The methodology for designing and implementing variable modular additional professional programs for teaching staff of secondary vocational education (hereinafter referred to as the Methodology) is aimed at providing methodological assistance to managers and specialists of regional education management systems, methodologists and teachers of educational institutions of vocational education; additional vocational education - developers of additional professional programs for teachers and masters of industrial training of secondary vocational education.
Exemplary layouts of additional professional programs (professional retraining programs, advanced training programs), internship programs, assessment tools are advisory in nature and are compiled on the basis of the requirements of Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation" “On Education in the Russian Federation) and Order of the Ministry of Education and Science of Russia dated July 1, 2013 No. 499 “On Approval of the Procedure for Organization and Implementation of Educational Activities for Additional Professional Programs” (as amended).
In accordance with the Federal Law “On Education in the Russian Federation, there are two types of DPP - advanced training programs and professional retraining programs. An internship is a form of implementation of advanced training programs.
It is legally established that the volume of the advanced training program is at least 16 hours, the professional retraining program is at least 250 hours.
The amount of hours required for the implementation of the DPP is set by the developers in accordance with the requirements for the results of development educational program.
In accordance with Part 3 of Article 13 of Federal Law No. 273-FZ, when implementing any educational programs, including the DPP, the modular principle of presenting the content of the educational program and constructing curricula can be used.
The Federal Law “On Education in the Russian Federation” establishes that additional professional programs for professional retraining (hereinafter referred to as professional retraining programs) are developed on the basis of professional standards and requirements of the relevant Federal State Educational Standards of secondary vocational education and Federal State Educational Standards of Higher Education for the results of mastering educational programs.
In accordance with the requirements of paragraph 9 of the Order of the Ministry of Education and Science of Russia dated July 1, 2013 No. 499 “On Approval of the Procedure for Organization and Implementation of Educational Activities for Additional Professional Programs”, the purpose and planned learning outcomes must be presented in the professional retraining program.
In accordance with paragraph 6 of the order of the Ministry of Education and Science of Russia dated July 1, 2013 No. 499 “On Approval of the Procedure for Organization and Implementation of Educational Activities for Additional Professional Programs”, in the structure of the advanced training program, it is necessary to provide a list of professional competencies within the framework of the existing qualification, the qualitative change of which is carried out in the result of learning.
Approximate maketadditional professional program (training program) contains:
4. Curriculum layout
Approximate maketadditional professional program (professional retraining program) contains:
1. Layout of the title page and the back of the title page of the additional professional program
2. Layout of the section "General characteristics of the program"
3. Layout of the section "Organizational and pedagogical conditions for the implementation of the program"
4. Curriculum layout
5. Layout of the calendar training schedule
6. Model of the working program of the training course, discipline (module)
6.1. Model of the working program of the training course, discipline (module)
6.2. Model of the working program of the professional module
6.3. Layout of the practice program (internship)
7. Layout of the "Evaluation Materials" section
1. Additional vocational education is aimed at meeting the educational and professional needs, professional development of a person, ensuring that his qualifications correspond to the changing conditions of professional activity and the social environment.
2. Additional professional education is carried out through the implementation of additional professional programs (training programs and professional retraining programs).
3. The following are allowed to master additional professional programs:
1) persons with secondary vocational and (or) higher education;
2) persons receiving secondary vocational and (or) higher education.
4. The advanced training program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) improving the professional level within the existing qualifications.
5. The professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity, acquiring a new qualification.
6. The content of the additional professional program is determined by the educational program developed and approved by the organization carrying out educational activities, unless otherwise established by this Federal Law and other federal laws, taking into account the needs of the person, organization, on whose initiative additional professional education is carried out.
7. Typical additional professional programs are approved:
1) the federal executive body, carrying out the functions of developing state policy and legal regulation in the field of transport - in the field of international road transport;
2) the federal executive body authorized to exercise the functions of legal regulation in the field of maintaining the state real estate cadastre, cadastral registration and cadastral activities - in the field of cadastral activities;
3) by the federal executive body in the field of industrial safety in agreement with the federal executive body authorized to solve problems in the field of protecting the population and territories from emergencies - in the field of industrial safety of hazardous production facilities.
7.1. Standard additional professional programs in the field of assessing the compliance of cash registers and technical means of the operator of fiscal data (applicant for permission to process fiscal data) with the requirements for them are approved by the federal executive body authorized to control and supervise the use of cash registers.
8. The procedure for developing additional professional programs containing information constituting a state secret and additional professional programs in the field of information security is established by the federal executive body responsible for the development and implementation of state policy and legal regulation in the field of higher education, in agreement with the federal executive body responsible for the development and implementation of state policy and legal regulation in the field of general education, the federal executive body in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.
(see text in previous edition)
9. The content of additional professional programs must take into account professional standards, qualification requirements specified in the qualification reference books for the relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary for the performance of official duties, which are established in accordance with federal laws and other normative legal acts of the Russian Federation on public service.
10. Professional retraining programs are developed on the basis of the established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education for the results of mastering educational programs.
11. Training in additional professional programs is carried out both at a time and continuously, and in stages (discretely), including through the development of individual subjects, courses, disciplines (modules), internship, application of network forms, in the manner established by the educational program and (or) an agreement on education.
16. When mastering an additional professional program in parallel with obtaining secondary vocational education and (or) higher education, a certificate of advanced training and (or) a diploma of professional retraining are issued simultaneously with the receipt of the corresponding document on education and qualifications.
17. Standard additional professional education programs for persons who are admitted to the collection, transportation, processing, disposal, neutralization, disposal of waste of I-IV hazard classes are approved by the federal executive body responsible for state regulation in the field of environmental protection.
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An agreement is concluded with each participant of professional training programs, which specifies the cost and duration of training. After completing the training as part of additional education, students are issued a state-issued certificate.
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Development and implementation of additional professional education programs
Compiled by:
T.A. Timentsev,
teacher
GOU SPO KPTT
According to Federal Law No. 273-FZ, an educational program is a complex of the main characteristics of education (volume, content, planned results), organizational and pedagogical conditions and, in cases provided for by this Federal Law, certification forms, which is presented in the form of a curriculum, a calendar study schedule , work programs of educational subjects, courses, disciplines (modules), other components, as well as assessment and methodological materials. This definition also defines the essence of the additional general education program.
According to Federal Law No. 273-FZ, educational programs for additional professional training are independently developed and approved by educational organizations.
Thus, the legislation does not actually regulate the content of additional vocational education programs. In this regard, it is possible to propose some methodological approaches that allow an educational organization to effectively develop full-fledged additional professional training programs.
The program of additional professional training as a document containing the main characteristics of additional education contains:
title page,
explanatory note,
educational and thematic plan,
program content,
methodological support and conditions for the implementation of the program,
literature,
applications.
On thetitle page , as a rule, the name of the organization of additional education, the name of the founder, information about the approval of the program (place and date, the name of the body that approved the program, for example, the pedagogical council of the organization of additional education, the date and number of the minutes of the meeting of the body that approved the program), the full name of the program (if the title is worded figuratively or does not give a complete picture of the content of education, it is advisable to provide an additional brief explanation under the given title), the age of the students for which the program is designed, the duration of the program, full name, position of the author (authors) of additional educational program, name of the city, locality, year of development of the additional general education program, taking into account the full period of its implementation).
ATexplanatory note it is necessary to reveal the relevance of this program, to prove the expediency of mastering this particular content of education by the child. It is logical if the system of evidence is based on the gender, age and social characteristics of students, the socio-pedagogical specificity of the circumstances of the educational process. An important point in identifying a program of additional professional education is an indication of its focus.
Further, in the explanatory note, when formulating the goals of the educational process, it is necessary to adhere to the principles of scientific character, specificity, modernity, the tasks should be built either in the logic of successive steps to achieve the goal, or in the logic of complementarity (addition to the whole goal), while the tasks should not go beyond the target. In the formulation of the goal and objectives, the age of the students, the focus and duration of the program should be reflected.
When compilingeducational and thematic plan the teacher of additional education needs to see the entire educational process and when formulating the names of topics and sections, it is necessary to combine brevity and clarity, trying to most accurately reflect the educational content. Since the educational program is not only an internal document, the author-compiler must be ready to write a text understandable to any adult (colleagues, teachers, administration of the organization). A successful approach is when an educational idea is formulated in the text of the program, and then the mechanisms for its implementation are carefully developed and set out in the text of the program.
Content component of the supplementary program training is presented traditionally: the title of a section or topic is a thesis, followed by explanations and clarifications.
An extremely complex part of the program texts is the section "Methodological support ". First of all, the text of the methodological support may contain recommendations on conducting training sessions, a cycle of events and organizing additional education activities throughout the duration of the program.
When compilingbibliography should be guided by the need to include in the list of works that reflect the theoretical foundations of the program (the theory of additional education and the theory of studying the area that students will be directed to comprehend. When writing a list of references, you should be guided by one bibliographic standard.
ATapplications examples of classes (scenarios) are usually posted to the program of additional education, a scheme for organizing educational work with the team is revealed, details of certification tests (student certification program) are prescribed, examples of the most successful - reference works and more can be placed in the application.
After the approval of the program in accordance with the procedure established by the charter of the organization of additional education, work with this document is not completed, in fact, the entire time of the implementation of the program is the time for making adjustments, clarifying certain positions and structures.
According to Federal Law No. 273-FZ, admission to study under additional educational programs is carried out on the terms determined by the local regulations of such organizations in accordance with the legislation of the Russian Federation. The legislation establishes special regulations for admission to training in additional professional programs.
The development of an additional professional program is accompanied by procedures for intermediate and final certification of students, carried out in the forms determined by the curriculum as an integral part of the program and in the manner established by the local regulatory act of the organization of additional education, which is also subject to posting on the official website of the organization on the Internet.
When passing the certification positively, there was a method according to which organizations of additional education are issued to persons who have mastered the relevant educational programs, i.e. passed intermediate certification, documents on training in the manner and according to the model, which are independently established by the organization of additional education.
However, it seems that based on the meaning of Federal Law No. 273-FZ and the absence of special regulation in Federal Law No. 273-FZ, final certification for additional general education programs is not carried out.
Supplementary professional education is aimed at continuously improving the professional competencies of citizens throughout their lives, including in order to meet the educational and professional needs of a person, constantly adapting him to changing conditions of professional activity and the social environment, improving the professional qualifications of citizens, and preparing for the implementation of new types of professional activity on the basis of secondary vocational and higher education.
Additional vocational education can be arranged
In educational organizations of additional professional education;
In educational institutions of higher education;
In professional educational organizations;
In organizations providing training (scientific organizations and legal entities that have confirmed their right to implement additional professional programs);
Individual entrepreneurs who have the right to sell
Additional professional education is carried out on the basis of agreements concluded by an organization implementing additional professional programs with legal entities and individuals acting as customers, state executive authorities, local governments, public employment services in accordance with the requirements of federal legislation in the field of education, as well as legislation regulating civil law relations.
The rights and obligations of a student, provided for by the legislation of the Russian Federation on education and local regulations of an organization carrying out educational activities, arise for a person accepted for training from the date of admission (enrollment) and for a period of time determined by the relevant agreement.
An additional professional program can be implemented in the forms provided for by the Federal Law "On Education in the Russian Federation", in whole or in part in the form of an internship, as well as in the form of self-education.
Types of additional professional programs:
Professional development programs that are aimed at improving the level of existing and (or) mastering new competencies necessary for professional activities, performance of labor functions and (or) professional development within the framework of existing qualifications;
Professional retraining programs that are aimed at obtaining new and improving the level of existing competencies in order to acquire new qualifications or obtain a new qualification level necessary to perform a new area of professional activity, including taking into account international requirements and standards.
Professional development programs include:
Professional development programs are aimed at a qualitative change in existing qualifications by improving professional competencies in accordance with new socio-economic, technological conditions and (or) Russian and international requirements and standards.
Qualification programs that are aimed at obtaining knowledge and skills to perform a new type of professional activity or a comprehensive update of professional competencies within the same type of professional activity.
Professional retraining programs include:
Professional retraining programs that take into account the level, focus (profile) of the student's professional education and, as a result of which, the level of existing qualifications increases;
Professional retraining programs that take into account the level, direction (profile) of the student's professional education and, based on the results of mastering, a qualification is awarded.
The process of designing and implementing additional professional programs (DPP) ensures the existence of additional professional education that is in demand in the modern labor market.
Purpose of the process:
Planning, development and updating of the DPP in order to create conditions for the continuous education of citizens with higher or secondary vocational education, taking into account their qualifications and practical experience.
Process Tasks:
1. Ensuring that the qualifications of students correspond to the changing conditions of professional activity and the social environment;
2. Development and implementation of DPP, which form the competencies necessary for effective work in a rapidly changing modern world, based on the latest educational methods and technologies;
3. Strengthening the integration of NSU with business, science and the professional community.
Activities within
process
Regulatory documentation
Required resources
(performers and material
security)
1. Activities for advanced training and professional retraining in accordance with the types of programs specified in the license.
Vice-Rector for Academic Affairs, UMU, head of the DPP / APE unit; structural subdivisions created at the faculties; material and technical resources.
1.1. Evaluation of the market or receiving an order, making a decision on the implementation.
Self-developed DPP; employer orders.
Head of the UMU; head of the DPP / subdivision of the DPO, material and technical resources.
1.2. Preparation of the necessary documents for the approval of the DPP curricula; coordination with the customer of the curriculum (if any).
Normative documentation of the Ministry of Education and Science on additional education, Regulations on obtaining additional professional education at NSU, Regulations on structural divisions of NSU implementing additional education programs.
Vice-rector for academic affairs, head of the UMU, head of the DPP / subdivision of the DPO, material and technical resources.
2. Development and improvement of the DPP.
Head of the CDO, UNCP, CPMO, IPPC; material and technical resources.
2.1. Development and adjustment of the curriculum.
Self-developed and approved DPP. Information on the labor market, the needs of students.
Head of the Department of Management, head of the DPP / subdivision of the DPO, material and technical resources.
2.2. Staffing of the educational process.
Normative internal documentation of NSU and departments implementing DPP programs.
Head of DPP/DPO subdivision, material and technical resources.
2.3. Material and technical equipment of the educational process.
2.4. Development of materials that establish the content and procedure for conducting intermediate and final certifications.
Regulations on obtaining additional professional education at Novosibirsk State University on a paid basis; Regulations on additional professional education in the CDO, UNCP, TsPMO, IPPC.
Head of the DPP / APE department, responsible teachers, material and technical resources.
3. Implementation of the DPP.
Orders on the enrollment of students, on the expulsion of students, on the attestation commission for professional retraining programs.
Vice-Rector for Academic Affairs, Heads of the DPP / APE department, responsible teachers, material and technical resources.
4. Monitoring the quality of DPP.
Regulations on monitoring the quality of additional education, labor market information, feedback from students and employers.
Vice-Rector for Academic Affairs, Quality Department, Head of the UMU, Head of the DPP / APE division.
Abbreviations:
FVE - additional vocational education
DPP - additional professional programs
PPP - faculty
CDO - center of additional education
UNCP - educational and scientific center of psychology
CPMO - Center for Postgraduate Medical Education
IPPK - Institute for Retraining and Advanced Training
UMU - educational and methodological management
Requirements for the conditions for the implementation of additional professional programs
The conditions for the implementation of additional professional programs should provide opportunities for participants in the educational process to:
Achievement of the learning outcomes planned by the additional professional program (formation and improvement of competencies; meeting the educational and professional needs of students; improving the professional qualifications of students);
Participation of students in the formation of their training program, including the possible development of individual educational programs;
Using network interaction between organizations implementing additional professional programs;
Use of modern educational technologies in the educational process, including e-learning;
Updating the content of additional professional programs in accordance with the needs of the labor market;
Effective use of the professional and creative potential of the teaching and administrative staff of the organization.
Requirements for the conditions for the provision of additional professional programs by the teaching staff.
The qualifications of teachers involved in the implementation of additional professional programs should reflect competence in the relevant subject areas of knowledge, in teaching methods and technologies.
Material and technical conditions for the implementation of additional professional programs
Implementation of modern educational technologies, including the use of information and communication technologies;
Efficiency of management of the educational process, including planning, fixing (documenting) its implementation as a whole and (or) individual components and (or) stages, monitoring and adjustment;
Provision for the implementation of e-learning, if its use is provided for by the educational program;
Providing students with access to global network resources (Internet), to profile information systems and/or databases for the program being implemented;
Compliance with sanitary and hygienic standards, fire safety rules, health protection of students and teachers in the implementation of the educational process.
The educational and methodological support of the additional professional program should include printed and electronic educational resources for all components of the additional professional program, including educational and methodological and specialized literature.
Information support of additional professional program
achievement by students of the planned learning outcomes;
the functioning of the information environment in the implementation of additional professional programs, support for the activities of students, teachers and administration, the interaction of all participants in the educational process.
Requirements for learning outcomes
additional professional programs
The results of training in additional professional programs are formulated in the form of a measured and differentiated level of mastering the competencies necessary to perform labor functions within the framework of professional activity.
The differentiated nature of the assessment of competencies implies the allocation of levels of development of competencies based on professional standards, qualification requirements, EKS, ETKS and other documents recognized in the industry and (or) organizations, associations of organizations, and / or established by the organization implementing additional professional programs.
To determine the level of development of competencies, quantitative or qualitative criteria (indicators, indices) should be formulated and compared with the knowledge, skills, experience and personal qualities acquired by students. Information about the criteria should be open and accessible to all participants in the educational process.
Learning outcomes can be presented in the form of the results of professional activities carried out during the educational process, internships, self-education.
For a professional development program, the main learning outcomes must be compared with the competencies that are necessary to perform work functions and lead to a qualitative change in the previously existing qualifications.
For a qualification program, the main learning outcomes should be compared with the professional knowledge and skills necessary for mastering a new type of professional activity, competencies to be updated within the framework of a previously mastered type of professional activity (professional level).
For a professional retraining program, the main learning outcomes should be compared with the levels of development of existing and (or) new competencies that are necessary for acquiring a new qualification (line of professional activity), related professional levels, areas of professional activity and work functions.
The list of professional competencies for which the main learning outcomes are defined should.
For a professional retraining program based on higher education with a qualification, the learning outcomes must cover all the competencies that are necessary for acquiring a new qualification (line of professional activity), related professional levels, types of professional activity and work functions.
The list of professional competencies, for which the main learning outcomes are determined, must comply with the qualification requirements that are determined by the professional community(s) and fixed in regulatory documents, including professional standards, industry qualification requirements, EKS, ETKS.
The right to assign additional qualifications, the name and content of which is determined by law (including on the basis of professional and educational standards) by professional, public, international and other authorized organizations, must be exercised in the prescribed manner.
Organizations (associations of organizations) may introduce their own qualifications.
When assigning one's own qualifications, the indication in the name of the qualification of the organization that established it (associations of organizations) is mandatory. The learning outcomes in this case must comply with the requirements of the standards of the organization (associations of organizations) or corporate standards.
Requirements for assessing the quality of development
additional professional programs
The quality assessment of additional professional programs is carried out in relation to:
Compliance of the result of mastering the additional professional program with the requirements stated for it;
Compliance of the additional professional program with the stated goals and requirements for the structure and conditions for the implementation of programs;
The ability of the organization to effectively and efficiently carry out activities to provide educational services;
An organization implementing additional professional programs must ensure that:
Stakeholders for whom this performance appraisal is relevant are identified and involved in the appraisal;
Persons who evaluate the quality of mastering programs are competent and objective;
Reports on the evaluation of the quality of the development of programs are transparent, the structure and goals of the program, the conditions for implementation, as well as the expected results are clearly defined;
The educational environment in which educational services are provided is analyzed and improved in order to improve the quality of education.
The organization independently establishes the types and forms of assessing the quality of the implemented additional professional programs and their results.
When establishing requirements for the content, volume and structure of the final qualification work and the qualification exam for professional retraining programs, an organization implementing additional professional programs should be guided by the national qualification framework, current professional standards and (or) qualification requirements.
The procedure for the final attestation of students in the implementation of additional professional programs can be combined with the procedures for recognition and (or) independent confirmation of qualifications (certification).
The training objectives and requirements for the content, structure and conditions for the implementation of additional professional programs are established by the organization implementing these programs on the basis of an analysis of the need for training, taking into account the national qualification framework, its sectoral or regional development, current professional standards and (or) qualification requirements.
The requirements for assessing the quality of additional professional programs and the results of their implementation are approved in the manner prescribed by the educational organization.
To evaluate additional professional programs, an educational organization may apply the procedure of professional and public accreditation on a voluntary basis.
To ensure the quality assurance of additional professional education, an organization implementing an additional professional program can apply various quality management models. The conformity assessment of the activities of the organization for quality management of additional professional education in this case is carried out by external experts or authorized bodies on a voluntary basis.
