BUILDING AN EDUCATIONAL PROGRAM FOR ADDITIONAL PROFESSIONAL EDUCATION, CONSIDERING FEDERAL REGULATORY REQUIREMENTS

Abstract

The research problem and the rationale for its relevance. At the stage of modernization of the entire education system, the selection of the content of education, including in the system of additional professional education, is of particular importance. The need for formal advanced training for teachers and managers is, today, an obligatory component both for self-education and for passing attestation procedures. However, every year the requirements for educators are growing, which imposes a certain responsibility on the educational activities of organizations of additional professional education, as well as on the choice of the content of additional professional education. One of the tools that helps to determine the conceptual directions of training and development within the current tracks of the educational system is the educational program developed by organizations of additional professional education. The purpose of the research consists in identifying, through the analysis of legal documents and scientifi c research, the main directions and criteria for selecting the content of additional professional advanced training programs. Methodology (materials and methods). The analysis of normative documents and scientifi c publications on the topic of the study was carried out and the directions for updating programs and the criteria for selecting content for additional professional programs were identifi ed. The results. The study revealed that the content of additional professional training programs primarily depends on the current trends in the education system, as well as on the requests of the consumers of these services themselves. Therefore, in organizations of additional professional education, a system should be created for updating additional professional programs that consider the current directions of the education system, as well as a system for collecting the needs of pedagogical and executive education workers for the development of new competencies in the fi eld of education