Discrete actions in Supplementary Vocational Technical Education under the Introduction of Professional Standards

摘要

The development of higher education in Russia is linked to an increase in the quality of education, which must meet the requirements of innovative development of the economy, needs of society and every citizen. The non-compliance of graduates' professional qualifications with the economic requirements is determined by employers as a problem of the irrelevant content of vocational training programs. The mechanism for addressing this non-compliance is the use of professional standards to ensure the intersection of requirements for the qualification of the labor market and the education sector and to create the conditions for the legal regulation of their interaction. The purpose of this research is to determine the organizational and pedagogical bases of discrete actions, important for the intersection of the fields of labor and education in the supplementary vocational education of teachers of higher education. Theoretical and methodological basis of the study is formed by the methodology of the TUNING project, the ESTS implementation guide; a contextual approach (A.A. Verbitskiy); conceptual provisions of foundation (V.D. Shadrikov); "International Standard Classification of Education" by UNESCO Institute for Statistics. Significant for the intersection of the fields of labor and education of the teaching staff and the design of supplementary professional programs in terms of professional standards implementation are the following identified discrete actions: taking into account the essential characteristics of the basic methodological TUNING project of the Bologna process in the design of supplementary professional programs; using a certain professional standard model of specialists' labor activity as a basis for intersecting the fields of labor and education; projecting through the prism of the competence-based graduate's model based on the foundation of professional, educational standards and the elements of basic professional educational programs; readjustment based on the intersection of professional, educational standards and national-regional components of subject methods.