Report: Professional education, Its levels. Summary of the lesson "ways of obtaining professional education" Choosing a way of obtaining professional education

The path to the profession is usually called "Educational trajectory". It can be straightforward, when after school a person immediately begins to study the specialty in which he works in the future. But very often it happens with turns, sometimes quite steep. Here are the most typical paths to the profession:

ü School - university or technical school - work in the specialty received (this is a direct educational trajectory).

ü School - specialized secondary educational institution - university (admission to the second or third year) - place of work.

ü School is a place of work (with training directly in production) - continuation of education (college, technical school or university) - another place of work.

The first serious choice is faced by young people who have completed the 9th grade of school (received the so-called "incomplete secondary education"). Where to go next - to the tenth grade, to a secondary specialized educational institution, or to work right away?

Typically, those aiming for higher education continue to study in high school, where they study in depth the subjects they will need to enter a higher education institution.

Those who choose a secondary specialized education can receive it immediately after grade 9 (then the duration of study is usually 3-4 years, and in parallel with obtaining a profession, the school curriculum of grades 10-11 is studied) or finish the senior classes of a general education school and enter a technical school or college, studying there for a shorter program (1-2 years). In terms of the level of training received and in terms of the total duration of training, these paths are approximately equivalent. In either case, after obtaining a profession, you can work or continue your education at a university. After the 9th grade, you can undergo short-term training in a simple profession and start working. But only those who have a certificate of secondary education, which can be obtained as an external student or in an evening school, by passing the appropriate exams, can enter the university.

Professional education levels

In accordance with the "Law on Education in the Russian Federation", education in our country is divided into general and professional.

Different educational institutions provide an opportunity to obtain different levels of professional education.

Educational levels and types of educational institutions

General education includes three levels: primary general (grades 1-4), basic general (9 grades) and complete general, which was previously called simply middle (11 grades).

Basic general education is compulsory. It corresponds to the 9th grade of school education. A person who has successfully passed the OGE (Compulsory State Exam) and received a certificate of completion of basic general education can choose to continue general education, i.e. go to grade 10, or start vocational education, i.e. enroll in institutions of primary or secondary vocational education.

Professional education in Russia it has three levels in the order of professional development - primary, secondary and higher. And all these steps are designed to solve one main task - to give a person a profession.

Primary and secondary vocational education

There are many young people who want to quickly get a profession and start working, and not spend a few more years after school studying new subjects.

Initial vocational education makes it possible to become a qualified worker in almost any profession of the performing class. Let us recall that this class of professions is associated with working according to a model, following instructions precisely, and a stereotyped approach to problem solving. As mentioned above, in order to get an initial vocational education, it is enough to have, as a rule, a basic general education (9 grades), although in some cases, for certain professions, a complete general education is required. Typically, initial vocational education can be completed within 1-2 years.

Primary vocational education institutions train not only workers. To acquire qualifications, in-depth general and special knowledge, a different level of professional thinking are required here. Students also take tests and exams, write term papers. Graduates are able to independently master new technologies and types of work, and grow professionally.

Secondary vocational education can be obtained in colleges and technical schools, in additional education courses, where they teach "mass professions" - accountant, driver, seamstress, waiter, computer user, etc. Training on the job can also provide a profession and employment. The method of preparation differs little from additional education - demonstration, training, reproduction, but the requirements are stricter, the duration and intensity of training are higher.

Secondary vocational education allows you to become a mid-level specialist in most professions in the performing or creative class. Secondary vocational education can be obtained with basic general, complete general or primary vocational education. Moreover, if a person already has a complete general or primary vocational education, then he can get a secondary vocational education according to reduced accelerated programs. In most cases, there is an opportunity to obtain secondary vocational education within 2-3 years.

Currently, the printing industry, consumer services, construction, production of goods and foodstuffs, instrument making are dynamically developing. Machine operators, milling operators, and high-grade turners are in demand on the labor market.

Main advantage secondary specialized education - this is an opportunity to get a profession and start work, having gained independence, significantly (3-4 years) faster than when receiving higher education. Secondary specialized education is usually more practice-oriented: students immediately begin to acquire specific work skills, which are then used in work, and have many opportunities for practice directly in production. In addition, such education is usually more accessible both for financial reasons and from the point of view of the fact that it imposes fewer requirements on the preliminary preparation of students, and therefore it is easier to enter educational institutions of this level.

Higher professional educationallows you to become a specialist in any profession of the creative class on the basis of the available complete general or secondary vocational education.

Higher professional education in Russia can be obtained at institutes, academies and universities. According to statistics, there are about 1,180 higher educational institutions in Russia (735 of them have state status) and more than 1,730 branches (1138 have state status).

Higher educational institutions may have branches, faculties, departments, preparatory departments, research laboratories, postgraduate studies, doctoral studies, educational units of vocational education, experimental farms, educational theaters and other units.

In the Russian Federation in 2011, a two-tier higher education was introduced: bachelor's and master's degrees.In 2003 Russia joined The Bologna Processaimed at the formation of a unified European educational process.

Russia's accession to the Bologna Process gives a new impetus to the modernization of higher professional education, the transition to high quality education that is in demand on the labor market. It opens up opportunities for Russian universities to participate in European projects, and for students and teachers - in academic exchanges with universities in European countries. Thus, students are given the opportunity to receive education not only in the university they entered, but also to take individual semesters or courses in other Russian and European universities.

In medical, engineering and military universities there is specialty, which allows you to get: qualification (degree) "certified specialist". The term of study is 5 - 5.5 years (on the basis of secondary (complete) general education and on the basis of secondary vocational education). Specialization is a traditional form of Russian higher education.

In the presence of primary or secondary vocational education, higher vocational education can be obtained through reduced accelerated programs.

In accordance with the established levels, the stages of obtaining higher education can be represented as follows:

Figure 6. Higher education levels.

Main advantage higher education - its focus on general intellectual development, the formation of culture, professional and general outlook. Universities train scientific and scientific-pedagogical personnel, future academicians and professors. University education has its own characteristics. First, the junior student is engaged in scientific work. Secondly, the university curriculum is more individualized. Thirdly, interdisciplinary courses are practiced that form a scientific worldview, expanding horizons.

There are more career prospects for university graduates than for those who have not received higher education. It is necessary for a number of professions, but there are many types of activities for which it is redundant.

In addition, higher education makes increased demands on the psychological characteristics of a person - it is difficult to expect that a lazy, undisciplined and dependent student will become a good student.

In addition to traditional full-time and part-time forms of study, there is a distance form of study and external studies. Distance education has become possible thanks to the use of Internet technologies. Learning can be asynchronous or synchronous. With the asynchronous method, the student himself determines the pace of the information received. Synchronous learning involves learning in real time. It includes:

ü work with databases or educational CDs in computer labs of institutes or at home,

ü communication with the teacher through electronic means of communication,

ü real-time tracking of assignments.

Distance learning is effective in activities related to the development and use of software and hardware for natural science disciplines.

An externship is a state certification of persons independently studying disciplines in accordance with the program. An external student who has successfully passed the certification receives a state diploma of graduation from the relevant educational institution with the assignment of the appropriate qualifications and instructions. In 2014, the Republic of Tyva launched the project "In every family - at least one child with higher education." It was initiated by the Head of the Republic Sholban Kara-ool. In our republic, for a number of reasons, there is a smaller percentage of people with higher education than the national average.

Tuva is a special republic. More than 85% of its inhabitants are indigenous people, Tuvans. Most of them are rural residents. According to statistics, out of the total number of employees, only 20-22% have higher education. About half of the population of the republic has a poor command of Russian, and this creates additional difficulties in obtaining higher education.

Implementation of the governor's project "In every family - at least one child with higher education" has become a priority for the Ministry of Education and Science of Tuva for the next few years.

The "Road Map" approved by the order of the Government of the Republic of June 3, 2014 is designed for the period until 2020. The main attention in it is paid to the formation of personal motivation in graduates of secondary schools and their parents to obtain higher education and the creation of conditions for its implementation.

At the same time, special attention was paid to the admission to universities of children from low-income and disadvantaged families and the support of capable and gifted children, preparing them for admission to higher educational institutions and further support.

The number of graduates of educational institutions of the republic in 2014 amounted to 3,319 people. Of this number, 2,284 children, or 67 percent, are from families where there are no children with higher education, including 289 from low-income and disadvantaged families. According to the roadmap, admission to educational institutions of higher professional education in 2014 had to be provided for 1000 graduates from families without children with higher education, or for 45 percent of children. 1,269 graduates, or 55.6 percent of graduates of this category, entered Russian universities within the framework of the governor's project.

Monitoring of professional intentions, carried out at the end of last year among 2,880 school graduates in 2015, showed that 2,037 students have a desire to continue their education in universities.

Sh. Kara-ool noted: “The task facing us is much broader and is not limited only to the educational function. This is the future social well-being of families, increasing the competitiveness of our children. Taking into account the preservation of traditionally strong family relations in the republic, every child who has received a higher education, a demanded specialty and who has found his place in life will definitely try to bring his relatives to a new educational and social level. "

Relevance

Training a responsible, critically thinking young person who is ready to independently and realistically outline and implement his professional prospects in a constantly changing socio-economic situation is one of the most important tasks of the modern school. Promoting the professional self-determination of students in a market economy and the development of new highly effective technologies is of particular importance. The need for a conscious choice of a future profession by graduates of general education institutions is obvious. Therefore, the main goal of a technology teacher when studying this section is to create conditions for the formation of students' need for self-determination, acquaintance with the world of professions, types of vocational education and types of educational institutions. This will help students to realize their capabilities, interests, preferences and teach them to correlate their personal qualities with the requirements of a particular profession, which in turn will contribute to the professional self-determination of students, that is, the formation of a person's attitude to himself as a subject of future professional activity. In addition, the most important task of the teacher when studying this section is to help the teenager in building his individual educational trajectory, that is, in choosing the option to continue education after graduating from basic school.

Lesson topic: "Professional education".

Lesson type: Lesson in the assimilation of knowledge, skills and abilities.

The organizational form of the lesson: the joint work of the teacher and students with the implementation of practical tasks on the interactive Panaboard.

Teaching methods: verbal (story, conversation); visual (slide show, organization of work on an interactive board); practical (performing practical tasks); methods of stimulation and motivation (updating knowledge, referring to the life experience of students); technique of critical thinking.

Didactic teaching aids: technology textbook, excerpts from normative documents, extracts from printed sources, educational computer presentations, work with an interactive whiteboard.

After studying the material on this topic, students should:

definitions of the concepts of "vocational training", "initial vocational education," secondary vocational education "," higher vocational education "," postgraduate vocational education "," postgraduate studies "," residency "," postgraduate studies "," doctoral studies "," the market of educational services ”;
features of the regional market of educational services;
sources of information about the educational services market.

explain the features various forms of training in obtaining professional education;
prove the advantages of various forms of education, depending on specific living conditions;
find and analyze information about educational services provided by various educational institutions.

Teacher goals.

Update and summarize the existing knowledge of students on the topic of this lesson.
To guide students to the definition of the concepts of "vocational training", "primary vocational education," secondary vocational education "," higher vocational education "," postgraduate vocational education "," postgraduate studies "," residency "," postgraduate studies "," doctoral studies "," market of educational services ”.
To acquaint students with the types and forms of professional education.
To acquaint students with various types of sources of information about the educational services market.
Teach students to analyze information about educational services provided by various educational institutions.
Organize research activities of students to study the regional market of educational services.
To teach students to justify the choice of the type of educational institution and form of education in accordance with the individual educational request in specific life situations.

Basic concepts:

types of vocational education;
forms of obtaining professional education;
types of educational institutions;
professional training;
initial vocational education;
secondary vocational education;
higher professional education;
postgraduate vocational education labor market;
postgraduate studies;
residency;
adjunct;
doctoral studies;
market of educational services.

I. Types of vocational education

Since in the previous lesson the students received an anticipatory homework assignment to collect as complete information as possible about the vocational education institution in which they would like to get a profession after graduation, the lesson should start with an analysis.

In order to lead high school students to study new material, the teacher can ask them the following questions:

What is necessary first of all in order to get a profession?

How does vocational education differ from general education?

How do the educational institutions you listed differ from each other?

Then he, together with the students, draws conclusions:

In order to get this or that profession, first of all, you need an appropriate education;

General education sets the task of forming a general culture of the individual, its adaptation to life in society, creating a basis for a conscious choice and mastering professional educational programs;

Professional education is aimed at the professional development of the individual.

The stages of higher professional education in Russia are set as follows: 1) higher professional education - the qualifications "master" and "certified specialist" are awarded; 2) basic higher professional education - qualification "bachelor". The education of persons who have not completed their studies in the main program of higher professional education, but have successfully passed the intermediate certification (at least three years of study), is recognized as incomplete higher professional education and is confirmed by the corresponding document.

To check the assimilation of this material, it is advisable to complete a previously prepared task, with the help of which students once again get the opportunity to correlate the levels of vocational education and the types of educational institutions.

Establish a correspondence between levels of professional education and types of educational institutions. Using drag and drop, place them correctly in the table.

II. Market of educational services

The teacher invites the students to make up their own definition of the concept of “market of educational services”. This uses the so-called "linguistic constructor". Words and phrases cannot be used twice. Students can add prepositions, change words by case.

Population

Educational services

The proposed

Educational institutions

Defined territory

The market of educational services is a system of educational services offered by educational institutions to the population in a certain territory

III. Individual educational trajectory

Conversation on questions:

What kind of education is required to acquire the profession of “carpenter”?

Where will you go if you decide to become a nurse?

What educational institution do you need to graduate from in order to become a doctor?

After discussion, students should come to the conclusion that different professions, different qualifications require education at different levels, that is, to obtain some professions (carpenter), it is enough to graduate from a vocational school, and to obtain a doctor's profession, it is necessary to undergo training in a higher educational institution (institute , university, academy).

Students are invited to draw up schemes for obtaining vocational education for the above situations, using the elements presented on the interactive board.

For consolidation of the studied material the teacher asks students to analyze the options for obtaining vocational education, based on specific life situations, as well as the characteristics and aspirations of an individual graduate. To help students complete the assignment, he asks them the following questions:

If a person dreams of being a scientist, which path of professional education will he most likely choose?

Which path should a person who dreams of becoming a truck driver take?

If a person dreams of becoming a doctor, but doubts his own capabilities, what path of education would you advise him to choose?

The teacher asks to accompany the answers to these questions by drawing up diagrams on an interactive board. Thus, high school students build an educational trajectory for people in the proposed situational tasks.

Homework.

The teacher offers students the following assignment:

“Consider several options for obtaining your professional education and analyze them, identifying the pros and cons of each. Indicate which of the options you consider optimal and justify your choice. ”

Academy of Labor and Social Relations

Correspondence faculty

Department of Social and Cultural Service and Tourism

"Professional education, Its levels"

Performed

student of group TS - 15, 1 course, correspondence course

Firsanova D.A.

Leader Sanatulov

Shamil Zeynalovich 1

Moscow - 2009

Professional education (also vocational education) - a system of training qualified workers in vocational schools, as well as through training in production.

Primary and secondary vocational education is one of the key vectors for the modernization of the entire educational system in modern Russia.

Professional education levels.

A profession is not only an opportunity for employment, material security, but also the creative realization of an individual. A person who has correctly chosen a profession in accordance with his inclinations and capabilities, who loves it, is able to make a great creative contribution to the development of society.

Initial vocational education

educational institutions of primary vocational education produce skilled workers and employees.
Admission to state and municipal institutions of primary vocational education is carried out on applications from applicants on a competitive basis in the manner prescribed by the founder and the Charter of the educational institution.
The length of study at this level depends on the educational level of the student accepted. Students entering after grade 9 have a two- or three-year training. Students who enter after grade 11 take one or two years of training. However, in some primary vocational institutions there is a shift towards the profile of technical schools. This is manifested in the extension of the period of study to 3 or 4 years, depending on the level of education of the student.

Forms of education - daytime and evening.

The traditional types of educational institutions at this level of education are vocational schools (vocational schools (vocational schools)). In recent years, a network of educational institutions of primary vocational education of a new type has been formed - vocational lyceums that train highly qualified workers.

The activities of these institutions are regulated by the Model Regulations on the Establishment of Primary Vocational Education, adopted on 05.06.1994.

In the last years of the existence of the USSR, the list of professions for which vocational schools were trained reached 1400 titles. At the beginning of 1999, in accordance with the adopted federal standards, this list was sharply reduced.

Despite the fact that over the past 10 years there has been a clear tendency towards a decrease in the total number of students, primary vocational institutions still remain an important link in the education system, which involves obtaining a profession before graduating from secondary school. As a rule, such education is in demand by young people from single-parent or disadvantaged families when an additional source of income is required. For children of this social stratum, when the prospect of obtaining a certificate of secondary education is closed, there is a chance to continue their studies.

In a short period of time, the primary vocational education system has undergone significant changes in specialization. In accordance with the needs of the labor market, a new, integrated list of professions has been introduced (currently training is being conducted in more than 280 integrated professions). The professions of the service sector, transport, food and trade have come to the fore. Completely new professions of social workers, organizers of small businesses, ecologists, designers, which are in demand by society, have appeared, which have increased the competitiveness of graduates of these educational institutions in the labor market. At the same time, the share of occupations in industry and construction has decreased.

State educational standards for primary vocational education and basic curricula have been developed. The continuity of educational programs of this level with programs of secondary vocational education has significantly increased.

Secondary vocational education

Secondary vocational education is a qualitatively defined level of the vocational education system, which occupies a significant place in meeting the educational needs of an individual and society. Currently, 22% of the population of Russia have this education. About 20 million specialists with secondary vocational education are employed in the economy and social sphere, which is 33% of the total number of employed or 62% of the number of employed specialists.

In accordance with the UNESCO International Standard Classification of Education, vocational secondary education is equated to practice-oriented higher or pre-university higher education.

Secondary vocational education in Russia is implemented according to two main educational programs - the basic level and the advanced level. After mastering the basic level program, the graduate is awarded the qualification “technician”. The increased level of secondary vocational education provides deepening or expansion of training compared to the basic level (while the period of study is increased by 1 year). A graduate with advanced training is awarded the qualification "senior technician", with the expansion of training - "technician with additional training in the field ..." (indicating a specific area - management, economics, computer science, etc.).

Students in a secondary specialized educational institution - students (cadets), listeners and other categories of students.

The content of educational programs of secondary vocational education is regulated by the State Educational Standard of Secondary Vocational Education (SES SPE), which consists of 2 parts: a federal component that defines national requirements for the minimum content and level of training of graduates, and a national-regional component. In connection with its expiration in 2001, a new State educational standard of secondary vocational education was developed - the Classifier of specialties of secondary vocational education.

Secondary vocational education is implemented in various forms: full-time, part-time (evening), part-time, external studies on the basis of basic general education (9 classes of a comprehensive school) or secondary (complete) general education (11 classes of a general education school). Admission to institutions of secondary vocational education is carried out on a competitive basis based on the results of entrance examinations. Every year, about 11% of graduates of basic general education schools and about 23% of graduates of secondary (full) schools become students of secondary specialized educational institutions.

The term of study under the program of secondary vocational education of a basic level in full-time form on the basis of secondary (complete) general education is 2-3 years, depending on the profile of training.

The term of study for part-time and part-time forms is increased by 1 year in comparison with the period of study for full-time forms. In the implementation of secondary vocational education on the basis of basic general education, the period of study is increased by 1 year compared to the period of study on the basis of secondary (complete) general education.

There are two main types of secondary specialized educational institutions: technical school (school) and college.

The technical school (school) implements the basic professional educational programs of secondary vocational education of the basic level; college - basic professional educational programs of secondary vocational education of basic and advanced levels. The implementation of educational programs of secondary vocational education can also be carried out in higher educational institutions.

The activities of educational institutions of this link are governed by the Model Regulations on an educational institution of secondary vocational education (secondary specialized educational institution), adopted on 03.03.2001.

Secondary vocational education is provided in more than 300 specialties. During the 1990s, several dozen new specialties were introduced, mainly in the areas of the social sphere, service, and new information technologies.

Persons with secondary vocational education of the corresponding profile can receive higher vocational education under reduced accelerated programs. At the same time, the reduction in the period of study at a university is, as a rule, 1 year in the presence of secondary vocational education of a basic level, 1-2 years in the presence of secondary vocational education of an advanced level.

The system of secondary vocational education includes 2.6 thousand state and municipal secondary specialized educational institutions and departments of universities that implement educational programs of secondary vocational education.

Currently, in the Russian Federation there are more than 2,650 state and municipal secondary specialized educational institutions and divisions of universities that implement educational programs of secondary vocational education. The number of students is 2.1 million people, the educational process is provided by 123 thousand full-time teachers.

The non-state sector of secondary vocational education is actively developing, which includes more than 130 secondary specialized educational institutions, in which more than 20 thousand students study.

In 2005, the transfer of institutions of primary and secondary vocational education from the federal to the regional level was carried out. This made it possible to start creating integrated educational institutions that implement programs of different levels. In accordance with the Program for the reorganization of vocational education, developed by the Department of Education of the Moscow Government, it is planned to integrate all three levels of qualifications within a single educational process. In accordance with the City Program, it is envisaged to divide educational institutions of a vocational and technical profile into 4 main types. A polytechnic college, a college of construction, a college for the training of trade, service and consumer services, and a college that will train workers and mid-level professionals for small and medium-sized enterprises.

Thus, the enlargement of educational institutions took place in Moscow.

This will make it possible to develop a system of multilevel continuous vocational education, in which the level of training of skilled workers will significantly increase, the prestige of vocational schools of a new type will increase, and vocational schools will turn into colleges that meet European standards of vocational education. Now institutions of pre-university vocational education are represented by one type of educational institutions.

Colleges are state educational institutions of secondary vocational education that implement successive and integrated educational programs of basic general, secondary (complete) general, primary vocational (basic and advanced levels) and secondary vocational (basic and advanced levels) education, providing students with the opportunity to consistently improve their general educational and professional levels and the growth of the competitiveness of graduates in the labor market. Colleges are organized according to the program-sectoral principle, which provides for the organization of training in professions and specialties that meet the needs of one industry or urban economy as a whole in the city; and according to the territorial-sectoral principle, providing for the organization of training in professions and specialties that meet the needs of the urban economy in a specific territory

Higher professional education.

In accordance with the legislation of the Russian Federation on education and depending on the number of areas of study of students, the types of universities are established as follows: universities, academies and institutes.

A higher educational institution of any kind and its branches can implement educational programs of primary general, basic general, secondary (complete) general, primary and secondary vocational education, as well as additional vocational education if they have an appropriate license.

All 3 types of higher educational institutions, in addition to the above educational programs, as a rule, also implement educational programs of postgraduate vocational education and carry out training, retraining and (or) advanced training of highly qualified workers, scientific and scientific-pedagogical workers, conduct fundamental and (or) applied Scientific research.

Training is carried out in full-time, part-time (evening), part-time, in the form of external studies.

For all forms, including in the case of their combination within a specific educational program, there is a single state educational standard.

Graduates of universities can have the qualifications: bachelor, graduate, master in the relevant areas of training (specialties), and the corresponding educational programs can be implemented both continuously and in stages.

The university issues a state-recognized document (diploma) on the level of education and (or) its qualifications to a graduate who has passed the final state certification for an accredited educational program.

The general management of the university is carried out by an elected representative body - the Academic Council. The term of office of the Academic Council is 5 years.
The academic council includes the rector (chairman), vice-rectors, as well as, by the decision of the academic council of the university, deans of faculties. Other members of the Academic Council are elected by the general meeting (conference) of the university. The rector is directly managing the activities of the university. His office is elective, the term of office is 5 years.

The volume and structure of admission of students to the first year of a state university is dictated by the admission control figures, which are established annually by the relevant federal executive body in charge of the university. In addition to the assignments for the admission of students, the university has the right to train specialists under the relevant contracts with payment of tuition fees by individuals and (or) legal entities.

The activities of a higher educational institution are governed by the Law of the Russian Federation "On Higher and Postgraduate Professional Education" dated 08.22.96 and the Model Regulations on an Educational Institution of Higher Professional Education (Higher Education Institution) of the Russian Federation, adopted on 05.04.2001.

The public consciousness of young people has changed. Now the majority of applicants understand that their career and their whole life depend on the choice of the university. Competition in the labor market has increased dramatically. Senior students prefer to start working even before graduation in order to be provided with jobs upon graduation. The employer takes into account not only the specialty in the diploma, but also the assessments in the main disciplines.

Qualitative changes also include the emergence of diplomas for different qualifications, the emergence of new specialties and new forms of education. For example, the number of new academic disciplines (not on the state list) has exceeded 200 - from computer technology to taxation, clinical psychology and international corporate finance.

However, in the future, the number of people wishing to get higher education will begin to decline. This will be caused not by the outflow of applicants to other levels of education, but by the demographic situation in the country. The peak of the birth rate ended in 1986-1987. Therefore, by 2010, according to the Public Opinion Foundation, there will be a maximum of 759 thousand applicants against the current 1.3 million people. This could mean that the number of higher education institutions will also begin to decline.

Additional professional education

Additional vocational and pedagogical education is an independent direction in pedagogical science and practice. It is a systemic object, which includes the following interrelated structural elements: educational institutions for advanced training of specialists, educational and methodological centers and classrooms, educational institutions of professional education, advanced training courses, scientific institutions, social, cultural and information institutions, bodies of management of vocational education, public organizations.

The advanced training system performs narrower functions than the system discussed above, namely, increasing the professional competence and general culture of the employee. It is an integral part of the system of additional vocational education, is relatively independent and has elements of any pedagogical system (purpose, content and teaching methods, teachers, students, teaching aids, etc.).

Professional development of engineering and pedagogical workers takes place both in the process of educational and methodological activities in various links of the advanced training system, and through self-education. Both of these processes are interdependent and complement each other, although the role of each of them in the process of professional growth is not the same. Coursework serves as a stimulus for self-education, orients it in the right direction. In turn, self-education significantly complements the knowledge that teachers acquired in the courses.
At present, self-education occupies the main place in professional development, and it is necessary to make this process continuous, systematic, and manageable. The latter becomes one of the main goals of the advanced training system: using all possible forms of training - full-time (usually short-term and episodic), part-time, part-time, to acquaint the engineering and pedagogical worker with the methods and techniques of self-education, to show him the right path of self-improvement, to equip its relevant guidelines and tutorials.

The above allows us to formulate the requirements that the system of additional vocational education for engineering and pedagogical workers must satisfy.

The system of additional vocational education should predict and track changes occurring in a vocational school, adequately respond to these changes in determining the goals, content and methods of teaching.

The purpose of training in the system of additional professional education is to master knowledge, skills and abilities, to solve practical problems at a high professional level. In the name of this, the teacher must master new principles and methods of managing the process of teaching and educating young people.

In the context of changing the status and role of the teacher in new conditions, expanding and complicating his functions, the system of additional vocational education should be mobile and sufficiently take into account the individual characteristics of each person.

The use of the principle of polyfunctionality and multilevelness presupposes a serious restructuring of the educational process, its content, forms and methods of teaching. It should be specially noted two important points in the new system of additional vocational education: structural and substantive. New pedagogical technologies are the core of the content side of the multifunctional multilevel education system.

In the system of additional vocational education, the main thing is a well-thought-out formulation of a sequence of tasks, the solution of which should lead to a deeper study of the professional sphere of activity by the teacher. The solution of the problem, which used to be a means of checking knowledge, the degree of their assimilation, now becomes the goal of learning, and the assimilation of knowledge is a means of achieving it. The motivation for the assimilation of knowledge is the very need for this knowledge and the result of its application. This is possible only when the need for knowledge is directly linked to the results of its application. This overcomes the alienation of a specialist who improves his qualifications from the educational process: a task that was previously solved using external means of motivation is now solved with the help of internal motivation for learning.
When teaching in the traditional education system, the volume of a teacher's knowledge was set a priori, in addition to his experience, as something to be assimilated, in addition to his experience, as something to be assimilated, due to the fact that he chose this profession, then when teaching in a new pedagogical system - in the system continuous professional development, the volume of knowledge is set on the basis of the expanding experience of a specialist - as what he needs in solving emerging problems.

Analysis of the real educational system in Russia confirms that it is an alloy of elements of traditional and emerging lifelong education. There is a process of gradual withering away of the elements of traditional education and an ever wider introduction of ideas and methods of problem learning. Continuing education is becoming a priority and central direction in the strategy of educational policy. Education is given a new quality, the pivotal idea is the development of the personality of a schoolchild, student, specialist in any field of professional labor activity.

Continuing education is not a level, stage, form or type of education, it is a system that has a specific structure and organization, a new content, based on its own ideas and principles, has established new functions and, in general, is solving many old problems in a new way.

1. Ways of obtaining a profession The correct choice of profession is a necessary but not sufficient condition for a successful professional career. The next condition is the choice of the path of obtaining a profession. This choice primarily depends on the nature of the profession itself. The training of some specialists will take only a few months of training in courses - for example, a layout designer or a web designer. Most salespeople nowadays learn this profession right in the workplace. There are professions that require several years of training - doctor, teacher, engineer. Oddly enough, there are still young people who are convinced that the profession of an economist, psychologist, or doctor does not require higher education. Perhaps, the promises of many educational institutions play a role, which in a ridiculously short time promise to endow you with a university or academy diploma, and even an international one. How many of you want to get under the knife of a surgeon who studied in absentia, under an accelerated program, and even passed exams for money? How about living in a house designed by a dropout architect? The educational market offers so many schools with big names that the graduate feels like a buyer surrounded by intrusive merchants. How to choose the right "product"? · First decide if you need it at all. Today, the value of most diplomas in the eyes of employers is low. Your skills and abilities are more important to them. According to the Ministry of Labor, more than half of university graduates cannot find work in their specialty. These are wasted years and money wasted if tuition was paid. · Ask for a license to study in the specialty you are interested in. Even branches of large state universities must be licensed. If this university is a branch or department, then it must be mentioned in the license and Certificate of registration of the parent university with the obligatory indication of the place of operation of the department or branch. · After familiarizing yourself with the license, ask to present a certificate of accreditation. If the university cannot present such a certificate, then politely say goodbye to those who have obtained a license, but could not confirm it. If you risk contacting a non-accredited university, be prepared at the end of the study period to receive a certificate (certificate, diploma of any public organization), and not a state diploma recognized in the country. · After making sure that there is a certificate in the desired direction (specialty), ask about the results of employment of its graduates. There is such a concept - "horizontal career". This does not mean career advancement (job growth), but professional (professional growth). This can be represented in the form of steps: the higher the step, the higher the professional level. All over the world, specialists who have passed the entire "ladder of skill" - from the bottom to the top, are most valued. For example, medicine. Which specialist will be valued more - the one who entered the institute after school or the one who studied at the medical school before the institute? Of course, the second one. First, he is a specialist more
2. a broad profile, he can do what an ordinary doctor cannot. Secondly, his desire to become a doctor is more conscious and mature. It is no secret that more than half of the graduates of higher educational institutions do not work in their specialty. Often, only because the chosen profession actually looks completely different than it seemed from a distance. Therefore, before storming higher education institutions, think about other forms of education - primary or secondary vocational education. Secondary specialized education can be obtained not only in colleges and technical schools, but also courses, additional education, where they teach "mass professions" - accountant, driver, seamstress, waiter, computer user, etc. Training at the workplace can also provide a profession and employment. The method of preparation differs little from additional education - demonstration, training, reproduction, but the requirements are stricter, the duration and intensity of training are higher. Specialists in working professions are trained in schools. However, in order to acquire qualifications, in-depth general and special knowledge, a different level of professional thinking are already required. The curriculum of such educational institutions includes dozens of two subjects, term papers, tests and exams. Their level of training allows them to master new types of work, grow professionally, follow new technologies. Specialists for more complex work, including the management of work collectives, are trained by technical schools, where the level of training, the volume and intensity of independent work is higher. In this case, the terms of study increase, and admission is carried out according to the results of entrance exams. In addition to the classroom teaching system, there may be lectures, seminars, laboratory work. At work, graduates of technical schools are expected to be independent in decision-making and the ability to lead a work collective. Currently, the printing industry, consumer services, construction, production of goods and foodstuffs, instrument making are dynamically developing. Machine operators, milling operators, and high-grade turners are in demand on the labor market. In addition to traditional full-time and part-time forms of study, there is a distance form of study and external studies. Distance education has become possible thanks to the use of Internet technologies. This is a whole complex of software and pedagogical components designed to transfer knowledge at a distance. Learning can be asynchronous or synchronous. With the asynchronous method, the student himself determines the pace of the information received. Synchronous learning involves learning in real time. It includes: · work with databases or educational CDs in computer labs of institutes or at home; · communication with a teacher through electronic means of communication; · tracking in real time the correctness of assignments. Distance learning is effective in the areas of human activity related to the development and use of software and hardware for natural sciences.
3. For the implementation of programs of secondary and higher vocational education using distance learning technology, it is necessary that the student be enrolled in one of the forms of education provided for by law: full-time, evening, correspondence or external studies. An externship is a state certification of individuals who independently study disciplines in accordance with the program. An external student who has successfully passed the current and final state attestation receives a state diploma of graduation from the relevant educational institution with the appropriate qualifications and an indication of the specialty.

Lesson 28. Ways to get a profession.

Education is what
the majority gets
many pass
and only a few have.

K. Kraus

The choice of the method of obtaining a profession primarily depends on the nature of the profession itself. Oddly enough, there are still young people who are convinced that the profession of an economist, psychologist, or doctor does not require higher education. Perhaps, the promises of many educational institutions play a role, which in a ridiculously short time promise to endow you with a university or academy diploma, and even an international one. How many of you want to get under the knife of a surgeon who studied in absentia, under an accelerated program, and even passed exams for money? How about living in a house designed by a dropout architect?

Before considering the ways of obtaining professional education, let us clarify the choice with the help of the “Matrix of professional choice”.

Task number 1. "Professional choice matrix".

Consider the proposed options for objects of work and types of activity and mark the most attractive for yourself (1-2 options).

1. What subject of work attracts you?

A person (children and adults, pupils and students, clients and patients, customers and passengers, viewers and readers, employees, etc.)

Information (texts, formulas, diagrams, codes, drawings, foreign languages, programming languages)

Finance (money, stocks, funds, limits, loans)

Technique (mechanisms, machine tools, buildings, constructions, devices, machines)

Art (literature, music, theater, cinema, ballet, painting, etc.)

Animals and plants (wild, domestic, decorative, etc.)

Products and products (metal, fabrics, fur, leather, wood, stone, medicines, bread, meat, milk, fruits, vegetables, fruits, etc.)

Natural resources (land, forests, mountains, reservoirs, deposits, etc.)

2. What type of activity attracts you?

Management (directing someone's activities)

Service (provision of various services)

Education (education, training, personality formation)

Wellness (prevention and treatment)

Design (design of parts and objects)

Research (the scientific study of something or someone)

Defense (guarding against hostile actions)

Control (check and observation)

The subject of work and type of activity you have chosen are those parameters that will help clarify the direction in which you should look for your future profession.

Consider "Professional choice matrix"... In its cells at the intersection of the subject of work and the type of activity, directions and specialization of higher professional education are indicated.

Note. On-line diagnostics "Matrix of professional choice for university applicants" see here.

Why not just write the names of the professions in the boxes?

First, just listing all the professions would take several volumes. The search for a profession by direction narrows the field of choice. Directions can be compared to the branches on which the clusters of berries hang - a group of professions.

Secondly, it is customary in educational institutions to train specialists not in a specific profession, but in a direction or specialization.

Remember how a profession differs from a specialty?

For example, you want to be a doctor. The profession is one, but there are many specialties - a therapist, surgeon, radiologist, emergency doctor, narcologist, cardiologist, etc. - remember the tablets on the doors of offices in the clinic. School teacher is a profession. The teacher of the Russian language, mathematics, physics, history, computer science is a specialty. All these specialists can be trained at one institute, but at different faculties.

Thirdly, your knowledge of your future profession is still speculative, that is, divorced from life. Even if parents or acquaintances tell you a lot about their profession, you cannot “get into their shoes”, feel the profession from the inside. Acquaintance with the directions of professional activity makes it possible to see the similarities and differences in the professions of one group, to understand what is closer to you.

Knowing the direction of study, you can proceed to the next stage of work - the choice of an educational institution where specialists in this profile are trained.

Task number 2.

Using the Professional Choice Matrix, write down the names of the areas and specialties that you think are most suitable for you.

The state educational standard of the Russian Federation provides for two systems of higher professional education - training of specialists and training of bachelors. For the training of specialists, a classifier of specialties has been developed according to groups of related specialties; for the preparation of bachelors - a systematized list of areas of basic higher professional education by field of knowledge.

Both systems are equal, but there are a number of differences between them. A specialist receives a specific qualification (teacher, agronomist, economist, engineer, etc.) and studies for 5–5.5 years. The training of bachelors provides the graduate with a wider area of \u200b\u200bprofessional application, but does not give a specific qualification and refers to the second educational level, the duration of which is 4 years. To complete the education at the third final level, a bachelor must study for at least two more years and obtain a master's qualification.

In addition to traditional full-time and part-time forms of study, there is a distance form of study and external studies. Distance education has become possible thanks to the use of Internet technologies. This is a whole complex of software and pedagogical components designed to transfer knowledge at a distance. Learning can be asynchronous or synchronous. With the asynchronous method, the student himself determines the pace of obtaining information. Synchronous learning involves learning in real time. It includes:

work with databases or educational CDs in computer labs of institutes or at home,

communication with the teacher through electronic means of communication,

tracking in real time the correctness of the tasks.

Distance learning is effective in the areas of human activity related to the development and use of software and hardware for natural sciences.

For the implementation of programs of secondary and higher professional education using distance learning technology, it is necessary that the student be enrolled in one of the forms of education provided for by law: full-time, evening, correspondence or external studies.

An externship at a higher educational institution is a state certification of persons independently studying disciplines in accordance with the program. An external student who has successfully passed the current and final state attestation receives a state diploma of graduation from the relevant educational institution with the appropriate qualifications and an indication of the specialty.

There is such a concept - "horizontal career". This does not mean career advancement (job growth), but professional (professional growth). This can be represented in the form of steps: the higher the step, the higher the professional level. All over the world, specialists who have passed the entire "ladder of skill" - from the bottom to the top, are most valued. For example, medicine. Which specialist will be valued more - the one who entered the institute after school or the one who studied at the medical school before the institute? Of course, the second one. Firstly, he is a specialist of a wider profile, he can do what an ordinary doctor cannot. Secondly, his desire to become a doctor is more conscious and mature. It is no secret that more than half of the graduates of higher educational institutions do not work in their specialty. Often, only because the chosen profession actually looks completely different than it seemed from a distance. Therefore, before storming higher education institutions, think about other forms of education - primary or secondary vocational education.

Secondary special education

Vocational training is provided not only by colleges and technical schools, but also by courses, studios, and centers. They teach “mass professions” - an accountant, a driver, a seamstress, a waiter, a computer user, etc. Training on the job also allows you to get a profession and find a job. The method of preparation differs little from additional education - demonstration, training, repetition, but the requirements are stricter, the duration and intensity of training are higher.

Specialists in working professions are trained in schools. However, in order to acquire qualifications, in-depth general and special knowledge, a different level of professional thinking are already required. In the curriculum of such educational institutions, there are two dozen subjects, as well as term papers, tests and exams. Their level of training allows them to master new types of work, grow professionally, follow new technologies. Specialists for more complex work, including the management of work collectives, are trained by technical schools, where the level of training, the volume and intensity of independent work is higher. In this case, the terms of study increase, and admission is carried out according to the results of entrance exams. In addition to the classroom teaching system, there may be lectures, seminars, laboratory work. At work, students of technical schools are expected to be independent in decision-making and the ability to lead a work collective.

Higher education

Getting higher education in Russia has become much easier than it was several years ago. Currently in Russia there are more than a thousand higher educational institutions and about three thousand of their branches. True, the level of training in them does not always correspond to the loud names.

And yet, our state education system remains the most efficient in the world. This is well understood abroad, so foreign firms organized a real "headhunt" for the best students. Now in the United States, 50% of physicists and chemists and 30% of mathematicians come from Russia.

Specialists with higher education are trained by higher educational institutions - institutes, universities, academies.

The institutes train in mass professions and specialties (engineers, doctors, teachers, economists, managers, lawyers, psychologists, etc.). Higher education assumes that a specialist is able to solve complex problems on his own, that is, think, look for optimal solutions and take them responsibly. Higher education allows you to independently select the necessary information, create new technologies, and generate non-standard ideas.

The content of any higher education consists of three parts: in-depth general education, including well-known school subjects, the "foundations of science" (mathematics, physics, chemistry, graphics, technology, literature); general cultural education (cultural history, philosophy, sociology, pedagogy, computer science); special education (car design, cardiology, Renaissance poetry). It is clear that the set of academic disciplines is determined by the profile of the university and the specifics of specialization. In many academic disciplines, students carry out term papers and projects, research papers, and practice.

The volume and intensity of student independent work grows from semester to semester. To master someone else's knowledge, to process it, to use it rationally - here memorization, learning, repetition is not enough. You need to manage your education.

Higher education ends with the creation of an intellectual product - diploma theses or projects, the high quality of which best characterizes professional qualifications. A smart employer will definitely ask about the topic of the thesis.

Universities train scientific and scientific-pedagogical personnel, future academicians and professors. University education is different. First, the junior student is engaged in scientific work. Secondly, the university curriculum is more individualized. Thirdly, interdisciplinary courses are practiced that form a scientific worldview, expanding horizons. A university graduate is a universal specialist.

Creative universities (art, theater, literary, cinematographic, music) train unique specialists, which not everyone can become - talent is needed. Even before the entrance exams, you need to pass a creative competition: sing, play, draw, dazzle, compose, read. You can prepare for such a competition in the system of additional education and self-education (sections, studios, clubs, centers for children's creativity).

Quality education provides advantages in the labor market if it is based on professional interests, inclinations and abilities and is supported by at least a small but successful work experience.

The demand for professions is constantly changing and difficult to predict. The age of some professions is short-lived - 5-15 years. Then they die or change. Therefore, the value of a specialist increases if he owns several related professions. Employers give preference to a person who has passed several steps of the career ladder, who has not only knowledge, but also practical skills that can only be obtained in work.

Task number 3 (home).

Find educational institutions in the reference books that train specialists in your chosen areas of study and write down the data that will helpyou choose the appropriate option.

Report: Professional education, Its levels. Summary of the lesson "ways of obtaining professional education" Choosing a way of obtaining professional education

Professional education levels.

The last

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