Secondary Vocational Education Programs Research Articles

The effectiveness of the use of game-pedagogical technologies in the training of specialists railway transport

In the modern requirements for the results of mastering the main professional educational program, great attention is paid to the formation of applied qualifications and the training of qualified personnel, as well as ensuring the variability of the educational program for the implementation of employers’ requests. Therefore, teachers need to adjust and update teaching methods and technologies taking into account the professional orientation of the secondary vocational education programs, implement intensive training elements, application modules, use remote, electronic and network forms of training. Such technologies contribute to the active development of the personality of the future specialist.The use of modern educational technologies based on the use of active teaching methods is one of the important means of forming a competitive person. The number of such methods is quite large, but the most popular and relevant are gaming technologies.The principle of the activity of students in the process of training was and remains one of the main ones in pedagogy. To develop motivation to learn and acquire new skills, the best method is the use of such pedagogical technology as gaming.Volunteerism, choice, competitive components, self-affirmation and self-realization ensure high learning outcomes when using gaming technologies. The process of assimilating knowledge and skills during the game becomes natural.The use of gaming technologies in classes has proved their success both in improving the efficiency of training and in solving the many problems facing teachers.Gaming technologies are profitably different from other teaching methods in that they allow students to be personally involved in achieving their goals, make it possible to immerse themselves for some time in “real” life situations and look for a solution to the problems that have arisen.

Исследование качества условий осуществления образовательной деятельности образовательными организациями общего, среднего профессионального и дополнительного образования в 2020 и 2021 годах

The article presents the results of the research on an independent assessment of the quality of the conditions for the implementation of educational activities by organizations engaged in educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs, which was carried out in 2020-2021. The collection and synthesis of data as part of an independent assessment was carried out by order of the Ministry of Education of the Russian Federation on the basis of indicators approved by Order of the Ministry of Education of Russia dated March 13, 2019 No. 114, and in accordance with the Unified Procedure for Calculating Indicators approved by Order of the Ministry of Labor and Social Protection of the Russian Federation dated May 31, 2018 No. 344n.
 The article compares the integral values of the quality criteria of the conditions for the implementation of educational activities for 2020 and 2021, changes in the values of the criteria for assessing the quality of the conditions for the implementation of educational activities are noted.

Normative support of upbringing activities

Attention to the issues of organizing educational work with students intensifi ed after the recognition by the President of the Russian Federation V.V. Putin education “federal function”. Legislative acts regulating the educational function, issues of documenting education in educational organizations that implement programs of secondary vocational education are considered. In accordance with the instruction of the Ministry of Education of the Russian Federation, mock-ups of the Exemplary Work Program of Education and the Exemplary Calendar Plan of Educational Work were developed. According to the requirements of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, managers and teachers of educational organizations must create such conditions for the student so that, as part of the development of the chosen qualifi cation, he has the opportunity to show the best sides of character, join the corporate culture future place of work, record successes and achievements. The law provides that in the course of the implementation of academic disciplines in an activity form (including all types of practical training), each student will be off ered the opportunity to build a personal trajectory to achieve positive feelings and attitudes towards Russian civil (basic) norms and traditional spiritual and moral values, i.e. to form personal results (to follow the path of their achievement). The algorithm for the implementation of the working program of education is analyzed in detail.

International cooperation as one of the directions for the development of the education system

One of the most important directions in the development of the system of secondary vocational education at the present stage is the need to constantly update the content and technologies of vocational education in accordance with current and future requirements for the qualifications of workers. Significant assistance in improving the quality of training of specialists can be provided by the development of international cooperation in the implementation of secondary vocational education programs. Establishing such cooperation will make it possible to take into account advanced foreign experience, increase the attractiveness of educational institutions of secondary vocational education among potential applicants, and bring programs of secondary vocational education to the international market of educational services.To date, international cooperation has received the greatest development in the fi eld of higher education, master’s and postgraduate programs.The experience of international cooperation of the Chelyabinsk Institute of Railways — a branch of the Ural State University of Railways is considered. Information is provided on the main areas of international cooperation, including the search for potential partners among foreign educational organizations, with the subsequent formalization of relationships within the framework of international cooperation agreements, as well as the experience of implementing events within the framework of signed agreements, including the organization of joint international events of educational, scientifi c and sports orientation, work to improve the professional competencies of the personnel potential of Chelyabinsk Institute of Railways — a branch of the Ural State University of Railways through the internships of teachers in educational institutions of the Republic of Kazakhstan.

Особенности обучения предпринимательству на непрофильных направлениях программ среднего профессионального образования

The article discusses the issues of entrepreneurship training among students in various educational programs of secondary vocational education, such as Commerce (by industry), Hospitality, Design (by industry), Economics and Accounting, Preschool education, Internet marketing, Information systems and programming. The study of entrepreneurial disciplines, which are not specialized, is based on the formation of general professional competencies and can be based on the practical interests to students of various professions. In modern conditionscollege graduates can open their own business as individual entrepreneurs and self-employed citizens, creating their own business without forming a legal entity, as well as initiate intra-company entrepreneurshipThe article substantiates the additional opportunities that college graduates can get in the case of studying entrepreneurial disciplines along with obtaining the competencies necessary for the chosen profession. The authors propose to consider the process of teaching entrepreneurship in non-core areas of secondary vocational education programs by building a system of competencies based on the systemic addition of a set of professional competencies with competencies in the field of entrepreneurship. The authors present an example of the content of the academic discipline “Fundamentals of Entrepreneurship”, designed to form the entrepreneurial competencies of students in various fields at the college at the Moscow Financial and Industrial University “Synergy”. Also the authors propose the main topics, forms of education and types of training sessions necessary to achieve the required level of professional competence, taking into account the development of entrepreneurial competencies.

Demonstration exam as a form of state final certification for programs of secondary vocational education

The demonstration exam has become a new type of certifi cation procedures that are included in the state fi nal certifi cation of secondary vocational education programs with the introduction of a new format of educational standards in the Russian Federation. Conducting certifi cation using the mechanism of a demonstration exam involves a variety of types of certifi cation, including: taking into account the experience of WorldSkills, in accordance with the requirements of professional standards, taking into account the requirements of corporate standards of employers.In 2021, the Tikhoretsky Technical School of Railway Transport, a branch of the Rostov State University of Railways, gained experience in conducting state fi nal certifi cation in the specialty 38.02.01 Economics and Accounting (by industry) in the form of a demonstration exam according to WorldSkills standards in the competence R41 "Accounting". TTZHT is a branch of the RSUPS, one of the fi rst technical schools included in the structure of the FGBOU IN the RSUPS, which conducted the GIA in the form of a demonstration exam.In the process of preparing for the demo exam, in accordance with the requirements of the set of evaluation documentation, an examination platform (CPDE) was prepared and accredited, an electronic certifi cate of the CPDE was obtained, representatives of enterprises were trained for experts. The expert group included certifi ed experts, specialists of the Federal Treasury Department for the Krasnodar Territory and the Department of State Statistics in the city of Tikhoretsk.After the successful completion of the demonstration exam procedure, all participants received a Passport of Competencies.Based on the experience of conducting GIA in the form of a demonstration exam, taking into account the advantages and disadvantages of the new form of GIA, the college continues to equip specialized sites for conducting a demonstration exam on the WorldSkills model in other specialties.The implementation of new requirements of educational standards, the development of the expert community, the interaction of educational organizations brings changes to the system of secondary vocational education and sets the pace of its development.

Психологическое благополучие обучающихся и безопасность образовательной среды в организациях среднего профессионального образования

Introduction. Psychological well-being is the most important condition for the successful realization of a person’s potential in various spheres of life. This makes it relevant to study both the level characteristics of psychological well-being in different population groups and the factors that determine them. The article presents the results of a study into the psychological well-being of students in educational institutions implementing secondary vocational education programs in the context of psychological safety of the educational environment. Materials and methods. The collection of empirical data was carried out using the Psychological Well-Being Scale by C. Ryff (adapted by T. D. Shevelenkova and T. P. Fesenko) and the methodology Psychological Safety of the Educational Environment by I. A. Baeva. The sample consisted of 2,668 students of educational organizations implementing educational programs of secondary vocational education in one of the regions of the Northwestern Federal District of Russia, including 1,915 male students and 753 female students aged from 16 to 21. Results. It was found that 96.9% of the surveyed students have a low level of psychological well-being, with 3.1% of the students having an average level. A low level of psychological safety was noted in 3.2% of students; medium, in 24.0%; high, in 49.0%; and the highest, in 23.8%. Differences in the level of psychological well-being in groups of students with different levels of psychological safety were revealed, demonstrating a direct relationship between psychological well-being and psychological safety: for the total indicator H = 172.965 at p ≤ 0.001; for the indicator of positive relations H = 150.739 at p ≤ 0.001; for the indicator of autonomy H = 44.812 at p ≤ 0.001; for the indicator of environment management H = 231.839 at p ≤ 0.001; for the indicator of personal growth H = 128.754 at p ≤ 0.001; for the indicator of goals in life H = 126.198 at p ≤ 0.001; for the index of self-acceptance H = 36.695 at p ≤ 0.001. Conclusion. The study contributed to the understanding of the complex multifactorial structure of objective and subjective factors of psychological well-being and the place of psychological safety among these factors.

ПЕДАГОГИЧЕСКОЕ САМОРАЗВИТИЕ — САМОРАЗВИТИЕ ПЕДАГОГА: АНАЛИЗ АНАЛОГИЙ В ТЕРМИНОЛОГИИ

The processes of modernization of educational programs of secondary vocational education have determined the relevance of the problem of pedagogical self-development of a college teacher. The study of this process involves a terminological analysis of its content. At the same time, in pedagogical theory and practice, there have been some discrepancies in the characterization of the concepts: “professional self-development of a teacher”, “self-development of a teacher”, “pedagogical self-development of a teacher”, etc. identical definitions and the possibility of their synonyms in the context of the research carried out by the author is substantiated. The conceptual and terminological analysis of Russian and foreign works on the stated problem made it possible to reveal a substantial similarity in the definition of the process under study. Professional self-development is characterized as a continuous process of qualitative transformation of the personality, the realization of personal and professional opportunities. An analysis of the concept of “self-development of a teacher” revealed a similar content essence. In the works of a number of researchers, the self-development of a teacher is considered through his multi-directionality in the spheres of life (professional, family, cultural and leisure, creative). In the vast majority of studies, this problem is considered as the improvement of the professional qualities of a teacher in his activity, which is appropriately interpreted as pedagogical. In this regard, the sphere of professional life of a college teacher has been clarified as a pedagogical one and, accordingly, the concept of “pedagogical self-development of a teacher” has been fixed. The analysis proved that in the context of the professional activities of teachers, the concepts of “pedagogical self-development of a teacher”, “professional self-development of a teacher”, “self-development of a teacher” belong to the same synonymous series.

Contradictions in the regulatory regulation of the legal status of persons graduating from secondary vocational education programs, continuing the development of higher education programs

Contradictions in the regulatory regulation of the legal status of persons graduating from secondary vocational education programs, continuing the development of higher education programs

First place in the Zheldortrans' rating

Today, an urgent problem for applicants and employers is to obtain complete and reliable information about the quality of training of students by educational organizations of various levels, including secondary vocational education. One of the most demanded tools is an independent assessment of the quality of education and the creation of ratings of educational organizations. Of interest are the ratings generated by employers, which do not assess formal signs of compliance of the conditions for the implementation of the educational process with regulatory requirements, but include indicators that allow assessing the level of graduates ‘compliance with employers' requirements and the demand for graduates in the transport industry.The All-Russian Industry Association of Railway Transport Employers (Zheldortrans) this year for the first time held a rating of educational organizations that implement programs of secondary vocational education in railway specialties. This rating included the main indicators that allow assessing the quality of personnel training for railway transport enterprises. Information about the goals and criteria of rating formation, as well as its results is provided. According to the results of the work of the expert commission, formed from representatives of Zheldor-trans and the Russian Railways holding, the Chelyabinsk Institute of Railways, a branch of the Ural State University of Railways, was recognized as the best educational organization that implements training programs for specialists in secondary vocational education in the areas of rail transport.

Adaptation of the assessment system of the Olympiad to secondary vocational education

The main tasks of the Olympiad of diploma projects of the Federal Agency for Railway Transport are to improve the quality of training, develop the creative abilities of students, increase the interest of students and teachers in the development and improvement of the railway industry, and form highly qualified human resources. The practice of participation of branches (structural units) of secondary vocational education of the Irkutsk State Transport University shows that not all indicators can be achieved.The educational process in secondary vocational education is focused on preparing for practical activities in production. In accordance with federal state educational standards for secondary vocational education programs, a student must master general and professional competencies, acquire certain knowledge, skills and practical experience. It is proposed to make a number of changes in the system of evaluating the Olympiad of diploma projects in terms of criteria. The assessment system of the Olympiad must be adapted taking into account the possibilities of secondary vocational education to stimulate the participation of structural units in their conduct.

Development of an electronic educational resource for secondary vocational education programs

One of the most important problems of modern education is the use of information and communication technologies in educational activities and the educational process for all types and at all levels of education. Special requirements are currently imposed on the electronic information and educational environment of an educational institution. The Krasnoyarsk Institute of Railway Transport has created an electronic educational resource for secondary vocational education programs, operating on the basis of LMS Moodle. This electronic educational resource is based on general didactic principles: scientific nature, accessibility, visibility, systematicity and consistency of training, strength of knowledge assimilation, intellectual potential. It was accepted that each electronic course within the resource should have the following qualities: a developed hypertext structure in the conceptual part, as well as in a logical structure of presentation, a user-friendly navigation system, the ability to use multimedia technologies, accessibility, links to literary sources, electronic libraries and sources of information on the Internet, effective feedback.The organizational measures for building the structure of an electronic educational resource and the stages of its implementation in the educational process for secondary vocational education programs are considered: sequential training of the teaching staff in the development of courses in the Moodle system, the development and adoption of the structure of an electronic educational resource, the development of requirements for electronic courses placed in the resource.

Дистанционное обучение в российских вузах в период ограничительных мероприятий, связанных с недопущением распространения новой коронавирусной инфекции Covid-19: взгляд преподавателей

The article presents the results of a survey of university teachers in 2020, commissioned by the Ministry of Science and Higher Education of the Russian Federation, regarding the specifics of work with the use of distance learning technologies as part of a study on an independent assessment of the quality of conditions for the implementation of educational activities by organizations carrying out educational activities in basic general educational programs. educational programs of secondary vocational education, basic vocational training programs, additional general education programs.

Use of hardware and software complexes (simulators) in practical training of trainees

Educational activity in the form of practical training provides for the demonstration of practical skills, the implementation, modeling by students of certain types of work to solve practical problems related to future professional activities in conditions close to real production.Practical training in preparation for professional activity has become an integral part of the educational process and the use of simulator training makes a significant contribution to this concept, given the fact that, under the conditions of transport security, it is not always possible for students to access real production facilities. Information technologies bring additional opportunities to the educational process in the development of professional competencies. The use of training complexes is becoming widespread in the railway industry in the development of educational programs of secondary vocational education and training of qualified personnel.In accordance with the decisions of the Program of Interaction between JSC "Russian Railways" and University Complexes of Railway Transport until 2025, training of qualified specialists ofJSC "Russian Railways" in the future of the program for the development of structural divisions and the development of the material and technical base of universities, the laboratory on specialty 23.02.01 Organization of transportation and management of transport (by type), which is a hardware and software complex "Train district dispatcher / duty at a railway station". The purpose of implementing a simulator is to improve the ability of students to skillfully apply professional competencies in train work, be able to competently use the knowledge gained in emergency and non-standard situations, make optimal decisions in operational work, and implement a system of measures to prevent defects in the production process.

Analysis of the Level of Diversification (Variability) of Regional Systems of Secondary Vocational Education

The article analyzes the willingness of regional educational systems to provide, and the potential students themselves to acquire, professions and specialties in educational programs of secondary vocational education through the prism of the variability of offered / acquired professions and specialties.

Оценка студентами условий обучения в период ограничительных мероприятий, связанных с недопущением распространения новой коронавирусной инфекции COVID-19

The article presents the key results of assessing the satisfaction of students of higher educational institutions with the conditions of study during the period of restrictive measures related to preventing the spread of the new coronavirus infection COVID-19. The survey of students was carried out by order of the Ministry of Science and Higher Education of the Russian Federation as part of a study on an independent assessment of the quality of conditions for the implementation of educational activities by organizations carrying out educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs.

Результаты проведения в 2020 году независимой оценки качества условий осуществления образовательной деятельности образовательными организациями общего, среднего профессионального и дополнительного образования

The article presents the results of a study conducted in 2020, commissioned by the Ministry of Education of the Russian Federation, on an independent assessment of the quality of conditions for the implementation of educational activities by organizations carrying out educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs.

Quality of professional training of IT specialists: 
 strategy for interaction between employers and secondary vocational education

The article is devoted to the problem of the quality of vocational training of graduates of educational institutions of secondary vocational education in the field of information technology. The urgency of the problem is the fact that the popularity of secondary vocational education in the field of information technology is growing: every year a large number of middle-level specialists enter the labor market, who are required to be ready to work, adaptability to work's conditions, which minimizes the need to retrain them. There is a need to control the quality of education and the results of professional training of graduates. The article analyzes the documents regulating the educational process of secondary vocational education on the example of the specialty 09.02.07 Information systems and programming: the decree of the government of the Russian Federation On the approval of the state educational standard of secondary vocational education, the procedure for organizing educational activities in educational programs of secondary vocational education, order of the Ministry of Labor of Russia On the approval of the list of the 50 most in demand in the labor market, new and promising professions requiring secondary vocational education, federal state educational standard for the specialty 09.02.07 Information systems and programming, the order of the Ministry of Labor of Russia On the approval of the professional standard Programmer. The conclusion is made that educational institutions have the ability to ensure the quality of vocational training if they involve employers and specialists from the industry close to the educational program in the educational process. However, educational institutions should involve external, independent experts from the industry to organize the educational process and monitor its results.

Особенности организации и проведения в 2020 году независимой оценки качества условий осуществления образовательной деятельности

The article presents the peculiarities of organizing and conducting in 2020, by order of the Ministry of Education of the Russian Federation, an independent assessment of the quality of conditions for the implementation of educational activities by organizations carrying out educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs.

Legal regulation of the implementation of secondary vocational education programs in the context of the COVID-19 pandemic

The purpose of the study is to identify problems in the legal regulation of the activities of the secondary vocational education system in the context of the COVID-19 pandemic and to formulate proposals for their leveling. The subject of study is individual institutions of educational legislation in the field of secondary vocational education, the implementation of which is directly related to the activities of educational organizations in the context of countering the spread of COVID-19.The key issues of the use of e-learning and distance learning technologies, the provision of paid educational services in the changed conditions are considered; practical issues, as well as the positions on them of the federal executive authorities and judicial practice. The main problems associated with the legal regulation of the education system in a pandemic are presented.Conclusions are made about the inadmissibility of giving assignments during the holidays to students; that the use of e-learning and distance learning technologies does not change the form of education, while maintaining the volume of compulsory classes of a teacher with students; on situations of application of these technologies, requiring free provision of students with the necessary equipment; on the need to change the content of the contract for the provision of paid educational services, as well as on the inadmissibility of increasing its cost.