Practice) and the professional activity of an IP - a Reiki Practitioner.

Reiki Practitioner (Reiki Practitioner) - an individual, a student who has been trained in the Reiki system, has a certificate of education in the practice of Reiki and is engaged in the Practice of Reiki.

IP - Reiki Practitioner – A Reiki Practitioner (Reiki Practitioner) officially registered as a Sole Proprietor and engaged in the professional provision of services to others in the form of Reiki Practice for a wide range of issues.

Reiki session– an individual time period of expedient and purposeful interaction between the Reiki Practitioner and/or SP - Reiki Practitioner (or the Reiki Practitioner and/or SP - Reiki Practitioner and his Client) with the energy of REIKI; assistance in Teaching a Person the right actions on the Path of his spiritual development and improvement; a constant educational process of additional education of oneself and those people who aspire and are ready for this additional education; individual, unique, multi-level Lesson of additional education for adults and children.

The main law that governs educational activities in the Russian Federation, which means that Reiki Practitioners and IEs - Reiki Practitioners (especially Reiki Masters - Teachers) should be guided by, is the Federal Law "On Education in the Russian Federation".

• Chapter 1. GENERAL PROVISIONS
• Article 1. Subject of regulation of this Federal Law
• 1. The subject of regulation of this Federal Law are public relations arising in the field of education in connection with the realization of the right to education, the provision of state guarantees of human rights and freedoms in the field of education and the creation of conditions for the realization of the right to education (hereinafter - relations in the field of education).

Let's start with the basic concepts that we will use in explaining the rules and regulations of this Law:

Article 2. Basic concepts used in this Federal Law. For the purposes of this Federal Law, the following basic concepts shall apply:

4) level of education - a completed cycle of education, characterized by a certain unified set of requirements.

• 5) qualification - the level of knowledge, skills, abilities and competence, characterizing readiness to perform a certain type of professional activity;

• 9) educational program - a complex of the main characteristics of education (volume, content, planned results), organizational and pedagogical conditions and in cases provided for by this federal law, attestation forms, which is presented in the form of a curriculum, a calendar study schedule, work programs for academic subjects, courses, disciplines (modules), other components, as well as evaluation and teaching materials;
• 15) student - an individual who is mastering the educational program.

• 17) educational activities - activities for the implementation of educational programs.

• 20) organizations carrying out educational activities, - educational organizations and organizations providing training. For the purposes of this Federal Law, individual entrepreneurs engaged in educational activities are equated with organizations engaged in educational activities, unless otherwise provided by this Federal Law.

Article 5. The right to education. State guarantees for the realization of the right to education in the Russian Federation

1. The Russian Federation guarantees the right of every person to education.

The same right is enshrined in the Constitution of the Russian Federation.

Chapter 2. EDUCATIONAL SYSTEM

Article 10. Structure of the education system

2. Education is divided into general education, vocational education, additional education and vocational training, which ensure the possibility of exercising the right to education throughout life (lifelong education).

6. Additional education includes such subtypes as additional education for children and adults and additional vocational education.

Article 12. Educational programs.

1. Educational programs determine the content of education. The content of education should promote mutual understanding and cooperation between people, nations, regardless of racial, national, ethnic, religious and social affiliation, take into account the diversity of worldview approaches, promote the realization of the right of students to freely choose opinions and beliefs, ensure the development of the abilities of each person, the formation and development of his personality in accordance with the spiritual, moral and socio-cultural values ​​accepted in the family and society.

2. In the Russian Federation, according to the levels of general and vocational education, according to vocational training basic educational programs are being implemented, additional educational programs for additional education.

4. Additional educational programs include:

1) additional general educational programs - additional general developmental programs, additional pre professional programs;

5. Educational programs are independently developed and approved by the organization carrying out educational activities, unless otherwise provided by this Federal Law.

The practice of Reiki according to this classification refers to the systems of additional education for adults and children, educational programs on the practice of Reiki - to additional general developmental programs.

A very important point is that each Reiki School / IP - Reiki Practitioner / Reiki Practitioner has the right and obligation to independently develop and approve general developmental additional programs, according to which he will teach the Reiki Practice to adults and children. No one has the right to interfere in this process, dictate any conditions, set certain limits, make adjustments and edits ... in general, in any way and way, without the consent of the IP - Reiki Practitioner and / or Reiki Practitioner, interfere with his educational activities.

Article 13 General requirements to the implementation of educational programs.

1. Educational programs are implemented by an organization carrying out educational activities, both independently and through network forms of their implementation.

2. When implementing educational programs, various educational technologies, including distance learning technologies, e-learning.

Some IP Reiki Practitioners provide Reiki training remotely. And this is possible and correct from all points of view, both from the legislative point of view and from the point of view of the rules for transferring Knowledge in the Reiki system. Training in the practice of Reiki is carried out in two main ways: through initiation (initiation) - the transfer of Knowledge and through practice - training in the practice of using the received and transmitted Knowledge and additional transfer of Knowledge about the practice of Reiki. With distance learning, it is necessary to pay sufficient attention to the second way of learning the Reiki system, because without the necessary additional training in applying the acquired knowledge in practice, the training will be incomplete, and the level of the Reiki practitioner will not correspond to the level referred to in his Training Document.

Chapter 3. PERSONS CARRYING OUT EDUCATIONAL ACTIVITIES

Article 21. Educational activities

1. Educational activities are carried out by educational organizations and, in cases established by this Federal Law, organizations providing training, as well as individual entrepreneurs.

Article 60. Documents on education and (or) qualifications. Education documents.

15. Organizations engaged in educational activities have the right to issue to persons who have mastered educational programs for which final certification is not provided, documents on training according to the model and in the manner that are established by these organizations independently.

It is according to this article of the Law that an IP - a Reiki Practitioner who teaches Reiki Practice to Students, has the right to issue a document to them. The only question is: which one? The answer is also in paragraph 15 of this article of the Law, namely, only the Document on the completion of training. The optimal form of such a document is a Certificate (Certificate of Reiki training), in extreme cases - a Certificate (Certificate of Reiki training). It is impossible to issue a document on qualifications for additional education, as well as a Document on education (Diploma), because training in additional education does not provide for the final certification of the Student and the assignment of any category, qualification, level, etc. to him. In other words, issuing a Reiki Master's Diploma would be wrong according to the law, you can only issue a certificate/certificate that the Student has completed training at the degree (level) of a Reiki Master. The nuance is small, but very important.

Chapter 10. ADDITIONAL EDUCATION

Article 75. Additional education of children and adults

1. Additional education of children and adults is aimed at the formation and development of the creative abilities of children and adults, the satisfaction of their individual needs in the intellectual, moral and physical improvement, the formation of a culture of a healthy and safe lifestyle, health promotion, as well as the organization of their free time.

3. To master additional general educational programs any persons are allowed without presenting requirements for the level of education, unless otherwise stipulated by the specifics of the implemented educational program.

From the above, it is clear that an individual entrepreneur - a Reiki Practitioner himself has the right and obligation to decide not only what the general developmental programs will contain, according to which he will teach people the Reiki Practice, but also the timing of mastering a particular program. Those. – Reiki training programs are usually divided into certain levels (steps) of Reiki Practice. When, to whom, in what terms to undergo training at one or another level is decided by the individual entrepreneur - the Reiki Practitioner, based on his personal experience. He has the absolute right to refuse to teach Reiki practice to any Student at any time… without explanation.

Article 87

1. In order to form and develop the personality in accordance with family and public spiritual, moral and sociocultural values, basic educational programs may be included, including on the basis of the requirements of the relevant federal state educational standards, academic subjects, courses, disciplines (modules) aimed at obtaining knowledge by students about the fundamentals of the spiritual and moral culture of the peoples of the Russian Federation, about moral principles, about the historical and cultural traditions of the world religion (world religions), or alternative academic subjects, courses, disciplines (modules).

To practice Reiki in isolation from one's culture, mentality, national spiritual and moral foundations, native and folk values, in our opinion, is not possible. That is why, for example, we at our Reiki School of the Reiki Lineage Usui Shiki Ryoho of the Russian tradition have compiled educational programs in such a way that they have two main, essentially the same, teaching principles: special training in Reiki Practice and general education fundamentals of a culturally healthy and healthy lifestyle.

Guided by Art. 87 of this Law, we include in our general educational programs academic subjects, disciplines, and sometimes entire courses aimed at obtaining knowledge by students about the basics of the spiritual and moral culture of the peoples of the Russian Federation, about moral principles, about the historical and cultural traditions of world religions and cultures of our peoples. Mira. We recommend doing this to all other Reiki Schools/Circles of Reiki Masters/IPs - Reiki Practitioners and Reiki Practitioners, and for this, of course, it is necessary for the Reiki Practitioners themselves to improve their level of general education and / or take the opportunity to invite the necessary knowledgeable people from outside, in order to to enable their Students to receive a comprehensive additional education, and not just the special skills and abilities of the Reiki system.

Article 91. Licensing of educational activities.

1. Educational activities are subject to licensing in accordance with the legislation of the Russian Federation on licensing certain types activities.

2. Applicants for a license to carry out educational activities are educational organizations, organizations providing training, as well as individual entrepreneurs, with the exception of individual entrepreneurs directly engaged in educational activities.

Highly important point. Clause 2 of this Law clearly defines the procedure by which an IP Reiki Practitioner who conducts training on his own can act without obtaining a license for his educational activities. No one has the right to demand this license from him, including public authorities and all kinds of representatives of other areas and institutions (editors, landlords, funds mass media, students themselves, etc.).

The involvement of other teachers with whom an employment contract has been officially concluded or they are officially hired by the IP entails the need to obtain a separate license for each type of educational activity that the IP and its employees are going to engage in. As well as any other educational activity of any legal entity, of any legal form, requires the issuance of an appropriate license.

Each IP - Practitioner of Reiki (Master - Teacher of Reiki), whether he wants it or not, is the founder of his Reiki School. Beginning IPs - Reiki Practitioners may not need the following information yet, but for those who have already formed their Circle of Students, there are formed educational programs, and the learning process is consistent, the following information will be very helpful.

So, how to properly organize the activities of your Reiki School:

1. Choosing a legal form of activity. (On the initial stage The best option is a Sole Proprietor).
2. As the School develops, we register a Non-Profit Organization, in accordance with the Law on NGOs in the Russian Federation, we choose
   Type of organization: Non-profit organization
   Form of organization: Private Institution
3. Before this, it is necessary to approve the main constituent document: the Charter.
4. At the same time, it is necessary to correctly write the name of your non-profit organization: Full name (for example) - Private institution of additional education Reiki School "Istok". The most interesting thing is that the abbreviated name will sound like this (for example): MIRACLE School of Reiki "Istok". We also note that when choosing this form, it will be necessary to obtain a license for educational activities.

Law-making works are wonderful and wonderful, however… According to the Law, the Reiki School can become and be a MIRACLE…. What we wish all Reiki Practitioners...

TOPIC: "Comprehensive satisfaction of the educational needs of a person in intellectual, spiritual, moral, physical improvement in the process of additional education"

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"The main task modern school –

is the disclosure of the abilities of each student,

education of a person ready for life

in a high-tech, competitive world."

D. Medvedev.

In today's rapidly changing world, which requires people to have a broad outlook, high culture, the ability to quickly switch to different types of activities and make optimal decisions in critical situations, educational institutions face particularly difficult tasks. At the same time, the most important is the one that is formulated in Article 29, paragraph I of the "Convention on the Rights of the Child." It states: "The education of the child should be directed to the development of the personality, talents, mental skills and physical abilities of the child to their fullest extent." Modern society needs a creative, spiritually and physically healthy person - this is the social order of society. And whether this order will be fulfilled depends largely on the school.

The simplest arithmetic calculations show that at least 150 days a year a student is free from school. In the remaining days of the year, another third of his time is not occupied with lessons. But the child is never free from himself. A growing person expects from the world diversity, the opportunities for choice that the natural course of life provides him.

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By creating additional spaces for student self-realization outside of school hours, the school is trying to resolve the existing contradiction between the need, on the one hand, to master the educational standard, and on the other hand, to create conditions for the free development of the interests, inclinations, abilities of schoolchildren and the reasonable organization of their free time, which is the basis of the humanization of education.

Only this organic combination within the school walls can help the development of both an individual child and the entire educational institution.

The result of this can be a hobby for life and even the definition future profession.

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According to psychologists and teachers, the internal cause of disappointment, failures in studies is often the lack of opportunities for self-realization of schoolchildren, which leads to the formation of a loser complex, slows down further development personality.

The study of modern teaching practice has revealed a number of contradictions between:

The need of schoolchildren for independent creative activity and the predominance of reproductive teaching methods.

The need to use active forms of work that contribute to the development of creativity and self-realization of schoolchildren and the stereotypes of professional behavior of teachers.

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What is creativity? It is always the embodiment of individuality, a form of self-realization of the individual: an opportunity to express one's unique attitude to the world. However, the need for creativity and self-expression, inherent in the very nature of man, is usually realized in the process of human life is far from being fully realized. According to scientific sources, the realization of the creative potential of the individual is satisfied only by 10%.
Creativity is the generation of new ideas, the desire to learn more, think about things differently and do it better.

Creativity is a human need. It is noticed that creative people they have great vitality until old age, and people who are indifferent to everything, not keen on anything, get sick more often and age faster.

Every child has abilities and talents. Children are naturally curious and eager to learn. In order for them to show their talents, proper management of educational and extracurricular activities is necessary.

How to organize work with children in such a way that every day you are looked at not by the sadly empty eyes of your students, but by burning, restless, full of thoughts and experiences? How p develop creativity? These questions are asked by every real teacher, a teacher who sets himself on present stage the task of forming an intellectually and spiritually highly developed, critically and creatively thinking personality capable of self-realization in life.

Children's creativity is one of the forms of independent activity of the child, during which he deviates from the usual and familiar ways of manifesting the world around him, experiments and creates something new for himself and others.

In school conditions, such subjects as music, fine arts, and technology provide an opportunity for the development of creative abilities of children of primary school age. However, in the first grade, these courses are given 1-2 hours per week. This is clearly not enough for the full development of children's creativity.

You can ask this: why is this development of creativity in a child at all? After all, in order to take place as a person and subsequently find a suitable job, you need something completely different - just learn school subjects well, pass exams, go to college ... Those who think that teaching a child creativity is just a waste of time, in my opinion, are mistaken .

Joint creativity with children can and should be started from the very moment the baby can hold an object in his hands. Human creativity appears very early. The most intensive period of its development is 2-5 years. At this age, the foundation of personality is laid, and it is already manifesting itself.

Junior school age is a period of absorption, accumulation and assimilation of knowledge. The success of this process is facilitated characteristics children of this age: trusting submission to authority, increased susceptibility, impressionability, naive-playful attitude to much of what they encounter. At junior schoolchildren each of these abilities is expressed mainly by its positive side, and this is the unique originality of this age. Some of the features of younger schoolchildren in subsequent years come to naught, others in many respects change their meaning. It is difficult to assess the real significance of the signs of abilities manifested in childhood, and even more so to foresee their further development. It is often found that the bright manifestations of a child's abilities, sufficient for initial success in certain activities, do not at all open the way to real, socially significant achievements in the future.

The active work of the "Skilled Hands" circle contributes to the education of aesthetic culture and diligence of students, the expansion of their polytechnic horizons, the development of the ability to perceive and feel the beautiful.

Tasks:

1. To form the skills and abilities for the manufacture and design of the work performed.

2. Teach children how to use tools and devices.

3. Teach how to perform a "secret" seam.

4. Teach how to sew soft toys and souvenirs from fur, how to make patchwork appliqués.

5. Teach paper art modeling.

6. Teach how to design crafts from natural material.

Educational

1. Develop fine motor skills of the hands.

2. To develop attention, memory, imagination, perseverance.

3. Expand the artistic horizons, enrich the personal life and practical experience of students.

Educational

1. To educate diligence, accuracy, adequate self-esteem.

2. To form a creative approach to the chosen type of activity.

The work of the circle is inextricably linked with the activities of students at school in the lessons of labor, fine arts, the world around them, literary reading and after school hours. It is one of the links in educational work and solves the same pedagogical tasks.

One of the main principles of organizing the classes of the "Skillful Hands" circle is the alternation of various types of activities of students. Basically, it is of a practical nature, but theoretical information (on the basics of design, on the properties of materials, technology for processing products, etc.) is also necessary, since without them it is impossible to study basic technological modeling and independent creative work of schoolchildren to create product designs provided for by the program.

The circle program provides for interdisciplinary connections and the development of visual abilities in children through partial or complete drawing of details, the use of application methods, the use of color combinations and alternations, artistic and design abilities (origami), non-standard thinking, creative individuality and theatrical abilities - staging with the help of models plots of works of children's literature and just in the game. This equips children with the ability not only to feel harmony, but also to create it in any life situation, in any activity, in relationships with people, with the outside world.

In the classes of the circle, children learn additional information on labor education: this is design, modeling, origami, the use of natural and waste materials, the children get acquainted with culture and history native land, with different types of decorative - applied art.

Being engaged in a circle, the guys deepen their knowledge and skills in the matter of interest to them and apply them in socially useful work at school and at home.

Children learn to fantasize and imagine what is necessary for the harmonious development of the brain.

Creativity in all its forms allows you to unobtrusively develop in children such necessary functions as attention, memory, thinking, fine motor skills of hands, intelligence. And this will be especially noticeable in further educational activities.

Manual labor is a universal educational tool that can balance one-sided intellectual activity.

Physiologists have established that our fingers are organically connected with the brain and internal organs. Therefore, hand training stimulates the self-regulation of the body, increases the functional activity of the brain and other organs. It has long been known about the relationship between hand development and intelligence. Even the simplest handmade require constant attention and make the child think. Skillful work with hands further contributes to the improvement of the brain. Making crafts is not only about performing certain movements. This allows you to work on the development practical intelligence: teaches children to analyze the task, plan the course of its implementation.

The practical activity of children is aimed at solving and implementing different material tasks associated with the manufacture of the simplest at first, then more complex products and their decoration.

From the first lessons, children are accustomed to accuracy in work, they begin to understand that this type of activity does not tolerate haste, carelessness, and even small defects can spoil the appearance and quality of the product. An important indicator of work is the time spent on the manufacture of the product.

The most commonly used form of collective design work consists in the fact that each child performs the task assigned to him individually, and then all the parts are combined into a single composition. In my opinion, the value of collective work lies in the fact that they unite children, because everyone is offered one goal of work, and children are interested in the general a positive result. And children's exhibitions creative works develop in children a sense of their importance, value, personal abilities and skills.

The development of the creative abilities of students, involving them in creative activities during extracurricular time, to some extent, saves students from moral degradation. It's no secret that teenagers who are deprived of the opportunity to express themselves are more prone to delinquency.

In the upbringing of feelings and the creative development of the child, the circle plays an indispensable role. The circle is able to transfer a small person to the world of creativity, to some extent introduce them to the treasures of artistic culture. It can bring the child the first creative joy, and the joy of creativity is one of the most great joys on earth, victory over oneself, the affirmation of a small personality in the world of a variety of colors, sounds, moral feelings.

Each person has his own path - the path that he chooses and follows it all his life. But what will be the choice of the child, largely depends on us teachers. In a Russian fairy tale there is an expression: "A copper rod bends, does not break, wraps itself around the body." When a person is flexible, absorbs new things in himself, his life advances, and does not go to waste and does not break. This is the kind of person we need to educate and develop. Over the years, our graduates have entered prestigious educational institutions, mastered various professions, which means that they are educated, competitive, purposeful, inquisitive, able to gain knowledge and use it in practice, multiply their knowledge for good, not for evil, that is, individuals striving for self-realization.

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 (Federal Law of 01.01.2001 "On Education in the Russian Federation" ( hereinafter - 273-FZ), chapter 1, article 2, paragraph 14).

Additional pre-professional programs in the field of 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 - a brief description of the subject, its significance and the pedagogical rationale for 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 this program;
• the purpose and objectives of the additional general education program;
• category of students;
• the duration of the program and total 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 an effective solution. actual problems 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 what 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;
• developing, that is, to be associated with the development of creative abilities, capabilities, 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 of what value orientations, relationships, personal qualities will be formed in 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 for this type of activity, 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).

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 are approved:

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

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

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

(see text in previous edition)

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

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

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

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

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

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

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

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

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

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

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

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 of educational standards.

Additional educational programs include educational programs different orientation implemented:

in general education and professional educational institutions outside the main educational programs that determine their status;

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 for 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. In the interpretation proposed by P. Lengrand continuing education the humanistic idea was embodied: 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 separate stages 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; facilitating the change of 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; consistency of principles for the entire 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 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 lifelong education in Western countries and 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 areas of compulsory 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 training system is solved as follows: for the implementation of a specific production target large corporations make an order for the training of the necessary specialists at all levels in the relevant educational institutions, or corporations open an educational complex at their own expense. 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 of the institution of vocational education is the preparation 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) install a basic level of providing continuing education, the necessary minimum level of qualification of a worker or a professional specialist;

2) improve the quality of training of specialists by expanding the professional profile, universalizing the content of education, introducing a progressive block-modular system of education, monitoring the effectiveness 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) ensure the convertibility (reliability) of vocational education within the state and beyond its borders for unhindered participation in the international labor market.

Democratization and pluralization of education. One of the directions of the educational process is the democratization of the education system. In education, the democratization process 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 were ensured. In the process of democratization of the education system, the learning environment outside the traditional forms of education is changing, and non-traditional forms that are still underdeveloped (non-formal, renewable education) are also changing.

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 a 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 studies, modern employers are dissatisfied with the qualifications of teaching staff at 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 is the documents of 2000-2003 (the doctrine of education, adopted at the All-Russian Congress of Educators in the Kremlin, the decision of the State Council in 2001 on education, the concept of 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 a union of educational institutions or curricula, curricula, 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 the gradual mutual recognition of the educational systems of different countries and, accordingly, different diplomas.

Today, out of 144 countries that make up the World Trade Organization (WTO), by 2005, only 42 were included in 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 the main resource of 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, unprepared, 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 for 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 realizes the need to move from government controlled to the state-public. Such a transition is one of the important modern 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.

AT modern Russia what is required is not so much the reform of old mechanisms as 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 towards decentralization of management that are stable for Russia, it is possible to predict the most diverse and often unpredictable solutions to the above problems 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 of the conceptual apparatus of the APE system.

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 it's time to develop the organization 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 classroom and extra-curricular 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- these are, in the most general form, two interrelated, in close unity, ongoing processes: the activities of educators as a process of purposeful 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:

· the relationship of education and the social system, i.e. 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 educational process and implementing 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 vocational schools, but also in the apprenticeship system at work and in the process of course preparation.