Institutions Of Secondary Vocational Education Research Articles

Professional education and the needs of modern Russian industry

Aim. To identify the correspondence of the level of professional training of graduates of higher and secondary educational institutions to the needs of modern industry on the example of St. Petersburg enterprises, as well as to assess the dynamics of changes in the basic competencies of new employees coming from the educational environment to the labor collectives.Objectives. To determine the quality of interaction between the educational and industrial spheres on the example of St. Petersburg; to assess the level and dynamics of changes in professional knowledge and skills, social qualities and universal competencies of graduates of St. Petersburg higher and secondary vocational educational institutions.Methods. On the basis of employers’ survey the quality of training of graduates of St. Petersburg higher and secondary vocational educational institutions was assessed by such indicators as the level of professional knowledge and skills, social qualities and universal competences. The results of the monitoring were compared and the dynamics of changes in recent years in the quality of training of young specialists according to the main requirements of employers was revealed.Results. The degree of interaction between industrial structures and the system of professional education in the conditions of increasingly complex economic situation and social transformations is determined. The role of the enterprise as an economic unit is shown, modern labor relations in the production team are characterized. The parameters of employers’ assessment of the quality of training of graduates of St. Petersburg higher and secondary vocational educational institutions are proposed. On the basis of employers’ data, the level and dynamics of changes in professional knowledge and skills, social qualities and universal competencies of graduates of St. Petersburg higher and secondary vocational educational institutions who were hired in 2014-2022 in the St. Petersburg production sphere were assessed. Conclusions. The directions of activation of interaction between the education system and industrial production, professional orientation of young people, formation of the creative component both in the educational process and in the production team have been proposed. The efficiency of measures on formation of progressive labor market on the basis of improvement of quality of preparation of graduates of higher and secondary professional educational institutions employed at enterprises, their quick adaptation in the conditions of production process and labor relations is determined.

THE EVOLUTION OF THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION IN CHUVASHIA (1920s – 1950s)

In the realities of modern times, a big problem for Russia is the shortage of young professional personnel. Important suppliers of workers are secondary vocational educational institutions. In order to understand how the process of “growing” in-demand specialists occurs, researchers are faced with a number of pressing questions. First of all, it is necessary to find out which educational institutions train personnel in what areas and professions? Therefore, the purpose of this study is to study the development of the secondary vocational education system in the 1920s – 1950s using the example of one of the constituent entities of the Russian Federation – the Chuvash Republic. Materials and methods. The scientific and theoretical basis of the article is headed by the scientific principles of historicism, objectivity, social approach, alternativeness, which fundamentally reflect the study of various processes taking into account the dynamic development and interaction of elements. Research results. An independent stage in the development of the education system and secondary vocational education was associated with the proclamation of Soviet power in the country and the creation of the Chuvash Autonomous Region in 1920. In Chuvashia, there was a need to create independent educational institutions. Technical schools became the most relevant type of educational institutions. In the 1930s. There is an increase in the number of secondary specialized educational institutions, which contributed to the growth in the number of specialized personnel. The training of new specialists was carried out at enterprises in Chuvashia, as well as at special courses. The impetus for increasing the rate of training of workers from among the Chuvash population was the opening of factory apprenticeship schools and workers’ faculties. In the 1940s Schools for working youth were created, and evening schools for rural youth began to function. Conclusions. In modern conditions, secondary vocational education is a sought-after level of education, within which personnel are trained in applied professions, which Chuvashia clearly needs. It is no coincidence that over the more than 100-year period of its development, the republic has created a whole complex of secondary specialized institutions, most of which continue to produce specialists. The first such institutions began to form in the 1920s and 1930s. This period included many difficulties in the education system, which was largely due to the lack of professional teachers and difficulties in the logistics of the social sphere. The period of the end of the Second World War created a new impetus for the opening of vocational education organizations, which was associated with the restoration of the state’s economy. By the early 1950s. There were 22 such educational institutions in the republic, which became an important link in the education system of Chuvashia.

Analysis of measures of state support for the student family in modern Russian society

In conditions of depopulation, a narrowed reproduction regime, the issue of realizing the reproductive potential of the population, which is determined by demographic behavior, is especially acute. Starting a family at a young age, on the one hand, can stimulate the growth of the birth rate, which is very important in conditions of depopulation, on the other hand, it solves a number of social and psychological problems of a young person, counteracts the spread of the epidemic of loneliness. Accordingly, the student family can be distinguished as a separate social phenomenon. This is a special group that, due to the peculiarities of its position, needs government support. In this regard, it is relevant to analysis the measures of state support for the student family in modern Russian society. The authors draw attention to the need to establish the legal status of the student family at the federal level and to adopt at the state level a set of measures aimed at the formation and development of the institution of the student family in the Russian Federation. Meanwhile, there are regional measures to support student families, the effectiveness of which needs to be assessed. The practice of supporting student families in educational institutions of higher and secondary vocational education is replicated, but their financing is not systematic and is carried out mainly at the expense of the expenses of the educational organization for educational work.

Problems of forming competitive regional innovation systems

The creation of conditions for the development ofintegrated research, education and business complexeswill be possible through the interaction of political,regulatory, economic, social and cultural factors.Political conditions are determined at the state level. Atthe same time, the integration of education, science andinnovative business has faced some problems, inparticular, related to governance. Therefore, the maintask at present is to ensure real integration in thesesectors in order to ensure innovative transformations notonly in the economy but also in society as a whole, andthe ministry should restructure the management of theseareas to adequately meet this task. For example, theproject to modernize universities envisages that theyshould become a place where people are trained toperceive innovative ideas, to be formed into specialists ina new way, and to be the driving force behind innovativedevelopment. It has also become clear that it is necessaryto move from training specialists in mass professions totraining specialists capable of ensuring the operation ofmodernized enterprises and enterprises that useinnovative technologies aimed at producing innovativeproducts. The vocational education system has alreadybegun to restructure in this direction, with resourcecenters emerging that bring together primary, secondary,and higher vocational education institutions to build achain of training for all levels of personnel focused onadvanced manufacturing. At the present stage, theproblems of integrated formation and development ofscience and education are being solved, but themechanism of systemic influence through the creation ofintegrated regional research and education complexes -research (leading) universities of a new type - is not used.The experience of implementing integration processes ofacademic and university science and production showsthat the development of a specific model and itsorganizational and legal formalization require resolvingthe issues of identifying the lead organization and coexecutors,which will determine the type of integrationmodel, scientific, educational, social, environmental andother problems to be solved. In this case, it is importantto choose the organizational and legal form ofinteraction between the structures formed as part of thenew entity, the distribution of responsibilities of allparticipants in addressing issues of staffing, inventoryand equipment, financing for each participant through aninterconnected system of legal documents andregulations, reporting, etc.

Interrelation of career orientations, life strivings and values of students of secondary vocational education

Introduction. Value and motivational guidelines play an important role in shaping students» career self-determination. Currently, significant changes are taking place in the value orientations and motives of young people. That is why the study of the relationship between value-motivational characteristics and career orientations becomes especially relevant.Purpose setting. The task is to identify the relationship between career orientations, life aspirations (motives) and values of students of secondary vocational education.Methodology and methods of the study. To achieve this goal, the «Career Anchors» technique (developed by E. Schein), the «Aspiration Index» technique (developed by E. Deci and R. Ryan) and the value orientation technique (developed by S. Schwartz) were used. Students from Krasnoyarsk institutions of secondary vocational education took part in the study as respondents.Results. The results showed that the most significant career orientations for respondents were «Autonomy», «Lifestyle Integration» and «Service». Among less pronounced career orientations, young people consider «Stability of place of residence and work». Young people are dominated by internal aspirations (motives) related to relationships, health and personal growth. The values of hedonism, independence and achievement are of great importance to respondents. Students ranked the following values as less important: conformity, power and tradition.Conclusion. As a result of the study, the leading career orientations, main life aspirations (motives) and the most significant values for students of secondary vocational education were identified. Significant relationships between these characteristics were also identified.

Transformation of secondary vocational education in the context of technological changes

Introduction. Modern socio-economic realities associated with a new technological transition necessitate serious structural and substantive changes in the system of vocational education and training. In the 21st century, most countries of the world have faced increasing problems of inconsistency of the structure of modern vocational education with the new technological order and changing personnel demands of the economy. The problems are particularly acute in the Russian system of secondary vocational education, which has been in the mode of reform since the mid-90s of the last century and is designed to play a major role in professional self-determination and the formation of youth.Purpose setting. The objectives of the article are to analyze trends and factors that determine the need for status, structural and substantive changes in the Russian system of vocational education and training.Methodology and methods of the study. The theoretical and methodological basis of the study was the theory of continuing professional education (A. M. Novikov), integrative theory of multilevel continuing professional education (A. P. Belyaeva), professionology (E. F. Zeer), skills of the 21st century (A. J. Rotherham, D. Willingham). Methods of comparative and retrospective analysis of statistical data of Russian and international studies, content analysis of websites of secondary vocational education institutions were used in the work.Results. The results of the study are: the analysis of trends and factors determining changes and improving the efficiency of the functioning of vocational education and training systems; identification of factors of synchronization of the Russian system of secondary vocational education, the labor market and the personnel needs of enterprises; substantiation of the need for status and structural changes in the system of Russian secondary vocational education.Conclusions. The practical significance of the research is to demonstrate the possibilities of retrospective, prognostic and comparative analyses in assessing the activities of secondary vocational education and training institutions, their transformation into other educational systems.

The use of problem-based modular educational technology in institutions of higher and secondary vocational education

Introduction. In modern conditions, new requirements are being imposed on the organization of the educational process and the effectiveness of vocational education. At the same time, the quality of graduate training is of paramount importance.Purpose setting. Therefore, the introduction of new technologies into the educational process is becoming increasingly relevant, which should equip students with a methodology of cognition and creative approaches to solving practical problems. One of the most effective and popular educational services on the market is the problem-modular educational technology.Methodology and methods of the study. The basics of modular training are revealed by T. A. Kaplunovich and P. Y. Tsyavichene. The understanding of problem-modular learning is interpreted as a procedure for selecting and limiting the range of the most significant problematic issues in the discipline under study without violating the consistency of the presentation of the material. The entire course is divided into modules, the boundaries of which are determined in accordance with the educational and pedagogical tasks, the amount of theoretical knowledge and practical skills necessary for students to successfully solve professional tasks. The development of approaches to the construction and application of modular programs is considered in detail in the studies of V. M. Gareev, E. M. Durko, G. V. Lavrentiev, N. B. Lavrentieva.Results. Currently, the vocational education system is faced with the tasks of activating and developing students» cognitive abilities, differentiating and individualizing the learning process in accordance with the required levels of training and formation of specialists with stable motivations for self-improvement and self-education throughout life.Conclusions. The problem-modular learning technology allows implementing a personality-oriented approach to learning, makes it possible to activate the cognitive activity of students, form their self-education skills and bring learning closer to solving professional tasks.

Экономика знаний и новые кадры для промышленности

Socio-economic processes are discussed in modern conditions characterized by an increase in technological capabilities and the level of information exchange, which has a critical impact on the public aura and the structure of public relations, on the industrial sphere and the system of vocational education. The guidelines of balanced staffing of various components of the domestic economy are considered. The assessment of the level of training of graduates of St. Petersburg higher and secondary vocational educational institutions is carried out, as well as the changes in the assessment of the level of training by the main parameters for various groups of enterprises in recent years are analyzed.

Formation of value orientations in students through the olonkho epic

The choice of the research topic stems from the relevance of forming value orientations in young people in modern conditions, and the insufficient theoretical and practical development of the problem, taking into account regional, in particular ethno-pedagogical conditions. During any crisis in society, the most vulnerable segment of the population is young people. Education faces the task of forming value orientations of students based on traditional values: family values, national culture, healthylifestyle, etc. This article examines the epic as a means of forming value orientations of students. When developing approaches to content and logic, the research relied on the works of: philosophers L. V. Baeva, D. A. Leontyev, N. O. Lossky and others; sociologists V. G. Alekseev, V. P. Tugarinov, V. A. Yadov and others; psychologists B. S. Alishev, A. G. Asmolov, B. S. Bratus and others; and teachers A. V. Kiryakova, D. A. Nemtsova, M. A. Rasulova and others. Our study is also based on humanistic ideas of personalityoriented education, developed in the research of N. A. Alekseev, E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya and others; the theory of the activity approach in the works of G. S. Batishchev, E. V. Ilyenkov, S. L. Rubinshtein, V.D. Shadrikov and others; ideas and provisions of ethnopedagogy by G. N. Volkov, N. D. Nikandrov, I. S. Portnyagin, A. D. Semenova and others. The development of the program “The potential of the Olonkho epic in education” was carried out on the basis of the works of Yakut scholars N. V. Emelyanov, V. V. Illarionov, P. A. Oyunsky and others. To realize the purpose of the research and the content of the material, the following research methods were used: general theoretical (analysis and synthesis, deduction and generalization); empirical (observation, expert survey, questionnaires, experimental work, quantitative and qualitative analysis of the results obtained). The article defines the theoretical and pedagogical foundations and develops rational pedagogical ways to ensure the formation of value orientations of students in secondary vocational education institutions (SVE). The effectiveness of the process of forming value orientations in secondary vocational education institutions is achieved by creating a program for introducing the younger generation to the national culture of the Sakha people through the Olonkho epic. As a result of the implementation of the developed program “The potential of the Olonkho epic in education”, fundamental changes occurred in the educational activities of secondary vocational education. Results of the study in the control group (CG) and the experimental group (EG) at the end of the experiment: high level in CG – 10% (10 people), EG – 24% (24 people); average level in CG – 69% (69 people), EG – 70% (70 people); low level in CG – 21% (21), EG – 6% (6 people). The data obtained from the CG and EG allow us to conclude that interest in moral values prevails over the interest in material values. The study confirmed the effectiveness and feasibility of the proposed program “The potential of the Olonkho epic in education.”

К вопросу о профессиональном самоопределении студентов (на примере исследования в КНИТУ)

Professional self-determination is accompanied by such concepts as formation, development, identification, self-realization in the profession. The article presents a brief review of the theoretical and methodological basis of the conceptual apparatus of professional self-determination from the point of view of sociology and peda-gogy. The results of the study of first-year students of the Institute of Innovation Management of Kazan National Research University and Kazan Technological College are described. The subject of the study is the profes-sional self-determination of students of institutions of higher and secondary vocational education. According to the results of the author’s research, the student's path, the needs and expectations of students, channels and sources of information, groups of reference persons who can influence the student’s professional self-determination are determined. Conditions for professional self-realization of students in the chosen profession are formed as a result of the study, the correlation of self-determination factors among university and college students is carried out.

Оценка работодателями компетенций сотрудников судостроительной, лесной и рыбопромышленной отраслей Архангельской области в контексте развития цифровизации и автоматизации производств

The article is devoted to the study of employers’ perceptions of the competences of employees in the shipbuilding, fishing and forestry industries of the Arkhangelsk Oblast in the context of digitalization and automation of production. As part of the sociological research, the team conducted a questionnaire survey and semi-structured interviews among representatives of enterprises in these industries. The results of the research allowed drawing conclusions that the professional competencies of employees, as well as abilities to work independently, in non-standard situations and under stress are currently the most in demand for employers. There is also a very high demand for qualities associated with discipline and the desire to develop in the profession. In terms of the size of enterprises, the higher requirement for almost all competences in small and medium-sized enterprises compared to large employers is noteworthy. The authors conclude that about half of the enterprises in the shipbuilding, forestry and fishing industries of the Arkhangelsk Oblast have implemented automation and digitalization into all key production processes. In the near future, more than 50% of employers expect a high demand for employee competencies related to the use of new production technologies. The survey revealed a gap between employers’ expectations and the actual level of professional training and skills of recent graduates of educational institutions of higher and secondary vocational education, including with regard to the most in-demand knowledge, skills and abilities. In the context of industries, it is noteworthy that the level of satisfaction with the training of graduates of shipbuilding industry is much lower, except for those who received education through the “Plant-University” system (Severodvinsk).

Современные аспекты обучения школьников и студентов среднего профессионального образования в Финляндии иностранному языку

Introduction. Within the framework of this article, the author made an attempt to consider some features of teaching a foreign language in Finland at school and in institutions of secondary vocational education, which allow the Finns to speak a foreign language at a fairly good level. Theoretical analysis. Consideration of the reasons for these results made it possible to reveal the fact that in recent years a system of early learning of a foreign language has been introduced in Finnish education. Much attention is paid to the formation of communication and interaction skills. The study of a foreign language in the secondary school is aimed at familiarizing the student with the culture of the language being studied. When teaching a foreign language to students of secondary vocational education institutions, there is an active integration of general education and vocational training. Conclusion. When studying their native language, students consider general linguistic concepts that are also inherent in other languages and contribute to a common understanding of the language structure. Finnish teachers in their professional activities rely on the teachings of L. S. Vygotsky about the zone of proximal development. Language learning is seen as a lifelong process that aims to develop multilingual competence.

Проектная деятельность в образовательном учреждении среднего профессионального образования

The article discusses the possibilities of forming professional competencies when performing a diploma project in educational institutions of secondary vocational education through the involvement of students in project activities. The substantiation of the approach to the design activity of the pedagogical worker is proposed, the procedural scheme of the design of the educational process in the implementation of the diploma project is proposed. The role of project activity in achieving educational goals, as well as the impact on the professional development of the student is shown. The conducted studies allow us to conclude that it is necessary to divide the design process into stages that differ in priority deterministic goals. The structure of the professional module, made on the basis of the federal state standard in the system of secondary vocational education, is given.

Digital economy competencies: experience and stages of formation among university students

Problem statement. In accordance with the goals and indicators of federal projects, the leading role in the formation of key competencies of the digital economy is assigned to institutions of secondary general, vocational and additional education. To form digital competencies in the field of creating algorithms and computer programs, digital departments have been created in a number of universities in the country. Based on this, the problem of the formation of these competencies among students studying in various fields of training, in the absence of a digital department at the university, becomes urgent. The purposes of the study are to analyze the existing experience of students' formation of competencies necessary for the implementation of the national program “Digital economy of the Russian Federation” and formulate proposals for improving this process. Methodology. A set of measures was carried out, including the analysis of educational training programs in order to identify disciplines, the study of which provides students with the knowledge and skills to develop algorithms, create computer programs, theoretical analysis of research in this area and the development of a methodological approach that ensures the formation of digital competencies in the field of creating algorithms and computer programs. Results. The analysis of the process of formation of digital competencies among university students, the theoretical analysis of research on this problem made it possible to identify and disclose the stages of formation of digital competencies in the field of algorithms and computer programs development. Conclusion. The result of the analysis of educational programs of universities was the conclusion about their insufficient focus on the formation of digital competencies of students. Based on the theoretical analysis of research in the field of the formation of competencies for the creation of algorithms and computer programs and their own experience, an approach to the formation of students of this competence is proposed.

Формирование базового уровня компетенций в области производственной безопасности будущих молодых работников ПАО «Газпром»

For the enterprises of oil and gas complex, the issue of training personnel with more advanced competencies in the field of industrial safety becomes relevant, since the main types of production activities are associated with the hazard posed by the specifics of working with gas and oil. The process of a safety culture education, development of competencies begins when training young specialists to work at the enterprises of PJSC Gazprom at the Private Professional Educational Institution Matlashov Gazprom College Volgograd. The purpose of the study is to identify the level of development of competencies in the field of industrial safety of college students, as well as to draw attention to the topic of awareness of future young employees, their accelerated adaptation in the workplace and the influence of basic competencies in the field of industrial safety on the level of future safety culture of teams as a whole. When analyzing injuries in the company among the young employees, it was revealed that there were no college graduates among them. This is facilitated by the developed and operating mechanism for developing a basic level of competencies in the field of industrial safety for the students of the Gazprom Private professional educational institution Volgogrrad named after I.A. Matlashov. This mechanism is valid for 4 years. The essence of the mechanism is the active integration of the promotion of industrial safety issues into the learning process, extracurricular activities, during internships and being in Russian construction teams, the importance of industrial safety not only on the part of the administration, specialists, teachers, but also the students themselves. In the proposed mechanism, all the activities are carried out throughout the entire training period and comply with the Federal State Educational Standard for Secondary Professional Education. The mechanism showed its efficiency and can be applied by other educational institutions of both secondary vocational and higher education in order to ensure the quality and preservation of the lives of graduates in production conditions.

Do universities wait for graduates of secondary vocational educational institutions?

Do universities wait for graduates of secondary vocational educational institutions?

FOREIGN EXPERIENCE OF BORDER GUARDS’ PROFESSIONAL TRAINING IN THE REPUBLIC OF ESTONIA AND THE SLOVAK REPUBLIC

The article presents the foreign experience of border guards’ professional training in the Republic of Estonia and the Slovak Republic. It has been established that the professional training of border guards in these countries is fully complied with the European model of training of law enforcement officers. A number of common and distinctive features of the professional training of border guards of these countries have been defined. In both countries, the first level of training is ensuring the basic and specialized secondary education in secondary vocational educational institutions. In Estonia, training lasts continuously for 1.6 years, in Slovakia basic training lasts for 10-12 months and specialized training lasts for 4 months. Upon completion of the educational program, applicants receive a Certificate of Complete Secondary Vocational Education (ISCED Level 4A – Complete Secondary Vocational Education) and Specialized Police Education (Level 4). The second and third levels of the training of future border guard officers are bachelor’s and master’s studies, respectively. The first level of higher professional education in Estonia (the so-called “higher professional education”) is provided to future border guards at the Police and Border Guard College, which is a part of the Academy of Security Sciences, the second level is at the Institute of Internal Security, which is also an organizational component of the Academy. There is no border guard specialization at the second level of higher education in the Republic of Estonia (ER). In Slovakia, higher education is provided at the Academy of the Police Corps in Bratislava. The term of study and the amount of study at the bachelor’s and master’s level in educational institutions of both countries are the same. Curricula consist of three blocks of educational disciplines: compulsory, compulsory professional or optional. After completing the training, the students take state exams and defend their qualification papers and receive, respectively, the 5th and 6th level of professional qualification, which is defined by the professional standard of the EU border guard service. Throughout the entire service, border guards of the above-mentioned countries are provided with the opportunity for professional development by attending trainings, retraining courses, and specialized courses organized on the basis of police training schools and colleges, or by studying at other departmental educational institutions. In order to occupy certain positions, it is necessary to take certain courses, including leadership, language, etc.

Career guidance work in the branch of the Emperor Alexander I St. Petersburg State Transport University in Ryazan

Modern socio-economic conditions, the labor market, fi erce competition between educational institutions of secondary vocational education for applicants require eff ective career guidance in the region and beyond. Vocational guidance among young people is an important direction in the process of education and upbringing.The Ryazan branch of PGUPS has developed a comprehensive career guidance program “Create the Future of Russian Railways”. The program sets the following tasks: to form a positive image of the Ryazan branch of PGUPS; increase the level of public awareness of the educational institution in the region and the competitiveness of the branch in the educational services market; create conditions for conscious professional self-determination and disclosure of personality abilities; to strengthen relations with employers, social partners in matters of career guidance. Career guidance activities in an educational institution of secondary vocational education are organized in three areas: work among students of schools in the city and region; among students in order to retain the contingent and graduates to ensure successful employment.For successful career guidance, it is necessary to use both traditional methods and forms, and information technology. The data of the admission campaign from 2018 to 2021 were analyzed. The analysis showed the effectiveness of complex career guidance work among applicants.

Actual problems of teaching mathematics in educational institutions of secondary vocational education

Actual problems of teaching mathematics in educational institutions of secondary vocational education

TEXTOCENTRICITY OF RUSSIAN CULTURE AND ITS REFLECTION IN THE LANGUAGE CONSCIOUSNESS OF THE YOUTH

The article is devoted to the problem of national and cultural self-identification and its criteria in the view of young people. The results of a survey of one and a half thousand respondents aged 15 to 21 — students of schools, institutions of secondary vocational education and higher educational institutions — were analyzed, who were asked to name the most cited and recognizable Russian films and cartoons. The results of the verification of the received data are characterized. It has been revealed that knowledge of mass Soviet (1960–1980s) and post-Soviet (1990s) culture plays an important role in the process of self-identification of a linguistic personality as a citizen of Russia. The criterion that makes it possible to identify “friends” in the context of a communicative situation is the knowledge of precedent phenomena — quotes and visual images from Soviet entertainment films and cartoons, as well as mass cinema of the post-Soviet period.