Introduce the worldskills standard into the educational process. Recommendations for the inclusion of additional educational modules created on the basis of WorldSkills international standards in educational programs of open source software

In the education system, the problem of pedagogical risk is relevant, since it affects all aspects of the application of innovations in teaching methods and methods at all stages of education.

Today, in our country, the WorldSkills movement is gaining more and more popularity, and the impact on the institutions of vocational education, the national qualifications system is increasing.

Innovations and WorldSkills standards should lie in the plane of combining two interrelated phenomena, usually considered separately, i.e. the result of their synthesis should be new knowledge, allowing the teacher to use innovations in everyday practice, calculating the possible consequences.

WorldSkills standards include: technical description (TD - Technical Description), test task (TP - Test Project), evaluation criteria, infrastructure list (Infrastructure List), plan of the competition area with equipment (Layout) and safety requirements (Health & safety).

Experts play an important role in shaping WorldSkills standards. An expert is a person who has certain competencies: knowledge of his profession, knowledge of WS standards and regulations, knowledge of the competition procedure, participation in the preparation of a test task and in determining the evaluation criteria.

Through TD, the scope of competence (profession) is set. Experts indicate the key skills, abilities, knowledge inherent in the profession, etc. The TD also indicates the conditions for verification, requirements for equipment and technologies, groups of criteria and their weights, conditions for the rational use of materials and energy, “soft” skills and other information necessary to describe the competence (profession). However, there is a prerequisite: no specific trademarks or brands of equipment manufacturers are ever indicated. Overall changes to the TD must be at least 30% of the previous TD in effect.

Then, for each competence (profession), a specific task (TP) for verification is formed or updated. It consists of a certain number of modules that need to test a particular skill.

It is obligatory for each part of the test task to form sets of criteria that have a weight determined by experts. In sum, the weight of all criteria should be 100 (%). Most often, TP consists of 9 modules, each of which highlights individual aspects. Aspects are evaluated by separate criteria and sub-criteria, depending on the complexity of the modules.

Criteria are objective, subjective and qualifying. Objective criteria are fixed through measured parameters: mm, grams, pieces, volts, degrees, etc. To evaluate objective criteria, groups of three experts are always involved. Everyone makes their own assessment. The estimate that falls within the interval of variation from the average of these three estimates is selected.

Subjective criteria are determined by points (from 0 to 9) given by experts. For these purposes, it is necessary to involve at least five experts for each assessment.

Usually the ratio between objective and subjective criteria is 70 to 30. But in each competence (profession), this is determined at the discretion of the expert community. There are professions, for example, “auto mechanic”, where there are no subjective criteria at all. There is, and vice versa, a “hairdresser”, where subjective criteria can reach 80%.

Together, these criteria constitute an assessment plan for competence (profession). Based on the modified TD, the determined TP and the selected criteria, the equipment required for the competition is selected.

Separately, safety requirements are made in WS standards. There is a clear position that the actual observance of these requirements contributes to an increase in labor efficiency. Reduction of injury rate and early equipment failure are important factors when evaluating competitors. Therefore, safety requirements (H&S) are necessarily included in the number of subjective criteria. In addition, in some cases, non-compliance with safety regulations can cause early withdrawal from the competition.

The WorldSkills movement in the Republic of Sakha (Yakutia) has been actively implemented since 2015. Annually, the Regional WorldSkills Championships Yakutia are held in the Republic, in addition, corporate and international championships are held.

In order for the training of highly qualified workers to meet world requirements, students of professional educational organizations must be prepared in accordance with these requirements to participate in WorldSkills championships, so it became necessary to make changes to the content of work programs that would meet WSR standards.

In the conditions of GBPOU RS (Y) "Vilyui Technical School" we made a comparative analysis of the requirements of the WorldSkills standards, the Federal State Educational Standard and the professional standard, based on the analysis, changes were made to the content of the PPSSZ 23.02.03 "Maintenance and repair of motor vehicles" in terms of the program of the professional module PM.01. "Maintenance and repair of motor vehicles" and made adjustments to the content of the program for theoretical and practical training.

This combination of the content of the above standards allowed us to reach a new level of training of future specialists, taking into account the requirements of the WorldSkills standards and professional standards in the field of knowledge, skills and practical experience.

In those regions where the WorldSkills movement begins to develop, there is an increase in the number of people interested in obtaining professional education.

In conclusion, I would like to note that the WorldSkills standards are considered by parliamentarians as one of the tools for independent assessment of the quality of education of vocational graduates. Obtaining a "medal of professionalism" in accordance with the standards of "WorldSkills" is predisposed to obtaining a certificate in independent centers for assessing and certification of qualifications. There is also the direction of Junior Skills, which will allow young generation try yourself in different competencies, learn from masters, decide on the choice of profession earlier, take a responsible and conscious attitude to professional education in the future.

Data sources WSI standard Technical description Passports of competence WSI Federal State Educational Standards in the specialty / profession SPO BUP OPOP Programs of disciplines, MDK and PM Description of professions OKPDTR Professional standards (industry, regional) Qualification characteristics of ECTS

Algorithm for making changes to the BRI Occupation analysis WSI General characteristics professional activity Determination of activities Description of WSI competencies and requirements for their development (formation and analysis of competency passports) Comparative analysis of WSI professions and existing GEF Determination of the closest professions and specialties of SVE Establishment of correspondence between the content of GEF and WSI competencies Development of OPOP OO based on the data obtained Choice of matching technology - harmonization/specialization Substantiation and distribution of hours of the variable part Development of programs of disciplines, MDT and PM Development of KIM Clarification of resource needs (requirements for staffing the educational process, MT equipment, etc.)

Analysis of the WSI Occupation Based on the document "Technical Description" of the WSI Occupation "Car Painting", the main characteristics of the professional activity are determined. Occupation name WSI Automotive painting Occupation and fields of activity (field of activity is optional) Occupation is the work of applying and restoring the refinishing of automobiles. Applied areas of professional activity - work at car service stations, private workshops, car sales companies, etc. Tasks of professional activity (section TO, translation of descriptions on the WSI website) Application various types coatings. Preparing, painting and polishing car parts. Determination and evaluation of color, tinting process and production of test spray. Compliance with sanitary and hygienic requirements and safety standards Types of PD Preparation, cleaning and degreasing of surfaces, including surfaces made of metal (bare metal, previously painted, factory primer), plastic and fiberglass. Restoring the shape of a part to its original shape using fillers, fillers and grinding. Grinding and polishing defects Mixing and application of primers and fillers. Application of base coats on various substrates Mixing the base paint using the correct formula (recipe) and performing a spray test. Application of finishing coatings (lacquer, 2 x and 3 x-layer pearlescent and metallic coatings, etc.). Application of special decorative paints (chrome effect, tinted varnish). Making decorative drawings using spraying PD objects Materials used in car painting, incl. different types of primer, base and paint coatings, external and internal parts of the body to be painted Working tools and equipment used to perform basic and preparatory paint work Personal protective equipment associated with painting cars, incl. respirator, goggles, overalls, safety shoes, etc.

Description of WSI competencies Based on the structure of requirements for competencies in the WSI profession "Car Painting" (section 2.1 "Description of competencies" of the document "Technical Description"), a list of competencies is determined, and their wordings adapted to the "format" of the Federal State Educational Standards have been developed. format» Federal State Educational Standard PP (Preparation works) Preparatory work The ability to carry out work on the preparation of car surfaces for painting using materials and technologies in accordance with the technical requirements of the manufacturer BCA (Base coat application) Application of base coats various materials (metal, glass, plastic, fiberglass) in accordance with the recommendations of the manufacturer TPA (Topcoat application) Application of topcoat or acrylic topcoats Ability to apply topcoats (including two-component acrylic or polyurethane new, two-component varnish, 2 x and 3 x-layer pearlescent and metallic coatings, etc.) on parts made of various materials (metal, glass, plastic, fiberglass) in accordance with the manufacturer's recommendations CT (Color Tinting) Tinting work Ability to perform work on the assessment and selection of colors, applying test sprays in accordance with the recommendations of the manufacturer of paints and varnishes DP (Design painting) Performance of design work Ability to perform work on the preparation and application of decorative patterns, incl. using special decorative paints SS (Safety supervision) Occupational safety The ability to ensure safety when performing work related to car painting

Competency acquisition requirements Competency passports are developed based on the competency requirements for the WSI profession “Car Painting” Mastery level Learning outcomes (behavioral indicators, knowledge, skills, skills, practical experience) Quality requirements Speed ​​requirements Applied technologies Basic Ability to work with product technical information. The ability to mask adjacent non-paintable parts. Ability to prepare a surface for applying enamel or for transitioning to varnish. The ability to apply coatings without smudges with a uniform acceptable shagreen (“concave lens”). Uniform thickness of the paintwork over the entire area of ​​the painted element, including the painting of edges, arches, ends. The ability to eliminate defects (small smudges, shagreen, foreign inclusions) by grinding and / or polishing. Ability to use equipment for mixing and applying coatings (spray booth, spray guns, oil-moisture separator, hoses, compressor, scales, measuring rulers, etc.) and tool washing. Ability to use infrared dryers. The absence of smudges, unacceptable (strong with loss of gloss, "convex", large, wavy) shagreen and foreign inclusions in the finishing coating. Layer thickness according to product information. Three times the manufacturer's or Audatex system's limits are allowed. Element masking. Application of coatings by air spray. infrared drying. Polishing of paintwork defects. Advanced All of the above, plus: The ability to make a transition on varnish with the removal of a visible border by polishing. The ability to apply varnish with a decrease in the layer on mating non-metallic areas to prevent the "lens effect". Ability to perform local or spot varnishing with polishing of the transition zone. The ability to accurately reproduce the original shagreen on the painted element. The ability to perform polishing with grinding the entire panel with the complete elimination of shagreen. At least 1 year experience in this field. All of the above, plus: Uniform shagreen, matching the size and shape of the original. The turnaround time should be approximately in line with the manufacturer's or Audatex system's guidelines. All of the above, plus: Polishing lacquer transitions. Olympiad All of the above skills plus: Experience with various LC systems. Consistently high quality of work, regardless of the class of equipment used. Experience in solving problems of increased complexity Ability to find non-standard approaches and solutions Impeccable quality of the coating, which does not differ from the original in appearance, with high speed and error-free execution of work. The turnaround time does not exceed the manufacturer's or Audatex system's guidelines. All of the above TPA Competency Sheet - Application of Topcoat or Topcoat Acrylics

Comparative analysis of WSI professions and existing GEF To determine the compliance of the WSI profession with the existing GEF, an analysis of the GEF SVE of the corresponding or related profile is carried out, as well as the requirements of the qualifications presented in them (skilled workers and employees, mid-level specialists, applied bachelor's degree). The most preferred options are determined Code-2014Code Profession and specialty SPO Qualification Professions according to OK Compliance Vehicles Operation of transport and technological machines and complexes Maintenance and repair of motor vehicles Technician, senior technician Car driver Car repairman Partial compliance Automechanic Car repairman Car mechanic car repairman car driver car driver operator filling stations Gas station operator Car repairman Car repairman Partial compliance

BRI content analysis Read, interpret and extract accurate technical data and instructions from automotive manuals/manuals (including electrical wiring diagrams), paper or electronic; Use and maintain measuring equipment (mechanical and electrical) used for the maintenance and repair of cars; Select and use working tools and equipment (including knowledge of safety regulations and operating standards) used for the maintenance and repair of cars; Oral, written and electronic communication in the workplace; Draw up ordinary working documents, in compliance with the rules of spelling and punctuation, fill out standard automotive forms; work with base computer equipment(including scanners) used for the maintenance and repair of passenger cars.

Correspondence of the competencies of the OBOR and WSI A feature of the Federal State Educational Standard is the absence of detailed requirements for the results of the development of competencies, as well as their generalized and composite nature of the description. In this regard, the assessment of the compliance of WSI and GEF competencies can generally be made only according to the criterion “developing or not developing”. There are requirements (from employers) If there are requirements (or recommendations) in the educational program for the level of mastering competencies, quantitative and qualitative descriptors, detailed learning outcomes, it is necessary to conduct an extended assessment of compliance. There are no requirements In the absence of a detailed description of the content of the requirements for the development of competencies, it should be taken into account that the WSI competencies cannot always develop the competencies of the Federal State Educational Standard in full. General cultural and broad (in terms of wording) professional competencies in the general case develop to a small and medium extent.

Correspondence of competencies of OPOP and WSI WSI code Competencies of GEF PPBCATPACTDPSS PM.01Maintenance and repair of road transport PC 1.1. Organize and carry out maintenance and repair of vehicles. PC 1.2. Carry out technical control during storage, operation, maintenance and repair of vehicles. PC 1.3. Develop technological processes repair of units and parts. PM.02 Organization of the activities of the team of performers PC 2.1. Planning and organizing the maintenance and repair of vehicles. PC 2.2. Monitor and evaluate the quality of work performed by PC 2.3. Organize the safe conduct of work during the maintenance and repair of vehicles. PM. 03Painting a car PC3.1 Carry out work to prepare the surfaces of vehicles for painting PC3.2 Perform work on applying base and finish coatings to parts of vehicles made of various materials PC3.3 Perform work on the assessment and selection of colors PC3.4 Perform work on the preparation and applying decorative patterns, incl. using special decorative paints PM.04 Preparation of technological documentation for the maintenance and repair of vehicles PC 4.1. Prepare and draw up technological documentation for the maintenance and repair of vehicles PC 4.2 Possess the basics of auto-tuning technologies PM.05 Perform work in one or more professions of workers (Painter) PC 5.1 Prepare, clean and etch painted surfaces for painting PC 5.2 Level surfaces putty with repair of defects PC5.3 Carry out painting of surfaces after applying putties and primers using base and finish coatings on various bases PC5.4 Carry out the selection of colors and the preparation of mixtures of paints, varnishes, primers according to a given recipe PC5.5 Adjust the mechanisms used when doing painting work

Passport of the specialty "Maintenance and repair of motor transport" Field of professional activity of graduates: organization and performance of work on the maintenance and repair of motor vehicles, organization of the activities of primary labor collectives. The objects of professional activity of graduates are: vehicles; technical documentation; technological equipment for maintenance and repair of motor vehicles; primary workforce. Additionally: materials used in the repair and restoration of vehicles, personal protective equipment. The technician prepares for the following activities: Maintenance and repair of vehicles. Organization of the activities of the team of performers. Performance of work in one or more professions of workers, positions of employees (appendix to the Federal State Educational Standard). Appendix Additionally: Auto-painting work

Development of program content The information basis for the development of a professional module are: WSI requirements; draft professional standard (PS) "Worker for enameling, metal plating and painting"; functional card (FC) of a worker for enameling, metal plating and painting; general qualification requirements for working profession"Malyar" in accordance with OKDPTR (TKH).

Development of the content of programs On the basis of the TCS, PC and PS, professional competencies can be formulated, requirements for knowledge, skills and practical experience are described. skills and practical experience. On the basis of the presented description, the work program of the PM can be drawn up in accordance with the FIRO guidelines. 17

The system for monitoring acquired skills and abilities In order to ensure a higher level of practice-oriented training of graduates, to assess the compliance of training with the requirements of international WSI standards, it is advisable to use the materials of competitive tasks for the relevant profession (competence) WSI of previous years (not older than 3 years ago, to ensure compliance with the level of development of technology and technology in the core area).

Thank you for your attention! Petrova S.A.

MODERNIZATION OF THE CONTENT OF PROFESSIONAL EDUCATIONAL PROGRAMS IN ACCORDANCE WITH WORLDSKILLS STANDARDS.

ON THE. Pleshivtseva

State budget professional educational institution Voronezh region "Borisoglebsk technical school of industrial and information technologies".

Website address: btpit.rf

The modernization of the country is based on the modernization of education, on its substantive and structural renewal. It is necessary to do everything possible for resource security educational sphere. However, resources should be directed not only to the conservation of the system, but also to its effective renewal. To simply preserve even what was once the best in the world means to deliberately stop the process of development and predetermine the lag.

Government Russian Federation the Strategy was adopted, in accordance with which education is given an important role. Thus, the education system is called upon to take an active part:

In creating the basis for the sustainable socio-economic and spiritual development of Russia, ensuring a high quality of life for the people and national security;

in strengthening democratic rule of law and development of civil society;

In the staffing of a dynamically developing market economy, integrating into the world economy, with high competitiveness and investment attractiveness;

In asserting the status of Russia in the world community as a great power in the field of education, culture, art, science, high technology and the economy.

The instructions of the President of the Russian Federation clearly define the task of updating the Federal State Educational Standards and educational programs, taking into account professional standards. To date, the legal base of professional standards has been formed, methodological materials have been developed for the development of basic professional educational programs and additional professional programs, taking into account the relevant professional standards.

The professional standard and its updating based on the best practices of international and national championships of the WS movement will allow introducing the latest methods and technologies of work into the activities of these specialists, promoting the creative nature of this high-tech type of professional activity.

The system-forming component of the Federal State Educational Standard of SVE is the characteristic of professional activity and the requirements for the results of the activity of the educational process. The modular construction of the educational process will make it possible to update or replace specific modules when requirements change in accordance with international guidelines.

The mission of the WorldSkills movement is to popularize secondary vocational education in Russia. Its main problem is that we have a lot of theory and very little practice. The concept (mentoring) has disappeared. But abroad, each student has a mentor in production, transfers his experience and knowledge to him. Large companies what is needed now is not so much engineers, but working hands. But the guys who have passed through WorldSkills can easily find a job in any country.

For the profession 19. 01.17. "Cook, confectioner" requires the implementation of WSI educational modules.

From the experience of the expert in the "I Regional Championship of the Voronezh Region WorldSkills 2014" in the competence of "Confectionery", concluded: the need to implement educational modules, taking into account the practice of WSI. Documents (technical description of the Test Project, Infrastructure Sheet, Test Project, assessment criteria) became the sources for the development of WSI educational modules for me.

When developing the main professional educational program based on professional standards, I conducted a comparative analysis of competitive tasks according to WSI standards and professional modules of the Federal State Educational Standard. In the professional standards of the WSI, labor functions are presented much more widely than the types of professional activities in the Federal State Educational Standard, therefore, when developing the WSI, it introduced some additional sections into the professional modules.

The WorldSkills 2014 competition task for the Confectionery skill included making a cake and decorating it with a chocolate composition, I made changes to the work program for PM 08 Bakery, flour and confectionery products for the 2015-2016 academic year.

In educational practice UP 08 "Mastering techniques and skills in the preparation of bakery, flour and confectionery”introduced the section “Technology of tempering chocolate and making figures from it”. This allows students to combine different cooking methods and combinations of main products with additional ingredients to create harmonious confectionery and chocolate products.

Competitive tasks in the ΙΙ Voronezh Regional Championship of Professional Skills according to WorldSkills standards 2015 in the "Cooking" competency were performed by:

Preparation of vegetarian buffet mini-snacks (ovo-lacto);

Preparing a hot appetizer containing homemade stuffed pasta;

Vegetable garnish - sliced ​​\u200b\u200bTurned";

Chocolate brownie as part of dessert.

I plan to make changes to the work program for educational practice for the 2016-2017 academic year.

In the educational practice UP 01 "Mastering the techniques and skills in cooking dishes and side dishes from vegetables and mushrooms", introduce the section "Modern forms of cutting (turned)".

In the educational practice UP 06 "Mastering the techniques and skills in the preparation of cold dishes and snacks" to introduce the section "Preparation and decoration of canapes and light snacks of a diverse range."

In the educational practice UP 07 "Mastering the techniques and skills in the preparation of sweet dishes and drinks", introduce the section "Isomalt food additive and work with it", as well as "Creative approach to the design of dishes, drinks and culinary products, using suitable finishing semi-finished products and decorations.

The experience of participating as an expert for two years in WorldSkills helped me to modernize the program of educational and work practice in the Federal State Educational Standard of SPE "Cook, Confectioner".

INTRODUCTION OF THE WORLDSKILLS STANDARDS AND THE PROFESSIONAL STANDARD INTO THE TRAINING PROGRAM FOR MIDDLE-LEVEL SPECIALISTS FOR THE SPECIALTY "PRENCHILD EDUCATION"

IN AND. Shevlyakova

GBPOU VO "Voronezh State Industrial and Humanitarian College", [email protected]

Modern specialists, in order to be competitive, must master the latest methods and technologies of work, their professional activity must be creative. It was to solve this problem that the international non-profit movement WorldSkills was created. Its goal is to increase the prestige of working professions and develop vocational education by harmonizing the best practices and professional standards throughout the world through the organization and holding of professional skills competitions, both in each individual country and around the world as a whole. The mission of the movement is: “The development of professional competencies, increasing the prestige of highly qualified personnel, demonstrating the importance of competencies for economic growth and personal success» .

An analysis of the process of preparing students for participation in the regional championships of the WorldSkills Russia movement in the competence "Preschool education" led to the conclusion that it is necessary to make changes to the training program for mid-level specialists (PSSP) in the specialty 44.02.01 "Preschool education" taking into account the requirements of WorldSkills standards. The sources of information for making changes were the documentation of the championships: technical descriptions of competitive tasks and infrastructure sheets. Technical description - a document that defines the name of the competency, the sequence of the task, the evaluation criteria, the requirements for the professional skills of the participants, the composition of the equipment, components, equipment, basic and optional equipment, requirements for labor protection and safety standards, materials and equipment permitted and prohibited for use. Infrastructure list - a list of necessary materials and equipment for holding a competition for a specific competency.

First, we carried out a comparative analysis of the competition tasks according to the WorldSkills Russia standards for the competency "Preschool education" and the content of the professional modules of the Federal State Educational Standards of secondary vocational education in the specialty 44.02.01 "Preschool education".

The competitive tasks of the WorldSkills Russia championships in the "Preschool Education" competency indicate the need to have a modern specialist - a teacher of children preschool age methodology for organizing and conducting classes on legoconstruction and robotics in preschool educational institutions. In our opinion, the introduction of these competition tasks is due to the need to popularize, increase the prestige of workers and engineering professions in the Russian Federation. And already from an early age it is necessary to form in children an interest in technology, technical creativity: after all, professional self-determination of a person begins at preschool age.

As a result of the analysis, a new interdisciplinary course was introduced into the program PM.02 Organization of various types of activities and communication: MDK.02.07 Theoretical and methodological foundations for organizing the technical design of preschool children. As part of this course future educators acquire skills in organizing the technical design of preschoolers from building material and large-sized modular blocks, as well as from parts of non-programmable and programmable LEGO constructors (Lego Education Wedо 2.0, etc.).

An analysis of the experience of Voronezh kindergartens No. 74, 188, 164, 33 and 18, etc. showed that children, as a rule, are engaged in legoconstruction outside of organized educational activities, and classes in robotics are not held at all. Educators explain this by the lack of funds for the purchase of expensive programmable constructors. Preschoolers can engage in robotics only in various development centers, moreover, on a paid basis. I would like to believe that it is the graduates of our college who will have to introduce robotics in educational process preschool educational organizations (PEO) of the region, while facing the natural difficulties innovation activities: financial, psychological, as well as methodological.

At present, the methodology for organizing classes in robotics for elementary school students is quite well developed (Lego Education Wedо designers were created by developers specifically for schoolchildren), but there are no corresponding methodological publications for preschoolers. Today it is necessary to empirically adapt the existing developments to the age characteristics of preschool children.

At the same time, I would like to note the very high interest of preschoolers in the creation and elementary programming of mobile models based on the Lego Education Wedо 2.0 constructor. The corresponding classes were developed and tested by students of our college in the preparatory school group of the MBDOU "Kindergarten of a combined type No. 33" in Voronezh.

The updated content of education requires new methods of professional training of specialists and assessment of the level of formation of their general and professional competencies, which are also offered to us by WorldSkills championships. For example, college students work out the skills of conducting classes in technical design and robotics on volunteers, in the role of classmates. Thus, operating gamescarried out under conditions that mimic the real ones.Conducting operational games allows you to best prepare future educators for conducting real classes with children.Their use is especially relevant in the context of the introduction of a demonstration exam on standardsWorldSkills in the state final certification for programs of secondary vocational education. The demonstration exam involves evaluating the learning outcomes of graduates by observing the performance of labor actions in the workplace. This assessment should be carried out by specially trained independent experts. Already today, the final (qualifying) exams in the professional modules of the PPSSZ in the specialty 44.02.01 "Preschool Education" are held at the college with elements of WorldSkills.

The criteria for evaluating the conduct of classes in legoconstruction and robotics were also developed in accordance with the requirements of the Federal State Educational Standard of secondary vocational education in the specialty 44.02.01 "Preschool education" and the WorldSkills Russia standards for the competence "Preschool education". Such criteria are: compliance with sanitary standards and safety rules, compliance of the goal statement and educational tasks with methodological requirements, compliance of the tasks set with the topic of the lesson and the age of the children, implementation of the tasks set, compliance of methodological techniques with the age of the children, distribution of responsibilities for construction (programming) between the educator and children in accordance with the chosen model, knowledge of terminology, observance of time, organization of the workplace for children, availability problem situation and creative approach to the lesson, expressiveness and clarity of speech, etc. .

Comparative analysis of the content of the professional standard "Teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher)", approved by order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 No. 544n and introduced in action in 2017, and the content of the discipline "Psychology" in accordance with the requirements of the Federal State Educational Standard of secondary vocational education in the specialty 44.02.01 "Preschool education" led to the need to introduce into the content work program given discipline additional didactic units. Thus, the professional standard within the framework of the generalized labor function "Pedagogical activity for the design and implementation of the educational process in educational organizations of preschool, primary general, basic general, secondary general education" (the labor function "Developing activity") requires the educator to master the labor action - the use of tools and methods for diagnosing and evaluating indicators of the level and dynamics of a child's development. Thus, the preschool teacher needs to know the basics of psychodiagnostics and master the standardized methods of psychodiagnostics of personal characteristics and age features children. According to these requirements, in the work program of the discipline "Psychology", in agreement with the employers, a didactic unit was introduced - the ability to identify the features of the development of the cognitive sphere of preschool children. In the process of studying the discipline, students master methods for diagnosing the features of the development of cognitive actions in preschool children.

An analysis of the content of the professional standard of the teacher, as well as the Federal State Educational Standard for Preschool Education (approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155) makes it appropriate to include the discipline “Fundamentals of Correctional Psychology and Correctional Pedagogy”, as well as interdisciplinary courses aimed at mastering the methods of organizing various types of activities and communication of children with handicapped health of different nosological groups. As a result, students will be able to master the labor action: “Mastering and applying psychological and pedagogical technologies (including inclusive ones) necessary for targeted work with various contingents: ... children with special educational needs(autistic children, children with ADHD, etc.), children with disabilities…” .

Thus, the introduction of new content in the LSSP that meets the requirements of the WorldSkills standards and the professional standard will allow specialists in the field of preschool education to become more qualified, and, consequently, more in demand and competitive in the labor market. After all, these standards are developed taking into account modern scientific achievements, the requirements of employers and society as a whole.

Literature

1. On education in the Russian Federation: Feder. law Ros. Federation of December 29, 2012 No. 273 FZ [Electronic resource]: adopted by the State. Duma Feder. Sobr. Ros. Federation 21.12.2012 Approved by the Federation Council Feder. Sobr. Ros. Federation 26.12.2012 Access from the reference legal system "ConsultantPlus".
2. Professional standard. Teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher). Approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n.
3. Federal State Educational Standard for Preschool Education. Approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155.
4. GEF SPO in the specialty 44.02.01 Preschool education. Approved by order of the Ministry of Education and Science of the Russian Federation dated October 27, 2014 No. 1351.
5. WorldSkills Russia [Electronic resource]: official website. - URL: http://worldskills.ru/ (date of access: 04.12.2017).

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1 Kazantseva Olesya Valerievna, state budgetary professional educational institution "Perm Chemical Technology College", teacher, work experience 20 years, taught disciplines - the basics of the organization's economics, the highest qualification category. Worldskills standards as a basis for the formation of professional competencies of participants in the educational process Currently, the international non-profit movement WorldSkills Russia is actively growing, the purpose of which is to increase the prestige of working professions. Its introduction into the system of secondary vocational education is a priority and should be consistent and systematic. However, educational organizations face a number of questions that they will have to answer in the near future. Most teachers of secondary vocational education are not familiar with the content and structure international movement WorldSkills; there are no training programs for young specialists according to WorldSkills standards; the majority of students of secondary vocational education have low professional motivation; Teachers have no experience in evaluating professional training in the WorldSkills format. The problem arises - to find ways to effectively implement WorldSkills standards in the educational process of the technical school. The developed system of activities aimed at the implementation of WorldSkills standards for the formation of professional competencies of teachers and future specialists, the expected results, possible risks, and the necessary resource support are described in this paper.

2 Ministry of Education and Science Perm Territory state budgetary professional educational institution "PERM CHEMICAL AND TECHNOLOGICAL COLLEGE" Nomination "Mechanisms for conducting innovative activities in professional educational organizations" Pedagogical project Worldskills standards as a basis for the formation of professional competencies of participants in the educational process Project implementation period: December 2014 June 2017 Project geography (field of implementation): teachers and students of the State Budgetary Educational Institution "Perm Chemical Technology College" Project developers: Kazantseva Olesya Valerievna, teacher, methodologist Perm, 2016

3 STATEMENT OF THE PROBLEM The modern business world needs people with a fundamentally new psychology, who can make life plans that are ready for acceptance independent decisions practical tasks and responsibility for the result of their activities. Only those who have learned to clearly define goals, organize the search for ways to achieve them, analyze the progress of work, and learn from temporary failures can succeed in a market economy. Therefore, teachers of a professional school need not only to prepare qualified graduates, but also to reach a new level of training of future specialists that meet international standards. Currently, the international non-profit movement WorldSkills Russia is actively growing, the purpose of which is to increase the prestige of working professions. Its introduction into the system of secondary vocational education, according to the President of the Russian Federation, is a priority and must be consistent and systematic. Perm region has joined the participants since 2014 this movement. However, there are some contradictions. 1. The WorldSkills Championship in Russia has been held since 2012, and teachers of secondary vocational education are not familiar with the content and structure of the international WorldSkills movement. 2. The age of the participants of the year, and there are no training programs for young specialists according to WorldSkills standards, according to which educational organizations would train. 3. Participants of the WorldSkills Championship must be motivated to compete, and most students of secondary vocational education have low professional motivation. 4. Competitors must clearly know the assessment criteria and perform tasks in accordance with them, but they have no experience in evaluating professional training in the WorldSkills format, and teachers of educational organizations do not have such competencies. The resolution of these contradictions determines the problem: what are the ways to effectively implement the worldskills standards in the educational process of a technical school. 2

4 OBJECTIVES AND OBJECTIVES OF THE PROJECT The aim of the project is to develop a system of activities aimed at the implementation of WorldSkills standards to form the professional competencies of teachers and future specialists. Hypothesis: the developed system of measures for the implementation of WorldSkills standards will improve the level of professionalism of teachers and form a competent specialist aimed at professional career. Project objectives: - improve the qualifications of technical school teachers in the logic of "WorldSkills Russia"; - develop educational and methodological documentation based on WorldSkills standards; - create conditions for increasing the motivation of students, developing professional education and raising the level of qualifications to achieve career and personal growth; - to involve social partners in the process of training young professionals and to develop a procedure for assessing the quality of graduates; - identify the best representatives of the profession (competence) among students, graduates and teachers in order to participate in regional, Russian and international competitions, including WorldSkills championships. 3

5 PROJECT DESCRIPTION pedagogical project was the accession of the Perm Territory to the international movement WorldSkills in 2014, the desire to participate in the first regional WSR championship, the Instruction of the President of the Russian Federation to the Federal Assembly of the Russian Federation on a set of measures aimed at improving the vocational education system for years, where the main directions for improving the vocational education system are: - ensuring that the qualifications of graduates meet the requirements of the modern economy; - consolidation of business, state and education resources in the development of the vocational education system; - monitoring the quality of personnel training. To achieve the goals of the project, work began with teaching staff. Conducted an entrance control for knowledge and understanding of the problem, training seminars, self-study, attended refresher courses on this topic, participated in competitions pedagogical excellence for teachers, organized round tables, shared experiences within the framework of the scientific and practical conference of the technical school and the region, conducted individual project activities for the development of programs for UD, PM, GIA, student professional skills competitions, KOS, took part as experts in qualifying (November 2016) and regional (2015, 2016) WorldSkills championships in the "Cooking" skill. In 2014, after the next graduation in the profession "Cook, confectioner", at a round table with social partners, problems were identified that need to be addressed in order to improve the quality of training of future specialists. Together with the representative of the social partner Demeneva O.A. in 2015, the following work was carried out: analysis of the Federal State Educational Standard of secondary vocational education in the profession "Cook, confectioner", the qualification requirements for the professional competence "Cooking" in the framework of WorldSkills and the professional standard "Cook, confectioner" (IV qualification level); mapped the gap; mapped the deficits. Based on the results of the work, they made proposals on the introduction of a new discipline “Calculation and Accounting”, and expanding the content of the MDT with the topic “Cooking the Perm Territory”, “Cuisines of the Peoples of the World”, introduced new skills and knowledge, increased the number of hours for practical classes on UD and MDT, the implementation of educational practice is carried out at the production sites of social partners, thus the practice orientation of the BRI is more than 70%. The next work is aimed at conducting quality control of graduate training in the WS format, for this we made changes to the “Regulations on current control and intermediate certification”, designed the structure of this form of control; issued 4

6 tasks, taking into account the requirements for the design of CBS, FOS; tested tasks; made adjustments to the training and planning documentation (UD, PM); prepared the conditions for working on a demonstration exam with elements of the WorldSkills standards. To increase the motivation of students and the quality of training of graduates, monitoring was carried out at the initial and intermediate stages in order to plan work on this issue. Students took part in professional skills competitions with elements of WorldSkills standards, a scientific and practical conference based on the technical school, the regional social educational project "Taste of Career", the open interregional socio-cultural festival "Perm Cuisine", the festival of culinary arts "Prikamskaya Cuisine", a culinary arts competition among students of the Perm Territory in the nomination "Dishes and Drinks of the Cuisines of the Indigenous Peoples of the Perm Territory", the qualifying round of the III Regional Championship "Young Professionals-2017" (WorldSkills Russia) of the Perm Territory in the "Cooking" skill. Students undergo training and industrial practice, perform practical work and carry out preparations for competitions on the basis of social partner organizations. Work programs, projects of internal competitions by profession, KIM are coordinated with undergraduate students and graduates of GBPOU "PKhTT". 5

7 ORGANIZATION OF PROJECT ACTIVITIES Temporary creative group (VTG) 1. Kazantseva O.V., teacher, methodologist Project manager, solves problems arising in the project, determines the roles and responsibilities in the project for all members of the group, develops, approves and timely updates the project plan , monitors changes in the project, analyzes the effectiveness of project stages 2. Kazakova E.V., Deputy Director for strategic issues of the project, 3. Knyazeva O.V., Deputy Director for Water Management, approve the main changes in the scope of work, deadlines, stages, in the project budget, which are beyond the competence of the project manager 4. Deryabina N.V., Senior Foreman GBPOU Tutors of the project, participants who have passed "PKhTT". advanced training on the problem 5. Mokrushina OS, master of the production project for further transfer of training to the profession “Cook, knowledge to his colleagues confectioner”, (U.G.). 6. Isakina A.A., teacher of general professional and professional disciplines PPKRS by profession "Cook, confectioner", (a.g.) Working group project, performing 7. Elkina N.N., master of production, various tasks depending on the objectives of teaching the profession "Cook, confectioner project." 8. Tur S.V., head educational part GBPOU "PKhTT". 9. Klemenya N.G., psychologist of GBPOU "PKhTT". 10. Demeneva O.V., head of production Expert of the project, representative of the cafe "Amigo". employer determining the novelty and significance of the project results 6

8 Terms of project implementation: I stage "Diagnostic and motivational", academic year. Stage II "Practical", academic year. Stage III"Practical-reflexive", academic year. The main directions of the project: 1. Drawing up a "Gap Map" and "Deficiency Map" of the profession COOK, CONFECTIONER and WORLDSKILLS standards. 2. Development of the work program for SD (variable part of the BPEP) based on the results of the “Gap Map” and “Gap Map” 3. Development of work programs for SD and PM with content expansion based on the results of the “Gap Map” and “Gap Map” 4. Development and holding professional skill competitions with elements of WORLDSKILLS standards. 5. Participation in the WSR regional championship. 6. Development and testing of a demonstration exam with elements of the WORLDSKILLS standards. 7

9 EXPECTED RESULTS - Increasing the level of competence of teachers implementing the programs of SCMS in the profession "Cook, confectioner", on the problem of the project. - Involvement of social partners in the implementation of the project. - Development of an individual educational trajectory for students based on WorldSkills standards. - Formation of educational and methodological complex for the organization educational process taking into account the requirements of WorldSkills. - Participation of teachers and students in competitions of various levels for the purpose of independent assessment of professional competence. - Increasing the motivation of students. - Generalization and dissemination of experience on the problem of the project. eight

10 WORK PLAN FOR PROJECT IMPLEMENTATION Project activities Responsible Deadlines Intermediate results Stage I "Diagnostic and motivational", academic year Objectives: - Identification of motives for choosing a profession among students of a technical school of the profession Cook, confectioner - Study by teachers of the service sector of WorldSkills standards (competence "cooking") - Analysis GEF SPO profession Cook, confectioner and WorldSkills standards (competence "cooking") 1. Diagnostics of professional motivation psychologist December 1. Recommendations for improving students' motivation. future chefs. 2. Diagnostics professional level teachers implementing the program of SCMS by profession Cook, confectioner (based on WorldSkills standards) 3. Participation in the CPC of students with the topic "Professional motivation of first-year students by profession Cook, confectioner" Deputy Director for Development and Innovation methodologist December 2. Analytical materials December February 3. Speech at the student's NPC 4. Study, generalization and systematization of information on the issue of the international movement of worldskills 5. Comparative analysis of the Federal State Educational Standards of the secondary vocational education of the profession Chef, confectioner and WorldSkills standards methodologist December 9 4. Information materials and training seminars: - "Theoretical aspects of the international movement of WorldSkills" - "Practice application of WorldSkills standards in the educational process of educational institutions” - “Content and structure of requirements for the qualification of the “Cooking” competence January June 5.1. "Map of gaps" - determination of the educational results of the Federal State Educational Standard of the SPO of the profession Cook, confectioner and relevant knowledge and skills of professional skills WSR, - making proposals for the introduction of the UD "Calculation and Accounting", expanding the content of the IDC with the topic "Cooking the Perm Territory", "Cuisines of the peoples of the world » "Deficiency Map"

11 6. Participation in the regional championship WorldSkills Russia as an expert 7. Analysis of the implementation and adjustment of the project implementation plan members of the temporary creative team 10 - revealing an insufficient number or lack of hours for the formation of skills and gaining practical experience in the preparation of cooks. January 6. Participant of the “First Regional WSR Championship” as an expert of the objective jury of the “Cooking” skill. June 7. Adjusted plan 2. Refresher courses "Issues of improving the process of vocational education, taking into account the requirements of WorldSkills" 3. Participation in the round table "Development and implementation of an innovative educational program using WorldSkills standards" 4. Participation in the 2nd Regional Championship of professional skills in WorldSkils standards competence "Cooking" 5. Development of tasks for the qualification exam according to the WorldSkills methodology Deputy Director for Development and Innovation methodologist 1.1. Methodical materials and holding a Professional Skills Competition in the “Cooking Business” competence among 2nd year students, technical school level Participation in the Interregional Distance Competition “Young Professional of Russia-2015”, “Cooking Business” skill. October 2. Increasing the level of awareness and qualifications of teachers working in the project December 3. Summarizing the experience at the round table with the topic “Professional skill competitions in the profession of a cook, confectioner in the WorldSkils format”, preparing materials for the collection January 4. Participant in the “Second Regional WSR Championship in as an expert of the subjective jury of the competency Stage II "Practical", academic year Objectives: - Implementation of WorldSkills Russia standards in the educational process of the PPKRS of the profession Chef, confectioner Cooking” Involvement of social partners in the development of examination materials 5.2. Educational materials for qualifying examinations 5.3. Approbation of tasks in the WorldSkills format at the qualification exams for PM.01, PM.02, PM.03,

12 6. Participation of teachers in the R&D of the technical school "Innovative approaches to training a highly qualified specialist: experience, problems, solutions" 7. Development of an individual curriculum based on WorldSkills standards for the profession Cook, confectioner 8. Participation of teachers in professional skill competitions 9. Participation of students in competitions and professional olympiads 10. Analysis of the implementation and adjustment of the project implementation plan deputy director for development and innovation deputy director for water resources management methodologist members of the temporary creative group PM.04 June 6. Summarizing and broadcasting the experience of teachers at the NPC. June 7. Individual curriculum 2016 by profession Cook, confectioner throughout the year during the year 8. Participation in the Regional stage of the interregional open competition of masters of industrial training of the OO of the Volga federal district"Master 2016" 9.1. Regional socio-educational project "Fair of professional samples" TASTE OF CAREER ". (Result - 3rd place) open interregional socio-cultural festival "Perm cuisine". (Result certificate of participation) Festival of culinary arts "Prikamsk cuisine", competition of culinary arts among students of the Perm region, nomination "Dishes and drinks of the cuisines of the indigenous peoples of the Perm region". (Result Gratitude of the Ministry of Industry, Entrepreneurship and Trade of the Perm Territory). June 10. Adjusted plan Stage III "Practical-reflexive", academic year Objectives: - Designing the educational process of PPKRS in the profession Cook, confectioner based on WorldSkills standards - Analysis of the activities of the service sector in accordance with WorldSkills standards within the competence "Cooking" 1. Development of work programs for 2016 based on WorldSkills standards by profession Cook, confectioner methodologist August September confectioners implementing the methodology 1. Work programs by profession Cook, WorldSkills 11

13 2. Drawing up a schedule of the educational process for the NP group Amending the regulations on current and intermediate certification in accordance with the WorldSkills method students of the NP group implementing traditional programs and programs developed on the basis of WorldSkills December 3. Regulations on the current and intermediate certification in accordance with the WorldSkills methodology September-January 4. CBS for the qualification exam with WorldSkills elements (PM.01 PM.07) 5. Student participation Occupations Cook, confectioner in professional skill competitions, olympiads, festivals, projects, including in the WorldSkills format during the year, the open interregional socio-cultural festival "Perm Cuisine" and the regional championship WSR 5.3. Competitions and olympiads of various levels 6. Participation of teachers in professional skill competitions, festivals, NPCs, pedagogical readings, round tables 7. Diagnostics of the professional motivation of future chefs 8. Diagnostics of the professional level of teachers implementing the SCMS program by profession Chef, confectioner (based on WorldSkills standards) 9. Diagnostics of the effectiveness of the implementation of the SCMS program by profession Cook, confectioner, developed on the basis of WorldSkills standards, deputy director for development and innovation psychologist, psychologist deputy director for development and innovation, psychologist during the year WSR 6.2 regional championship. Correspondence stage of the interregional open competition of masters of industrial training of the NGO of the Volga Federal District "Master 2016" 6.3. Participants of competitions, festivals, NPCs, etc. at various levels May 7. Diagnostic results, conclusions, prospects further work June 8. Analytical materials June 9. Educational programs close to international professional standards 12

14 RESOURCE PROVISION Item of expenditure Total funds, rub. Own funds, rub. Raised funds, rub. 1. Equipment, tools 2. Materials (products for preparing for competitions) 3. Consumables and stationery 4. Remuneration (incentive part) 5. Communication services (cellular) Transportation costs (delivery of contestants to the venue of the competition) 7. Expenses for competitive events Total

15 PROJECT RISKS Although the project started with full confidence in its implementation, but its completion may be delayed indefinitely, and costs may be exceeded. What are the reasons? 1. Changes in current legislation. 2. Development problems (the ability to implement a particular task). 3. Unsatisfactory WTG performance 4. Unexpected budget cuts caused by external factors. 5. Loss of interest in the project of its participants. 6. Illnesses and dismissal of employees. 7. Low level of general culture of students. 8. Unwillingness of social partners to cooperate. fourteen

16 SOURCES OF INFORMATION 1. List of instructions of the President of the Russian Federation V. Putin dated Pr-2821 “On the implementation of the Address of the President of the Russian Federation to the Federal Assembly of the Russian Federation dated December 4, 2014”. 2. A set of measures aimed at improving the system of open source software for years (approved by the order of the Government of the Russian Federation of March 3, 2015 349-r). 3. Professional standard "Cook" (approved by order of the Ministry of Labor and Social Protection of the Russian Federation of September 8, 2015 N 610n). 4. Federal state educational standard of secondary vocational education by profession () Cook, confectioner (Ministry of Education and Science of Russia, order 798 of August 2, 2013). 5. How to develop a pedagogical project [Electronic resource], article on the Internet. 6. Methodical recommendations. Pedagogical project: development, implementation, result [Electronic resource], - article on the Internet. 7. Methodology for writing a pedagogical project [Electronic resource], - an article on the Internet. 8. The mechanism for using the criteria for evaluating competitive tasks of WoldSkills championships in assessing the WRC within the framework of the GIA of VET graduates [Electronic resource], Technical description of cooking [Electronic resource],

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