Abstract
Development and implementation of the transformability principle have been preceded by insufficient satisfaction of trainees, federal and municipal officers in particular, with the quality of conventional supplemental professional programs of further training, as well as their low motivation to learning and improvement of professional competences. This article is aimed at analysis of efficiency of implementation of transformability principle into supplemental professional programs of further training. Focused interview and focus groups method by R. Merton were the main research method. This procedure was applied during training of two focus groups according to transformable supplemental professional program titled Manage by word, aimed at development of communication competences of government representatives (309 civil officers of Tambov oblast) and officers and heads of multifunctional centers of state and municipal services (58 persons). The term “transformability” implies structuring of education route by trainees themselves as well as existence of mandatory and variable elements allowing to adapt the program content to various targeted audiences. The main results of the work have been confirmation of satisfaction of trainees with the quality of transformable supplemental professional program and improved motivation to learning.
Highlights
IntroductionDigital transformation is systematic improvement of education by means of intelligent technologies and digital tools
The transformability principle was verified by implementation of the transformable supplemental professional program of further training titled Manage by word
Motivation of trainees and satisfaction with quality of education content were analyzed in three face-to-face steps
Summary
Digital transformation is systematic improvement of education by means of intelligent technologies and digital tools. For instance, on the basis of empirical studies performed among academicians, Turkish colleagues mention obligation of strategic vision of digital transformations, assuming variation of education system from bottom to top: from student and parents to teacher and head. Such digital education transformations are based on the principle of consciousness [1]. Digital transformations of education in Germany are aimed at improvement of student’s perception and teacher’s activities by digital media [3] The researchers of University of Public Administration in Ludwigsburg and University of Zurich see the prospects of digital education in combination of practice of independent solution to the problems of real world with scientific constituent [2].
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