Based on the Decree of the Russian Federation of November 18, 2013 No. 1039 On state accreditation of educational activities, state accreditation is carried out based on the results of an accreditation examination, the subject of which is to determine the compliance of the content and the quality of training of students in an organization carrying out educational activities, according to the federal state educational standards declared for state accreditation of educational programs.
According to article 2. Basic concepts, of the Federal Law of December 29, 2012 No. 273 - FZ "On Education in the Russian Federation". The quality of education- a comprehensive description of the educational activities and training of the student, expressing the degree of their compliance with the Federal State Educational Standards, educational standards, federal state requirements and (or) the needs of an individual or legal entity in whose interests the educational activity is carried out, including the degree of achievement of the planned results of the educational programs .
The quality of education is based on three key components:
- Goals and content of the educational process.
- The level of professionalism of teachers and the organization of teaching activities.
- The state of the material and technical base and the level of the information base of the educational process.
A quality management system (QMS) is a system for directing and managing an organization in relation to established state quality standards.
The quality standard in the SVE system is the Federal State Educational Standards (FSES). The components and features of the Third Generation Federal State Educational Standard of SVE are a set of requirements:
To the results of mastering the training program for mid-level specialists (PSSSZ) - knowledge, skills, competencies (general, professional);
To the structure of the SSSP - academic disciplines and professional modules;
To the conditions for the implementation of the SSPP: the implementation of educational and industrial practices, staffing of the educational process, educational, methodological and information support, financial support, logistics; assessment of the quality of mastering educational programs of the corresponding level.
Features of the Federal State Educational Standard of SVE, led to changes in the educational process of an educational organization:
1. Focus on results.
2. Development of new educational and program documentation.
3. Implementation of a modular approach in teaching.
4. Ensuring the practice orientation of the RPSP.
5. Providing extracurricular independent work.
6. Implementation of modern educational technologies.
7. Changing the system of monitoring and evaluation of learning outcomes in secondary vocational education.
8. Improvement of the material and technical base.
9. Ensuring the necessary human resources.
10. Ensuring interaction with employers.
11. Mandatory annual adjustment of the HSSP.
These changes are intertwined with the principles of the quality management system:
Consumer orientation;
leader leadership;
Employee involvement;
Process approach;
System approach to management;
Continuous improvement;
Fact-based decision making;
Mutually beneficial relationships with suppliers.
Quality Assurance System for Vocational Education- these are the mechanisms and procedures by which the reliability and reliability of the acquired knowledge, skills and types of competencies are guaranteed.
The quality of secondary vocational education in accordance with international standards ISO-9000 is a set of properties and characteristics that determines its ability to meet the requirements of production, society and the state in the field of training mid-level specialists.
Monitoring serves to protect the quality of training of mid-level specialists. Monitoring the quality of education- a set of continuous, controlling actions that allow you to observe and correct, as necessary, the student's progress from ignorance to knowledge.
The purpose of monitoring is to create grounds for summarizing and analyzing the information received about the state of the education sector and the main indicators of its functioning, for making informed management decisions to achieve quality education.
Monitoring the quality of education includes:
Establishing a standard (defining standards, measurable values by which the achievement of standards can be investigated);
Data collection and evaluation of results;
Actions on the accepted results assessments in accordance with the standards;
Criteria validity.
Comprehensive monitoring of the quality of education, provides "feedback" between the governing bodies and the educational environment. The rating assessment of educational activities serves as a monitoring tool, which provides the possibility of reflexive quality management in an educational institution. Evaluation criteria, their substantive aspect and characteristic parameters simultaneously act as a quality standard and set the vector of development of an educational institution as a whole or its individual processes, activities.
The figure shows the education quality management system in an educational institution.
Introduction
Chapter 1 Modernization of secondary vocational education and problems of education quality
11 Russian and international trends in the development of the system of secondary vocational education
1.2 Research on the quality of vocational education 32
1.3 Theory and practice of implementing the competency-based approach 43
1.4 Educational monitoring in vocational schools 61
Conclusions on the first chapter 74
Chapter 2 Monitoring the quality of vocational education in a technical school based on a competency-based approach
2.1 Quality monitoring as part of the management of an educational institution of secondary vocational education
2.2 Methodology for the formation of professional competence in a technical school
23 Advanced training of engineering and teaching staff
Conclusions on the second chapter 136
Chapter 3 Organization and results of the pedagogical experiment
3.2 Experimental results and data processing technique 154
Conclusions on the third chapter 171
Conclusion 173
List of sources used 176
Applications197
Introduction to work
Relevance and formulation of the research problem. The reform of vocational education, the strategy for the development of Russian education until 2010, the signing of the Bologna and Bruges-Copenhagen agreements by Russia, which ensures entry into the open European educational space, has sharpened attention to the quality of education. Its increase in accordance with Russian and European requirements is one of the urgent problems not only for Russia, but for the entire world community. In the labor market, more and more stringent requirements are imposed on specialists, compliance with their qualification characteristics, specific production. to meet new production requirements. The task of vocational education is not only the development of the individual, the formation of knowledge, skills and abilities, but also the development of the ability to adapt to changes in technology, technology, labor organization,
The solution to this problem is connected with the modernization of the content of education, optimization of methods and technologies for organizing the educational process and, of course, rethinking the purpose and result of education. The purpose of education began to be correlated with the formation of key competencies, which is noted in the "Strategy for the modernization of the content of general education" (2001) and "The concept of modernization of Russian education for the period up to 2010", According to scientists and specialists in the field of vocational education, when developing a methodology and mechanism Assessing the quality of education, it is necessary to choose a competency-based approach as the basic concept, in which the professional knowledge and career opportunities of graduates are assessed. As NASelezneva emphasizes, “the use of such an approach
4 can help overcome the cognitive orientations of education, leads to a new vision of the very content of education, its methods and technologies.
In this regard, the problem of managing the quality of education, the need for highly effective monitoring, which contributes to the further development of an educational institution, is of particular relevance.
Currently, modern pedagogy pays great attention to the theory and practice of operational and effective management of the quality of education.
T.IShamova considers management issues from the standpoint of a systematic approach. VLLanasyuk considers the quality of education in the unity of its two sides, procedural and resulting, approaches the construction of intra-school quality systems using the recommendations of international quality standards ISO 9000:2000. P.I. Tretyakov in his works pays special attention to modern methods of pedagogical diagnostics, regulation and correction of the main problems of the quality of education.
In the works of M. M. Potashnik, the quality of education is determined by the system of correspondence between the result and the goal, that is, the quality of education is designed and laid down in the corresponding goals, which are focused on the zone of potential development of the student.
The theoretical foundations for the development of quality criteria and methods for assessing the quality of vocational education are disclosed in the works of V.P. Bespalko, E.Ya. Butko, A.T., Glazunova.
Works by V.IGribanov, V.A.Krasilnikova, I.I. Markelova, I.V. Finishing are devoted to the creation of practical quality control and evaluation systems,
In particular, the study by VA Krasilnikova reveals the issues of methodological support of quality control, presents an analysis of the rating system of control.
I.V. Chistova proposes a vocational education quality management model 5 built on the formation of professionally significant qualities of a graduate's personality, including the methodology, structure, process and technologies of management, monitoring of current, milestone, final and long-term results of vocational education.
D.Sh, Matros. The system of education quality management is considered on the basis of information technologies.
An analysis of foreign experience in assessing the quality of vocational education is contained in the materials of the European Education Fund, as well as in the works of Russian authors: G\S. Gershunsky, YL Kovalenko, O.N. Oleinikova.
The study by L.A. Gromova, Syu Trapitsyna-, V.V. Timchenko.
Many researchers consider education from various pedagogical, sociological and cultural positions and, accordingly, give it different definitions. Education acts as an activity, process, result, goal, means, value, etc.
This gives rise to a multifaceted volumetric concept of the quality of education.
In one case, it is argued that “the quality of education - it is a set of characteristics of professional consciousness that determine the ability of a specialist to successfully carry out professional activities in accordance with the requirements of the economy at the present stage of development.
In another case, it is believed that the quality of education is the “quality” of the functioning of a well-defined education system, that is, the degree of fulfillment of the main (main) goal of the system’s functioning, which is to achieve a given (normative) level of learning by students.
A number of specialists define the quality of education as "an integral characteristic of the educational process and its result, expressing the degree of their compliance with the ideas widespread in society about what the educational process should be like and what goals it should serve" .
We have adopted the following working definition; the quality of education is a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society (various social groups) in the development and formation of civil, social and professional competencies»
The quality of education is determined by a set of indicators that characterize various aspects of the educational activities of an educational institution:
educational technologies;
material and technical base;
personnel, etc.,
One of the urgent problems of improving the educational process management system and improving the quality of education is continuous scientifically based, diagnostic, prognostic and planned activity monitoring of the results of the activities of participants in the educational process.
In modern pedagogical science, such tracking is defined by the concept "pedagogical monitoring".
Scientific and methodological aspects of the monitoring approach in assessing the results of educational processes are reflected in the works of V.Kandreev> VL. Bespalko, K-Ingenkamp, V.A. Kalney 5 AL. Mayorov, D.Sh, Matros, D.M. Poleva, NL. Melnikova, C.R. Shishova.
Summarizing the results of scientific research on the problems of monitoring the quality of education, it should be noted that the monitoring approach
7 provides consistency, completeness and integrity in the management of the quality of education. In particular, in the works of V.I. Andreev lists the most important aspects of pedagogical monitoring. According to the author, the meaning of pedagogical monitoring is to strengthen and implement system diagnostics of the quality of functioning and sustainable development of educational systems and thereby predict and manage the quality of education.
The application of monitoring in various fields of activity is analyzed in the works of I.V. Vavilova, N.A. Morozova, CH. Savelyeva, V.N. Shamardin.
A number of scientists and practitioners (PF. Anisimov, V.M. Zuev, A.N. Mayorov, L.V. Shibaeva) consider monitoring as an improvement of the information support system for managing an educational institution.
In the works of A.I. Galagan, A. Ya. Savelyev, L. G \ Semushina, monitoring is presented as a means of increasing the effectiveness of strategic planning for the development of vocational education.
V. A. Kalney, N. N. Mikhailova, N. A. Selezneva use monitoring as a means of assessing the quality of education.
AAOrlov considers monitoring in the context of improving the quality of managerial decisions in the implementation of pedagogical innovations.
The greatest interest from the point of view of our research in the field of competence-based approach are the works of V.A. Bolotov, V.V. Serikov, I.D. Frumin, A.V. Khutorsky, E.F. N. Zimney.
The problem of the formation of key competencies in the system of vocational education is devoted to the studies of A.A.Getmanskaya, M.R.Tabatabai, N.N.Zimney; professional competence -Yu.V. Koinova> N.V. Kuzmina, A.I. Efimova, SV. Frolova,.
As a result of the analysis of research data, it should be noted that the authors have developed models of the educational process that are based on the ideas of a competency-based approach, presented a classification of key competencies, and considered the differences between competencies and traditional educational outcomes (knowledge, skills).
At the same time, indicators of the formation of professional competence have not been sufficiently developed, a procedure has not been developed for obtaining a quantitative value of the quality indicators of the educational process based on a competency-based approach.
The analysis made it possible highlight some of the inconsistencies determining the need for research:
between the need for objective information for making managerial decisions to ensure the quality of vocational education and the insufficient development of mechanisms for monitoring the quality of vocational education in institutions of secondary vocational education;
between the predominance of the reproductive traditional nature of the organization of the educational process in USPO and the need for new approaches to the organization of the educational process, aimed at the formation of a competent specialist;
All this determined the need to study the problem of creating a system for monitoring the quality of vocational education based on a competency-based approach.
Purpose of the study: development and implementation of a system of pedagogical monitoring of the formation of competencies of students of institutions of secondary vocational education.
Object of study: educational process in an institution of secondary vocational education (technical school).
Subject of study: monitoring the quality of vocational education for technical school students.
9 As research hypotheses a proposal was made that
pedagogical monitoring of the implementation of the competence-based approach will be effective if:
purposeful formation of professional competence of students is realized;
a system for assessing the formation of competence has been developed;
"The organizational and pedagogical conditions for the effectiveness of the implementation of the competency-based approach have been identified and determined.
This goal and hypothesis of the study led to the formulation and solution of the following research objectives:
To analyze the problem of professional education quality management, to define the conceptual apparatus.
Develop and test a system for monitoring the quality of vocational education in a technical school.
Determine the quality of secondary vocational education through levels, criteria, indicators of the formation of professional competence of a future specialist.
To experimentally test the technology and tools for intratechnical monitoring of the quality of vocational education.
Methodological basis of the study made work in the field:
general scientific foundations of system analysis and management (MV Blauberg, V.N. Kalinin, MSkogan, V-N. Sadovsky, A. D. Virkun, E. G. Yudin, V. P. Bespalko, TLS. Selevko).
general theory of management of vocational education institutions (S.Ya. Batyshev), E.L. Butko, ALTlazunov, B.S. Gershunsky, E.F. Zeer, A.NLeibovich, P.V. E.V. Tkachenko;
problems of professional competence of a specialist (G.V. Bezyule-
va, Yu, V. Koinova, YaF. Kuzmina[P9], A.K. Markova,
V.A. Slastenina, S.A., Efimova and others);
pedagogical design and forecasting of the educational process (VL.Bespalko, B.SHershunsky, YuAKonarzhevsky, V.E.Rodionov);
assessment of the quality of education (V.SAvanesov ? V.P.Bespalko, L.Yazorina, VA.Kalnei, V.E.Kraevsky, ILLerner, I.I.Markelova[Sh], M.MLotashnik, E.A.Rykova, MN.Skatkin I. V.Chistova);
theory of pedagogical diagnostics (A.LKrupenin, J.M. Krokhina, A.N. Mayorov, VLOLereverzev).
Research methods:
theoretical- analysis of pedagogical, psychological literature,
normative documents, systematic approach, pedagogical modeling;
1 experimental and empirical: pedagogical observation, surveys (questionnaires, interviews) of students, graduates, teachers, employers, testing, pedagogical experiment.
Experimental work was carried out on the main base of the experiment GOU SPO Volgodonsk College of Power Engineering, which provides training in 14 specialties of secondary vocational education.
Organization and stages of research
Stage 1 (2003-2004), At this stage, the analysis of domestic and foreign literature, dissertation research on the problem under consideration, and the study of the experience of institutions of secondary vocational education were carried out. The analysis performed served as a basis for determining the initial positions of the study, hypotheses, tasks, methodology and research methods, and a number of methods and procedures were developed.
2 thstage(2004-2005) - development of a comprehensive technology for monitoring the quality of education based on certain indicators and indicators of the monitoring object. Training of teachers in test technologies necessary for monitoring. Implementation of experimental verification of the model for the formation of graduate competencies»
3rd stage(2005-2006) - generalization of the results of theoretical and experimental research; implementation of the results into the practice of developing methodological recommendations for organizing and conducting intratechnical monitoring of the quality of education.
Scientific novelty of the research is as follows:
a system for monitoring the quality of vocational education based on a competency-based approach was developed and tested, including goals, content, structure and educational technologies for the formation of students' competencies;
the stages of formation of professional competence in the technical school are determined, the place of training skills in the formation of key and special competencies is shown;
mechanisms for assessing the quality of vocational education have been developed to identify the levels of formed competencies through the following criteria: motivational (professional values, motives); operating (methods of carrying out professional activities, professional skills and abilities); social (the ability to engage in productive interaction);
The effectiveness of forms and methods that form professional competence has been determined; project method, portfolio method, training firm integrated into the modular competence-based technology for the formation of professional competence of college students.
12 Practical relevance research is as follows:
the mechanism and technology for the implementation of intratechnical monitoring of the quality of education and its comprehensive testing in the course of experimental work are presented;
a block of control and measuring materials was developed to ensure monitoring of the quality of vocational education;
a quality service was created as a structural unit of the educational institution of secondary vocational education, coordinating the work of departments, methodological cyclic commissions, teaching staff -
The developed model for monitoring the quality of vocational education, built on the ideas of a competency-based approach, can be used in institutions of primary and secondary vocational education, as it contributes to the development of the competitiveness of graduates and, in general, to improving the quality of the educational process.
Reliability of results The study is due to the methodological validity of the initial positions and parameters of the study, the variety of theoretical and empirical research methods used that are adequate to its subject and tasks, the reproducibility of experimental work technologies in similar conditions, a pedagogical experiment with a total coverage of 500 students, methods of mathematical processing of results that confirmed the reliability of the results.
Approbation and implementation in practice of the research results was carried out: at intratechnical, zonal and regional seminars on the quality management of vocational education in the Rostov region, at regional, all-Russian and international scientific and practical conferences (2003-2006).
The implementation of the results into practice was also carried out in various special educational institutions that are members of the Interregional Association "Atompromobrazovanie": GOU SPO Volgodonsk College of Power Engineering, Ural Technological College, Moscow Industrial
13 Lena College, Balakhna Polytechnic College, Obninsk Polytechnic.
The following main provisions are put forward for defense:
Modular competence-based technology as the basis for the formation of professional competence of college students.
Toolkit for monitoring the quality of vocational education, reflecting the levels of formed professional competence.
Dissertation structure: includes an introduction, three chapters, a list of references and appendices.
In the introduction, the relevance of the research problem is substantiated, the goals and objectives of the research are defined, a hypothesis is formulated, scientific novelty and practical significance are revealed, and the main provisions submitted for defense are presented.
The first chapter "Modernization of secondary vocational education and the problems of education quality" analyzes the current state and development of the system of secondary vocational education both in Russia and abroad, the quality of education is considered as a pedagogical category, the interpretation of the concept of "competence-based approach", "competence", "competence". The role of monitoring as a means of information support for education quality management is presented.
In the second chapter "Monitoring the quality of vocational education in a technical school based on a competency-based approach", a mechanism for managing the quality of specialist training was developed, including monitoring and its qualitative characteristics: indicators and indicators. The technique of formation of professional competence is revealed.
The third chapter "Organization and results of the pedagogical experiment" presents experimental work on the implementation of the technology of intra-technical monitoring of the quality of the educational process based on a competency-based approach.
14 At the end of the dissertation, generalizations and conclusions are given that follow from the results of the study.
The appendix presents the materials of the experimental work.
Russian and international trends in the development of the system of secondary vocational education
Vocational education in Russia has a long history. Analysis of the current state and development trends of open source software should begin with its genesis. Vocational educational institutions of secondary school arose as early as the 17th century, however, as a special stage in the system of vocational and general education, they were formed in the late 19th - early 20th centuries. under the influence of the complication of the labor process and its organization in the conditions of developed large-scale machine-building production. During this period, many well-known teachers (NKhVesselz P.F. Lesgaft, A.N. Ostrogorsky), engineer-teachers (S.A. Bladimirsky, D.K. Sovetkin), in addition, major scientists-economists ( A, Iluprov, II. Yanzhul, NA-Kablukov). Through the efforts of these scientists, the foundations of vocational training were laid, the content, forms and methods of training workers in Russia were developed.
Thus, it was at the turn of the XIX - XX centuries. in Russia, the theory and practice of vocational education was developing.
The formation of secondary vocational education is associated with the development and restructuring of the content of both vocational and general education and the identification of their expediency. The ratio of professional and general educational aspects of training was determined mainly by socio-economic and organizational and production factors.
From the beginning of the 1920s, a radical restructuring of secondary vocational education was carried out: it became part of public education: (E. N. Gusinsky, N. N. Kuzmin, Yu. ITurchaninova). The foundations of the official ideology of vocational education were developed by the NLS Krupskaya and A.V. Lunacharsky, an alternative approach - "industrial pedagogy" was created in those years by A.K., Gastev. Teachers of the 20s considered the improvement of old and the development of new teaching technologies to be the main direction in the development of a professional school. During this period, the unity of the level of training of medium-skilled specialists was not yet achieved. In the Ukraine technical schools trained highly specialized engineers, and in the RSFSR they trained assistant engineers. The terms of study and admission rules were different, the educational and material base of many technical schools was unsatisfactory. The Central Executive Committee of the Council of People's Commissars of the USSR adopted a resolution "On the establishment of a unified system of industrial and technical education", in accordance with which secondary vocational education began to be carried out by technical schools with a term of study of 3-4 years on the basis of a seven-year school. Significant changes were made to the organization of the educational process, the volume of practical training increased.
In the thirties of the twentieth century, there was a close convergence of theoretical education with industrial practice, specialization of technical schools was carried out according to the branch principle, many educational institutions were reorganized into branch ones, By the beginning of the 40s, in connection with socio-economic needs, a unified state system for training workers was created, solving the problems of increasing the efficiency of industrial training in vocational schools and schools of the FZO.
The next stage in the development of vocational education began in the 1950s with the adoption of the Law “On Strengthening the Link between School and Life and on the Further Development of the Public Education System in the USSR”, which gave a certain result - the training of millions of mid-level specialists for Soviet industry. However, the concept of vocational training and labor education of that time reflected the technocratic trends in pedagogy. The Decree "On measures to further improve the training of qualified workers in educational institutions of the vocational education system" adopted by the Central Committee of the CPSU and the Council of Ministers of the USSR in 1969, marked the beginning of the gradual transformation of vocational educational institutions into secondary vocational schools, combining vocational and general secondary education .
The problem of compliance of the content of education with the requirements of the scientific and technological revolution and the development of production was solved both by periodically reviewing curricula and adjusting the profiles of training specialists, and by opening new specialties and specializations.
The second half of the 1980s marked the beginning of rapid changes in all spheres of the country's socio-economic life, including in the field of vocational education. In the Academy of Pedagogical Sciences, under the leadership of VLLolyakov, in 1989, the “Concept of labor training of the younger generation and students in the system of lifelong education” was created. In accordance with this concept, secondary vocational education was included in the emerging Russian system of lifelong education, and much attention was paid to close connection of vocational training with humanization and democratization, differentiation, integration and individualization of education.
In the 1990s, with Russia's entry into the market economy, there was an increase in the need for mid-level specialists, a change in their role, place and functions, an increase in the requirements for competence, technological culture and labor quality [b].
The development of the economy and the social sphere creates new requirements for a mid-level specialist. Professional and personal qualities come to the fore that will allow a specialist to adapt, live and work in new socio-economic conditions: systemic thinking, environmental, legal, informational, communicative culture, entrepreneurial culture, the ability to recognize oneself and present to others, the ability to to a conscious analysis of their activities, independent actions in
conditions of uncertainty, the acquisition of new knowledge, creative activity, responsibility for the work performed. This necessitates the transition of the system of secondary vocational education to the implementation of the advanced education model, which is based on the idea of personal development, the system of vocational education itself and its influence on the main social processes. Advanced education, in contrast to the traditional one, focuses in the training of specialists not so much on specific professional activities, but on the formation of readiness for mastering new knowledge, acquiring multifunctional skills and ensures professional mobility and competitiveness of a graduate who meets the demands of modern and promising labor markets.
In the training of a modern specialist, the STR system faced the following main problems:
lack of development of mechanisms for interaction between employers and vocational schools;
the lack of development of requirements for a graduate of an SVE institution in the new conditions, and hence the lack of adequate methods for assessing the quality of vocational education and assessing the level of training of graduates;
underdevelopment of mechanisms for adaptation of USPO students to the requirements of the labor market.
Analyzing the current situation, Russian scientists note that a modern specialist should be distinguished by the following qualities: competence, independence, responsibility and mobility, systemic and analytical thinking, information, legal and environmental culture, entrepreneurial and creative activity; willingness to constantly update knowledge.
Thus, great importance (in addition to professional competence) is attached to the development of supra-professional (meta-professional) qualities of a graduate's personality. When evaluating the business qualities of an employee, we begin to use the term "competence" instead of the term "professionalism" more often. Professionalism primarily means the possession of one or another specific technology (metal processing, accounting, etc.). Competence, in addition to proper professional, technological training, implies a number of other components that are mostly non-professional in nature, but at the same time necessary to some extent for a specialist.
Orientation to the personality of the student determines the following organizational and pedagogical conditions for the development of primary and secondary vocational education:
Monitoring and forecasting changes in the professional qualification structure of the country and the region, in the content of education, the demand for professions/specialties;
Implementation of personal orientation in education, creation of conditions for self-determination, self-development of the student's personality;
Education as a means of forming a socially stable personality of a student;
Creation in an educational institution of a system that provides high quality education;
Development of research activities of students as the basis for their motivation for further education;
Monitoring of graduates of vocational education institutions, their life career and taking into account its results in the organization of the educational process.
Quality monitoring as part of the management of an educational institution of secondary vocational education
The need for a quick and flexible response to changes in external conditions served as the starting point for conducting innovative research at the college aimed at finding optimal solutions to the problem of ensuring the quality of education, increasing the competitiveness of college graduates.
These educational standards do not provide their users with appropriate tools for effectively assessing the knowledge and skills of graduates. The situation is even more complicated by the lack of an organized modern system of methodological support for the process, methods and tools for assessing the knowledge, skills and abilities of students. The technology of assessment (knowledge control) is aimed at the content of the “training subject”, and the non-systemic formation of specialist competencies. The education system, by inertia, seeks to provide fundamental knowledge, despite the fact that the market requires competencies from employees in the first place, and not abstract, albeit fundamental knowledge.
To develop mechanisms and tools for an objective assessment of the quality of education, it is necessary to create a quality assurance system:
Development of means of implementation;
Quality standards for each educational program;
Control over the results.
In order to timely track the ongoing changes in the field of vocational education, systematic observation, it is advisable to use monitoring. As an analytical and diagnostic component
monitoring is a specially organized, continuous study of the indicators of the educational process and its results, the identification of deviations from the requirements set by the State Educational Standard, the labor market and employers
In the quality system of the school, special attention is paid to the monitoring and measurement of current process parameters. Firstly, the subjects of the quality management process for the training of specialists were identified, which we arrange according to hierarchical levels. Secondly, the stocks of information are clearly regulated and the persons responsible for collecting data and information, as well as the recipients of information, are identified. divisions and bringing these lengths & system. Next, we outlined the functions of each subject in the process of managing the quality of specialist training.
The director performs the following functions in the field of quality:
Definition of the mission and policy of the technical school in the field of quality, strategies for its development;
Identification of existing and future needs and expectations of stakeholders;
Bringing goals and plans to departments, staff and students;
Training of managers themselves in quality management issues and their participation in the training of department heads and employees.
The functions of the Quality Council are:
Planning work on the creation, implementation and improvement of the quality system;
Solving the fundamental issues of the development of the quality system;
Consideration, discussion and approval of the policy and goals in the field of quality, the Quality Manual, the register of work processes and activities of the college, the main indicators and characteristics of work processes and the system for measuring (monitoring) them, documentation of the quality system, the results of self-assessment of the work of the college;
Preparation of proposals in the field of quality for management in order to make management decisions.
The quality service carries out:
Interaction with the external environment of the college in the field of customers and consumers of educational services (including the definition of the perception of the college by society and its impact on society);
Implementation of the quality policy;
Development of quality system documentation;
Development of the invariant part of monitoring;
Analysis of monitoring materials;
Development of preventive and corrective measures; - preparation of management decisions for management to eliminate inconsistencies, increase staff motivation, improve the quality system"
Neither level of teaching and methodological service is carried out.
Translation of the requirements of the State Standard of the SPO;
Development of requirements for the graduate;
Formation of a quality control system based on the State Standard of the SPO;
Determining the content of education and training;
The departments reveal the level of students' learning at all stages of the educational process.
Cycle methodological commissions develop work programs, requirements for disciplines and cycles of disciplines, monitor the quality of education, make changes to the content of education and teaching technology in accordance with the monitoring results.
The tasks of the psychological service are to diagnose the personality of the student, the psychological and pedagogical competence of the teacher, and the development of recommendations.
The teacher's function is to correct the content, methods and techniques in accordance with the results of monitoring, to choose the best learning technologies.
Development of an effective process monitoring system, i.e. system of continuous assessment (measurement) of parameters and characteristics, is built on the basis of the organization's strategy, the goals arising from it, the formulated critical factors of satisfaction (success) and the characteristics of the organizational structure of the educational institution. These factors find their expression:
In the choice of criteria for the degree of achievement of goals;
In the definition of specific indicators and indicators - directly measured values (characteristics) that make it possible to quantify indicators;
In setting the required values for the measured indicators.
Methodological approaches to monitoring the quality of education in a technical school are to determine the principles, goals and objectives of monitoring its indicators and indicators.
The principles of monitoring are as follows:
The system of monitoring indicators should meet the main characteristics of the object under study, that is, reflect the state, as well as the patterns and features of the development of secondary vocational education;
In a systemic integrated approach to monitoring, which provides for monitoring the transformation of not only individual links of the observed object, but also involves a comprehensive scientifically based study of the entire pedagogical system;
The maximum possible use of all existing sources of information.
The purpose of monitoring in a technical school is to obtain complete objective information about the level of formation of professional competence of students with the aim of managerial influences aimed at increasing this level.
Methodology for the formation of professional competence in a technical school
For a modern specialist, not only the very fact of possessing knowledge and skills is important, but also the ability to implement this set in practice. Therefore, knowledge and skills cannot act as an end in itself, as they are tools for the implementation of professional activities.
If activity is the result, then we need such a model of it that would reflect its real structure with minimal distortion. Therefore, it is necessary to identify and form key and special competencies. The total professional competencies of graduates should include mobility, the desire to update knowledge throughout life, the ability to shape their individual career trajectory and ensure the required quality of life.
The formation of professional competence is possible only if the following pedagogical conditions are met:
Formation of internal motivation for vocational training;
Building learning on activities! and reflexive basis,
The personality model is derived mainly from production activities, which can only be partially recreated in the educational process. In this regard, it should be noted that the educational process must be subordinated to the goals of implementing the “model”, adequate to the requirements of modern labor; but at the same time, periodic adjustments are necessary, which are dictated by changes in market conditions
In the studies of E.E. Smirnova, the model of a specialist is considered as an analogue of his activity, which combines such personality traits (professional thinking, professional beliefs, and others) that are of a specific nature, i.e. actually represented in the personality structure. The development of the personality of a professional occurs both during the period of professional training and upon completion of training in the process of working in the specialty.
The driving forces of personality development were considered in the works of E.F. Zeer and A.K. Markova. In their opinion5, in the process of professional development, contradictions of two kinds arise: I) between the personality and the external conditions of life; 2) intrapersonal.
The main contradiction that determines the development of the individual is the contradiction between the existing properties and qualities of the individual and the objective requirements of professional activity.
The professional and personal model of a graduate of a technical school is a guide for the training of a specialist and is an important characteristic of the goal-setting of the educational process.
Within the framework of the professional and personal model, specific parameters are formed by which the results of education are evaluated, that is, the minimum and maximum values of these parameters are determined, which the educational system of the educational institution can guarantee its social customers as a result of education.
Taking into account the new reality, the state educational standard has developed qualification characteristics that reflect the knowledge and skills necessary for a graduate, they clearly show a social, economic, cultural, psychological, professional orientation
Ulyanovsk Institute for Advanced Studies and
retraining of educators
Department of Professional Education
Final qualifying work
on this topic: "Monitoring the quality of vocational training for workers and specialists."
Work completed:
Kaznacheeva Larisa Anatolievna
master p / o OGOU SPO UTPiT
student of group PO-3
Ulyanovsk
Introduction 3
Theoretical part
1.1. Content, goals, objectives, principles of educational monitoring 5
1.2. Objective and subjective problems of pedagogical monitoring 12
2.1. The role, place and functions of specialists in primary vocational education 16
2.2. Development of effective partnerships as a factor in improving the quality of workforce training 17
Practical part
3. Model for monitoring the quality of professional training of specialists
3.1. Monitoring program 21
5. List of used literature. 26
6. Annex 27
Introduction
The relevance and formulation of the problem of the work lies in the fact that the reform of vocational education, the strategy for the development of Russian education until 2010, the signing of the Bologna and Bruges-Copenhagen agreements by Russia, which ensures entry into the open European educational space, has sharpened attention to the quality of education. Its increase in accordance with Russian and European requirements is one of the urgent problems not only for Russia, but for the entire world community. In the labor market, more and more stringent requirements are imposed on specialists, compliance with their qualification characteristics, the specifics of a particular production. In the new conditions of functioning and development of the economy, the education system is forced to reconsider the ideas that have developed over the past decades about what a quality specialist is, what should be the process of training a specialist to meet new production requirements.
The task of vocational education is not only the development of the individual, the formation of knowledge, skills and abilities, but also the development of the ability to adapt to changes in technology, technology, labor organization,
The solution to this problem is connected with the modernization of the content of education, optimization of methods and technologies for organizing the educational process and, of course, rethinking the purpose and result of education.
The purpose of education began to be correlated with the formation of key competencies, which is noted in the "Strategy for the modernization of the content of general education" (2001) and "The concept of modernization of Russian education for the period up to 2010". According to scientists and specialists in the field of vocational education, when developing a methodology and mechanism Assessing the quality of education, it is necessary to choose a competency-based approach as the basic concept, in which the professional knowledge and career opportunities of graduates are assessed. The use of such an approach can help overcome the cognitive orientations of education, which will lead to a new vision of the very content of education, its methods and technologies.
In this regard, the problem of managing the quality of education, the need for highly effective monitoring, which contributes to the further development of an educational institution, is of particular relevance.
1 Monitoring the quality of vocational training
1.1. Content, goals and objectives of educational monitoring
Currently, modern pedagogy pays great attention to the theory and practice of operational and effective management of the quality of education.
1. The main means of obtaining information about the quality of education is monitoring - the process of continuous monitoring of the state and development of the educational process. Monitoring allows not only to systematize information, on the basis of its analysis and comprehension, to identify the problem field and ways to solve problems, but can also become a real mechanism for material incentives for teachers.
2. Material incentives in the form of additional payments in accordance with the teacher's rating - this is a prototype of a new wage system, where everyone's salary will directly depend on their personal contribution to the common cause. The rating system for assessing the individual methodological work of a teacher and the entire subject-cycle commission reflects a multifaceted and versatile activity.
3. Each teacher must take a subject position - the position of an active analyst of his pedagogical activity and its organizer. This fully allows us to make the "portfolio" technology, an effective means of pedagogical diagnostics and assessment of the professionalism of teachers.
In a generalized form, all areas of monitoring carried out at the technical school can be represented in the form of four interconnected main aggregated indicators:
1) assessment of the quality of the original "product" (applicant);
2) assessment of the qualitative characteristics of the educational environment (the quality of the teaching staff, compliance with the established requirements of the material and technical base and information and methodological support, the level of research work of teachers);
3) assessment of the quality of the intermediate "product" - the result of the educational activities of students;
4) assessment of the quality of manufactured "products" - the quality of preparedness of graduates of the technical school.
Monitoring involves diagnostics in the form of various control and measuring measures, and control is one of the conflict-forming moments in the activities of an educational institution.
The main task is to turn time-consuming and boring work with “dry” numbers into joyful and mutually developing professional communication.
Ensuring the high quality of education is the main task of the state educational policy at the present stage. The main means of obtaining information about the quality of education and improving the effectiveness of the educational process is monitoring.
Monitoring is an integral component of the effective management of the pedagogical system (or processes). Comprehensive monitoring can be defined as a process of continuous monitoring of the state and development of the pedagogical process of specialist training.
The purpose of monitoring is to quickly and timely identify all the changes taking place in the field of education. The obtained objective data are the basis for making managerial decisions. Thus, the monitoring carried out at the technical school made it possible to identify areas that need special attention from teachers and administration:
- strengthening the material and technical base of the technical school;
- regular updating of educational and methodological materials, the content of disciplines, taking into account the requirements of the state educational standard of secondary vocational education (work programs, lecture and test material, teaching aids, etc.);
- strengthening the educational potential of ongoing activities, placing at the center of all work the professionally significant qualities of the individual, his spiritual and moral orientation;
- continuous professional development of teachers, improvement of forms of self-education, etc.
Monitoring allows not only to systematize information, to identify the problem field and ways of solving problems on the basis of its analysis and comprehension, but can also become a real mechanism for material incentives for teachers who work effectively in the development mode. A new method of stimulating the activities of teachers in our technical school has become professional competitions based on the results of the rating assessment of teachers of the technical school "Master of the Year", "PCC of the Year", held on the eve of the Teacher's Day. Material incentives in the form of additional payments in accordance with the rating, as well as moral encouragement, which is also important - this is a prototype of a new wage system, where everyone's salary will directly depend on their personal contribution to the common cause.
Today, there is an acute issue of providing this area of monitoring with reliable diagnostic tools, in which the views of the administration, colleagues on the results of educational activities, and the teacher himself are closely intertwined, who must take a subject position - the position of an active analyst of his pedagogical activity and its organizer. This fully makes it possible to make the "portfolio" technology, which in world and domestic practice is considered both as an effective means of pedagogical diagnostics and as a method for assessing the professionalism of teachers.
The prototype of the portfolio is our methodological passport of the teacher, which records all the achievements for the academic year. Without a doubt, this set of materials, which demonstrates the ability of the master of industrial training and the teacher to solve the problems of their professional activities, should form the basis not only for the rating assessment of the teacher to determine the incentive salary supplement, but also for the next certification.
But not only teachers are the subjects of monitoring, but all participants in the educational process. The degree of their participation is different, but all of them (both teachers, and students, and parents, and the public) receive information, analyze it.
For example, the society receives information about an educational institution. Based on this information, public opinion is formed. The objectivity and timeliness of information, the quality of its presentation will help resolve many issues, such as enrollment for the new academic year. In this direction, the connection with the press, the media of the city, and of course - the organization of the work of the site of our technical school is seen as promising.
The student also receives information about the results of studies, on the basis of which he builds an individual trajectory of activity. We need to take into account his opinion about the quality of education. The problem is that some young people receiving education often evaluate satisfaction as ease of passing the exam, ease of learning, etc., while others evaluate the content of the subjects studied and the professionalism of teachers. Therefore, such a multifaceted aspect of assessing satisfaction with education makes it easy to disguise the effectiveness of education.
The PCC of special disciplines is successfully working on this problem, the teachers of which do not separate the work of the student from the work of the teacher, but put three most important principles at the forefront: objectivity, visibility and consistency. This makes it possible to achieve consistently high results of pedagogical work (the quality of knowledge on the PCC is 54% -72%.
The objects of monitoring are the educational process and its results, personal characteristics of all participants in the educational process, their needs and attitude towards the educational institution. In a generalized form, all areas of monitoring carried out at the technical school can be represented in the form of four interconnected main aggregated indicators:
1. An assessment of the quality of the initial “product”, which can be considered an applicant for a technical school, is reflected in the examination marks, as well as the data of psychological and pedagogical diagnostics at the stage of adaptation (1st year of study). Problem: every year this figure is declining, and the current demographic situation allows us to make a forecast for the consolidation and even strengthening of this trend.
2. Evaluation of the qualitative characteristics of the educational environment, which is understood as an educational institution. This indicator is characterized by:
the quality of the teaching staff (problem: the lack of pedagogical education among some teachers, the passivity of individual teachers in improving their qualifications);
compliance with the established requirements of the material and technical base and information and methodological support (problem: outdated equipment, poor classroom equipment, the state of the gym, as well as an insufficient number of classrooms that meet sanitary and hygienic requirements in terms of area for 1 person, lighting, noise effects); lack of a media library and access to the Internet by students and teachers;
3. Evaluation of the quality of the intermediate product - the result of the educational activities of students. Educational activity can be assessed based on the results of midterm control, which makes it possible to determine the success of mastering the program material at all stages of education. The problem is seen in the subjectivity of assessment by the teacher:
quite often there is a discrepancy between the requirements of different teachers, differences in their level of severity when evaluating the same answer;
differences in the professional qualifications of teachers;
possible impartiality of the teacher (for psychological and other reasons) to the assessment of the answers of some students, etc.
The outstanding teacher Ya. A. Komensky rightly noted: “True wisdom lies in judging things fairly, in considering each thing only as it is, not striving for the empty, as if it were precious, or not discarding the precious , taking it for empty, do not blame what deserves praise, and do not praise the one who deserves blame. It is precisely from this that all delusions and errors are born in human minds.
4. Evaluation of the quality of manufactured products - the quality of preparedness of graduates of the technical school. The level of preparedness of graduates is usually assessed by the results of their final certification. This assessment can be made directly on the basis of the results of final examinations and the defense of final theses, as well as on the qualitative characteristics of these works.
At the stage of preparation and defense of graduation projects, educational activity reaches its climax. After all, a student, preparing his term paper, refers to his knowledge in all subjects. At the review stage, the heads of practice from trade enterprises are already working with graduate students. Special meetings on the results of the defense have become traditional at the PCC, at which positive aspects are noted, shortcomings of the educational process are indicated and measures are outlined to eliminate them.
To improve work during the defense, the teachers of this commission consider it necessary:
1) create an office and course design;
2) equip the course design room with the necessary equipment, including duplicating equipment (computer, scanner, printer, xerox, overhead projector, screen, plotters, necessary reference literature, course paper design samples, etc.);
3) in the process of working on term papers, organize consultations of experienced teachers in various areas (possibly in the form of a comprehensive interdisciplinary optional course);
The assessment of the level of preparedness of graduates is also assessed by potential employers and is reflected in the characteristics and reports on the passage of undergraduate practice. Student conferences have become a traditional form of understanding the results of practice by students and teachers, which have become traditional and are held at a high methodological level. Problem: the limited terms of practice according to the new standards cannot ensure the participation of students at all stages of the trading process. At the technical school, we need to have educational equipment, a simulator that clearly demonstrates all the processes, educational films on this topic.
1.2. Objective and subjective difficulties of pedagogical monitoring
In the organization and functioning of the system of pedagogical monitoring, both objective and subjective difficulties and obstacles arise at various stages. For example, the lack of multiplication equipment for printing out a sufficient number of test tasks, methodological developments, etc. Objective difficulties also include: irrational distribution of hours in the content of individual work programs; currently underway at our college. The updating of all work programs is precisely aimed at a meaningful assessment of the current situation and making the necessary adjustments both in terms of content, the changed number of hours, and compliance with uniform requirements in design; significant discrepancies between the content of test tasks and existing work programs, the same tasks for students of all age groups
If it is difficult, and sometimes simply impossible, to influence objective reasons, then subjective reasons are much easier to correct. Moreover, with the effective organization of educational activities, it is possible to influence such factors in advance in a preventive mode. For example, in order to provide prompt methodological assistance to teachers, a special workshop was organized and conducted on the basis of the methodological office to prepare for testing. This made it possible to remove many organizational issues from the agenda, as well as to hold this event on time at a good organizational level. The analysis of the test results was carefully analyzed, comprehended, and the results of this analysis are reflected in the plan for the new academic year.
Monitoring involves diagnostics in the form of various control and measuring measures, and, as everyone knows, control is one of the conflict-forming moments. The reason for this may be a sincere misunderstanding by teachers why this particular topic, specifically his group, etc. is being controlled. It seems that if teachers are given the opportunity to plan their own intratechnical control after analyzing the results of the academic year, this can be avoided.
For example, in order to evaluate the results of their work, each teacher must conduct a “self-audit” in advance, during which: select a topic for self-education; with the help of a methodologist, he will outline acceptable and interesting forms of work; will plan specific activities, the implementation of which will allow not alone to look for the causes of gaps in the knowledge of students or their own failures, but to jointly discuss ways to solve these problems. As a result of such analytical work, each PCC will present a work plan for its commission at the end of the academic year, which will include topics on self-education of teachers, topics of intratechnical control, open lessons (1-2 throughout the PCC are mandatory, depending on the number of teachers in this commission; the rest - optional), seminars and round tables, etc.
Thus, it is possible to achieve two goals - to obtain a fairly holistic work plan for the methodological association of teachers (PCU) for the next year and to make this plan "transparent", completely understandable to the teachers themselves. And the plan, in the development of which you took an active part, is being implemented in a completely different way, at a different level of responsibility.
Today, we all face a very important task of creating friendly and open relations in the team, an atmosphere of mutual assistance and support. Only on such a basis is it possible for teachers to reveal their creative potential, to develop a desire for professional self-improvement, to successfully solve emerging difficulties and move forward confidently.
The 2009-2010 academic year is a special one in the life of the College of Food and Trade. We were expected to pass the certification and accreditation procedure. In pursuance of the Law of the Russian Federation "On Education" in order to ensure the procedure for state accreditation in the new 2009/2010 academic year, we had important work to prepare methodological materials for the certification and accreditation of the technical school in 2010. The methodological service was faced with the following task: to prepare information material for the self-certification of the technical school (methodological recommendations for analyzing the content and quality of training of specialists; forms of summary tables of generalized results of the final certification of graduates and control of students' knowledge; requirements for certification pedagogical measuring materials, etc.).
The first step in this direction was an extended self-analysis of pedagogical activity, conducted by each teacher at the end of the 2008-2009 academic year using PORTFOLIO technology. Each teacher filled out an updated form of a methodological passport - a professional portfolio, which made it possible to systematize the existing achievements, see the problems and prospects for the development of the professionalism of each teacher individually and the entire team as a whole.
The results of the pedagogical activity of each teacher and each subject-cycle commission are also included in the rating assessment card, which has been continuously improved since the moment it was introduced into the educational process. Thanks to the rating assessment of educational activities, it became possible to determine the contribution of each teacher to the common cause, to identify areas that need special attention from teachers. However, significant difficulties emerged. The educational system turned out to be too complex, multifaceted, so that it was possible to immediately create a system that would make it possible to objectively judge the state of all affairs. That is why the issues of further improvement of the rating assessment of the activities of technical school teachers, one of the most important areas of pedagogical monitoring, must be addressed in the new academic year, especially such parameters as a qualitative assessment of each completed activity.
Ya. A. Comenius was one of the first to realize the acuteness of this problem and, on the basis of this, made a fundamental conclusion for pedagogy: “A true judgment about things is the true basis of all virtue. Nothing in human life is more disastrous than those false judgments when things are given an improper assessment. The thoughts of our outstanding predecessors about the need to develop a correct evaluative attitude towards things and the surrounding reality find a lively response from modern educators. A person cannot be considered sufficiently developed and educated if he has not developed the ability to penetrate into all the subtleties and depths of the subject, if he does not know how to evaluate everything voluminously and broadly.
Each of us forms our own evaluation system, and not only our own life, but also the life of our pupils depends on how perfect or imperfect it is. That is why the improvement of their assessment should be an indispensable task of every teacher. The main task is to turn time-consuming and boring work with "dry" figures and facts into joyful and mutually developing professional communication.
2. Monitoring as a means of managing the quality of education
2.1. Role, place and functions of primary vocational education specialists
The administration of the technical school organized on-the-job training for the entire teaching staff using modern pedagogical technologies (domestic and foreign) with an emphasis on modular technologies and action-oriented methods. These pedagogical technologies are adapted into the educational process along with other technologies.
But today we are well aware that for society and the employer in the labor market, such a specialist is of interest, who is prepared to solve professional problems in various conditions, knows how to work with information. This is confirmed by the data of questionnaires of our employers. Based on this, we recommended methodological associations to study and adapt the technology of developing students' critical thinking into the educational process. This technology made it possible to direct activities in the lesson to work with information as much as possible. In its structure there are many interesting methodological techniques that form the experience of independent activity in various situations. We plan to further expand the range of innovative pedagogical technologies used.
The introduction of a modular competence-based approach into the educational process has improved the quality of training of future specialists in the service sector, which is confirmed by the following results:
1. the dynamics of qualitative progress over the past three years in the subjects of the professional and general education cycle is positive;
2. quality indicators for industrial training and final certification by graduates are consistently high and tend to grow;
3. Over the past three years, our students have won prizes in regional competitions of professional excellence.
4. College graduates are in demand in the labor market and employers thank us for the high quality of their training.
I would like to emphasize that only those educational institutions that operate in an innovative mode can adapt to the strict socio-economic requirements of the situation in the educational services market. It is innovation that ultimately determines the image of an educational institution; today it is a matter of its viability in the educational space.
2.2. Development of effective partnerships as a factor in improving the quality of workforce training
The transformation of the economic structure, the emergence of labor markets, the capital of intellectual resources, and educational services have changed the strategy for training personnel. In connection with the change in ownership and a sharp drop in industrial production, the traditional relationship between professional institutions and employers was disrupted.
New economic conditions dictate new approaches to interaction with labor market participants, focusing on the specific needs of employers, which become a tool for solving, first of all, the economic problems of society.
Being one of the most conservative, the education system is forced to adapt, change constantly and in a timely manner, cover an increasing number of interested participants, and strive to involve almost all possible resources.
The world community has already accumulated significant experience in social interaction, carried out through partnership of its participants. Social partnership is recognized as the most important factor in the modernization of vocational education. Hence the need arises to search for partners with common production tasks and interests.
The mechanisms of interaction are based on certain fundamental principles and norms:
1. Partnerships are based on the voluntary recognition by partners of each other as participants in the relationship.
2. The decisive factor in partnership relations is the factor of mutual interest of the parties, respect and consideration of the interests of partners.
3. It assumes mutual responsibility for the common cause, the obligation to fulfill the agreements reached within the framework of agreements and contracts.
The requirements of the industry for the qualification and quality of training of specialists are growing.
The problems of today in the training of qualified specialists, I think:
1. Logistics support of the educational process; (for high-quality training, modern technological equipment of a new generation is required)
2. Personnel "hunger"; (lack of teaching staff with innovative thinking)
3. Motivation of students; (low social bar for working specialties)
Since approaches to solving these problems are different, conditionally, partnerships can be divided into two categories:
Partners in the labor market;
Partners in the market of educational services;
The common task in this cooperation is the training of highly qualified personnel. Today, our educational institution concludes agreements with modern large trading companies ZAO Gulliver, TC Simbirka, TC Proviant-retail. Today, having a modern training center, we have something to offer our partner.
They once support us in innovative projects and in solving some social problems. The provision of jobs with high-tech equipment, participation in the technological process of the enterprise during internship increases the degree of responsibility among students, implies a higher quality level of training, and increases the competitiveness of our graduate.
The training of highly qualified personnel is also our common interest. During business cooperation, our social partners provide support in the form of multifunctional equipment, which significantly improves the quality of the logistics of the educational process. With their support and participation, we implemented plans for the implementation of the national project, and the most modern equipment for the training center was supplied.
Practical part
3. Model for monitoring the quality of education in USTP&T
3.1. Monitoring program
1. Diagnostics of the assimilation and quality of knowledge of students at the department should be carried out during the academic year in all academic disciplines, by groups and by the department as a whole.
2. Processing and analysis of the obtained results.
According to the results of diagnostics, tables of assimilation and quality of knowledge are compiled, then presented using graphs and diagrams. Analysis of the results involves comparing the indicators of each stage, tracking a number of end-to-end, as well as comparing the input and final indicators of each stage with the results of the director's control work.
The type of changes in student success is determined:
Ascending;
Smooth;
descending;
Uncertain.
The dynamics of the assimilation of knowledge at each stage is assessed: by ascending type or by descending type.
The causes of student failure are clarified by means of a survey of students who are unsuccessful in certain disciplines and teachers who teach these disciplines. The overlay of histograms both for the discipline as a whole and for an individual student makes it possible to determine the type of underachieving students: with low learning ability, but a positive attitude towards learning, or with satisfactory, even higher learning ability, but persistent indifference or a negative attitude towards learning. A strategy for further work is outlined.
3. Correction.
Corrective measures include:
letters to parents indicating not only the student's learning outcomes at each stage and his current grades, but also the rating for the department and the progress trend;
discussion of student problems at meetings of student self-government groups;
discussion at expanded meetings of cyclic commissions with the invitation of parents;
formation of educational motivation;
development of professional interests;
development of individual long-term plans for the work of the student;
conducting additional classes in the discipline for the purpose of a more accessible presentation of difficult material;
forecasting the final levels of educational achievements of students.
Diagnosing the quality of knowledge and skills of students requires systematic monitoring of the degree of learning in order to gradually solve educational problems, identify and eliminate gaps in the material being mastered, followed by correction during the educational process and forecasting the content and technology of education. When monitoring the success of educational activities, certain patterns are revealed in the activities of teachers and students, the analysis of which allows building a strategy for further actions. This allows us to present the student not only as an object of educational activities, but also as a subject in the organization of the educational process.
Pedagogical monitoring for the purpose of prompt correction of the course of assimilation of educational material includes:
Input control in order to state the initial level of knowledge and skills in the discipline;
Monthly certification students;
Director's examinations ;
Frontier control – results of I and II half-semesters;
Semester examinations;
intermediate control in the form of a differentiated test or exam;
Exit control , which is diagnosable in nature and making a forecast for the further development of educational material.
At the department, during the academic year, in all academic disciplines, from 7 (if the discipline is studied for 1 semester) to 13 diagnostic procedures are carried out. The indicator of knowledge assimilation in each case is calculated by the method of normal distribution. Analysis of the results involves comparing the indicators of each stage, tracking a number of end-to-end, as well as comparing input and output indicators. The type of changes in student success is recorded.
ascending
Smooth
descending
Uncertain
Quality control of education needs objective methods of pedagogical measurements. Pedagogical monitoring as a means of managing and controlling the educational process provides the teacher with feedback on the level of assimilation of educational material through regular systematic monitoring of the degree or level of exposure. In the conditions of innovative activity, pedagogical monitoring can become a mechanism in the system of the educational process, which will stimulate, activate, develop students, will be associated with providing them with greater freedom and responsibility, and this, in turn, will make the graduate in demand in the labor market.
Pedagogical monitoring should be systematically organized, primarily in terms of learning stages and tools.
For its organization in the technical school, the following conditions must be met:
Implementation of the control system in its main types: current, thematic, intermediate, milestone, final.
Organization of control and verification sections (director's control), ensuring the systematic and periodic control.
The presence of a package of meters at all stages of control.
Approbation of meters and subsequent correction of the discovered gaps in knowledge.
Based on this, the technical school has developed a monitoring system, including:
input control in order to determine the level of knowledge at the beginning of the study of the discipline;
current control work and thematic control upon completion of the discipline section;
boundary control following the results of 1 2 half-semesters;
intermediate control in the form of a differentiated test or exam;
exit control.
The objects of control are skills and abilities in disciplines according to work programs.
Bibliography
1. Alekseev N.A. The concept of student-centered learning, 1999.
2. Bespalko V.M. Monitoring the quality of education - a means of managing education, 1996.
3. Kukuev A.I. Pedagogical monitoring of student learning, 1997.
4. Kukuev A.I. Monitoring student learning - an education management tool, 1997
5. Potashnik M.M. Management of quality of education at school, 1996.
6. Bordovsky G.A. Quality management of the educational process, monograph /Text/ G.P. Bordovsky, A.A. Nesterov, S.Yu. Trapicin - St. Petersburg: publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2001
7. Ya. A. Comenius. Selected pedagogical works. In two volumes. Volume 2
Publisher: Pedagogy, 1982
8. Shibaeva L.V., Kuznetsova N.M., Grankina T.G. A system for tracking the success and productivity of the main areas of educational activity // Standards and monitoring in education. - 2000. - No. 1.
9. Kolmogortseva T.A. Pedagogical monitoring as a mechanism for managing the quality of education // Additional education. - 2003. - No. 7
10. Matros D.Sh., Polev D., Menshikova N.G. Quality management of education based on new information technologies and educational monitoring. Narodnoe obrazovanie. - 2000. - No. 8.
APPENDIX
State government educational institution
CONSIDERED: APPROVED:
At a meeting of the Council of the technical school, the Director of the SCOU SPO MMT
Protocol No. _______ ___________
"_____" ______ 20__ from "___" _______ 20__
PROGRAM
MONITORING THE QUALITY OF EDUCATION
IN GKOU SPO "MAKUSHINSKY MEDICAL TECHNICIUM"
Makushino, 2011
PROGRAM
"MONITORING THE QUALITY OF STUDENTS' EDUCATION FOR YEARS"
Program Passport.
Program name | Complex-targeted program "MONITORING THE QUALITY OF STUDENTS' EDUCATION FOR YEARS" |
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2. Law of the Russian Federation "On Education". 3. Model regulation on an educational institution of secondary vocational education (secondary specialized institution) No. 000 of 01/01/2001 4. Results of a problem-oriented analysis of the organization and management of monitoring the quality of education in a technical school |
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Program developer | Deputy Director for Academic Affairs. |
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The main executors of the program | Administration of the State Educational Institution of Special Education "Makushinsky Medical College", teaching staff. |
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1. Creation of conditions for improving the quality of education of college students. 2. Improving the intratechnical education quality management system based on the activity-competence approach. 3. Creation of mechanisms for sustainable development of a model for monitoring the quality of education in an institution that provides education that meets modern requirements set by employers. |
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1. Analyze the state of organization and management of education quality monitoring. 2. To carry out short-term forecasting of the development of the most important processes in the education system. 3. To study the experience and achievements of science and practice in the field of construction and application of monitoring systems in educational institutions. 4. To carry out the selection, adaptation and design of assessment-criteria complexes, methods and methods for obtaining information about the quality of education in an educational institution. 5. Prepare regulatory and methodological documents to ensure monitoring of the quality of education in an educational institution. determine a set of key competencies for schoolchildren to design and describe educational results in regulatory documents, the educational program of the technical school, as well as in the relevant KIMs of the educational result. 6. Create an information bank on the topic “Monitoring the quality of education in an educational institution”. |
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List of the main directions of the program | 1. Creation of conditions for improving the quality of education in the technical school. 2. Creation of conditions and mechanisms for the transition to a qualitatively new model of monitoring research in an educational institution. 3. Creation of a model for monitoring the quality of education. 4. Development of methodological materials on the use of monitoring studies in the work to improve the quality of education. |
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Expected results | 1. Creation of conditions for updating the model of professional training, retraining and advanced training of specialists of the secondary medical profile that meet modern requirements imposed by employers. 2. Updating the content of the educational process, providing a new quality of education, a high level of formation of students' competencies. 3. Training of specialists, taking into account the orientation to the labor market and the specifics of the region. According to the Law of the Russian Federation "On Education", educational institutions are obliged to ensure the optimal functioning of the educational process and the qualitative achievement of educational results that meet the educational standard. · dynamics of educational achievements; Integral indicators of learning, for individual subjects; Meeting educational needs; 1. Concepts and terms The quality of education- an integral characteristic of the education system, reflecting the degree of compliance of resource provision, the educational process, educational results with regulatory requirements, social and personal expectations. Assessment of the quality of education- determination, with the help of diagnostic and evaluation procedures, of the degree of compliance of resource support, the educational process, educational results with regulatory requirements, social and personal expectations. Education quality management- a systemic, coordinated impact both on the educational process and on a complex of other basic, managerial and supporting processes related to it in order to achieve the greatest compliance with the parameters of the functioning of the educational system, its social and pedagogical results, established and proposed requirements, norms, standards and expectations. Educational monitoring- targeted, systematic monitoring of the quality of education, which allows tracking deviations from state educational standards and the level of satisfaction of educational needs. Analysis of the initial state of the problem
In the process of implementing the Program within the framework of the activities of the technical school, it is planned to develop a model of the quality of education, which comprehensively takes into account the essence, content, organization, as well as the conditions and factors of the process of training and education, united in priorities: · https://pandia.ru/text/78/100/images/image002_227.gif" width="32" height="12">the personality of the participants in the educational process (student teacher parents), its self-esteem, development; Humanism as the basis of the educational process that determines the place of a person in society. When developing a model for monitoring the quality of education, the following basic indicators were taken as a basis: the level of students' training in educational programs; level of upbringing of students; · the number of medalists, prize-winners and winners of olympiads, participation in student competitions; The quality of passing the IGA participation in the Internet exam; The quality of passing the exam; · dynamics of students' offenses; The level of life security and social adaptation. Along with indicators of personal performance of students (training, good manners, development, preservation of physical and mental health), systemic indicators of the organization of the educational process, the functioning and development of an educational institution are used: organization and development of the educational process; management of the educational process; · the level of implementation of the main professional educational program 060501 "Nursing"; the level of innovation processes in an educational institution; professional education of teachers (the results of certification and advanced training of teachers); · Participation of students and teachers in professional competitions ; level of informatization of training and management; · Indicators of teachers' knowledge of information technologies; · the state and development of the material and technical and educational and material base (indicators of the equipment of the classrooms, the library fund, educational and methodological kits for subjects of study). 1.1. Organization and control of the implementation of the Program Coordinating and controlling the implementation of the Program, the administration of the technical school: Analyzes the progress of the Program, actions for its implementation and makes proposals to the pedagogical council for its adjustment; · provides information and methodological support for the implementation of the Program; · monitors the implementation of the program in accordance with the plan of inspection and control activities. 1.2. Material and technical base For the development of the material and technical base, it is assumed: · renewal of the educational and material base (educational and laboratory equipment, computer equipment); · Provision of classrooms and libraries with equipment and computers. 1.4. Expected results: · Creation of a system of psychological and pedagogical diagnostics of the development of students and control over the improvement of the quality of education. · Creation of a didactic and methodological system for the formation of creative and intellectual capabilities of students. · Creation of a portfolio of "Student". Improving the quality of students' knowledge and the average score based on the results of the implementation of the main professional educational program 060501 "Nursing":
1.5. Stages of the Program implementation: § 1st stage - academic year - development of the program, creation of conditions necessary for the development and development of the program to develop the educational potential of students; § 2nd stage - academic year - work on studying the student's personality, identifying creative and intellectual abilities, their development, creating a data bank on this issue; § 3rd stage - academic year - analysis of activities for the implementation of the objectives of the Program, assessment of improving the quality of education in accordance with the goals and objectives, registration of results. Cyclogram
2.Main directions of activities for the implementation of the program
The work of technical school teachers with students to improve the quality of education:
3. Criteria and indicators of the system for assessing the quality of education in a technical school. The system for assessing the quality of education includes a set of criteria, indicators and indicators that will fully comply with the objectives of improving the quality of education. 3.1. Criterion "Formation of functional literacy (subject competencies)» The presence of ZUN and the abilities of students that ensure the success of mastering the Federal State Educational Standard - a new generation (the ability to apply knowledge in practice, the ability to learn, the ability to adapt to new situations, the will to succeed) This criterion is one of the most important and significant. It allows you to judge the professionalism and effectiveness of the teacher.
3.2. Criterion "Formation of social competencies" The ability of students to take responsibility, to participate in the functioning of student government, the ability to be a leader, the ability to work independently.
3.3. Criterion "Formation of multicultural competencies" Understanding differences between cultures, respect for representatives of other cultures, languages, religions.
3.4. Criterion« Formation of information competencies» Possession of modern information technologies, understanding of their strengths and weaknesses, the ability to critically relate to information disseminated by the media.
3.5. Criterion "General cultural competencies" Spiritual and moral development of the personality, its general culture, personal ethical program aimed at forming the basis of a successful self-developing personality in the world of man, nature and technology.
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The necessity and relevance of monitoring the quality of the educational activities of the university is a sought-after scientific task of higher education pedagogy in modern socio-economic conditions. The solution of this problem is facilitated by the introduction of mechanisms that ensure the development of motivation for the professional growth of teachers, which affects the improvement of the quality of their professional activities.
Modern pedagogical science and practice are faced with the need to use monitoring, which in Article 97 of the Federal Law No. 273 of December 29, 2012 “On Education” is defined as “systematic standardized monitoring of the state of education and the dynamics of changes in its results, the conditions for the implementation of educational activities, the contingent students, educational and extracurricular achievements of students, professional achievements of graduates of organizations engaged in educational activities, the state of the network of organizations engaged in educational activities.
The development of a system for assessing the quality of Russian education is due to the introduction of new federal state educational standards for higher education and the emergence of a need to assess their achievements on a national scale. In other words, there is an urgent need to create a system for obtaining objective information about learning outcomes, to determine a set of criteria for their assessment, procedures and technologies, to organize monitoring activities in education and use it as an effective tool for managing its quality.
Pedagogical monitoring in the modern system of higher professional education is becoming a technology for managing an educational institution, contributing to the qualitative solution of the problems of ensuring the development of motivation for the professional growth of teachers, as well as an objective way to obtain educational information.
New educational programs implemented by Russian universities have led to systemic didactic transformations, when learning outcomes are indicators of the formation of competencies, which, in turn, are descriptors of educational results. Such changes required the development of teachers not only new educational programs, but also new competencies. In connection with this, there have been changes in the assessment of the quality of professional activity of university teachers.
In a situation of increasing requirements for the quality of education in higher education, the requirements for the qualifications and competence of a teacher are also growing. The modern system of recording the results of a teacher's activity is moving from administration in the form of regulating the fulfillment of the load to assessing his success in various types of professional activities.
Monitoring the quality of the activity of a teacher of higher education is an important object for assessing the quality of higher education, while acting as the basis for making managerial decisions in the course of improving the quality of education and the quality of student training. The systematic organization of monitoring studies at the university makes it possible to assess the real state and quality of the teaching staff, which provides a forecast of its development, and a comparison of the planned indicators with those obtained during the study makes it possible to assess the effectiveness of managerial decisions.
A modern university teacher is forced to work in conditions of promising uncertainty, saturation with information and its constant increase, the introduction of new forms of education (network form of education, e-learning, distance learning technologies), work with students who have special educational needs, and, therefore, in the conditions of action variety of risks. The professional roles of a teacher of higher education are becoming more complicated, there is a need to identify factors that affect the course of development and the effectiveness of the functioning of the objects or processes under study, consideration of the subject of research from a different angle, development of new competencies.
Taking into account the complexity of the professional activity of a university teacher, when studying him as an object of monitoring research, it is important to pay special attention to the decrease in his activity, which is possible due to professional burnout, which requires the organization of psychological, methodological and other types of support. A high degree of activity of teachers indicates the effectiveness of management and contributes to the implementation of the policy of the university.
A monitoring study of the activities of a university teacher can be carried out in the following areas: obtaining objective information about the professional activities of teachers at a university; determination of the conformity of the quality of the teaching staff with the requirements of federal state educational standards of higher education to the personnel conditions for the implementation of educational programs; determination of the dynamics in the activities of university teachers; analysis of trends in the activities of university teachers, which depends on the interest in professional development and advancement.
Studying the motives of directly pedagogical activity, A. K. Baimetov singled out the following groups of them: motives of duty; motives of interest and enthusiasm for the taught subject; motives of enthusiasm for communication with students. This author argues that the dominance of the motive of duty is characteristic of those teachers who are prone to authoritarianism, the motive of communication - "liberals", and the absence of the dominance of any of the motives - "democrats". And L. N. Zakharova, specifying the types of professional motives of the teacher, names such as material incentives, motives associated with self-affirmation, professional motives, motives of personal self-realization. From the point of view of A. K. Markova, the success of professional activity is closely interconnected with the severity of motives for professional growth and motivation for competence. Under professional growth it is customary to understand the expansion of the professional competence of an employee or his immersion in one specific narrow area of \u200b\u200bthe profession.
Motivation for the professional development of a teacher in modern psychology is considered inseparably with the growth of competence. In the studies of T. N. Shcherbakova, L. M. Mitina, it is shown that the development of competence is associated with the internal readiness of a person to become a productive bearer of a competent style, a successful and competitive subject of pedagogical activity.
The modern system of higher professional education simply needs to form and develop the internal motives of a university teacher in the implementation of his professional activities, because they will allow him to maintain his activity aimed at self-improvement and professional growth, to facilitate the readiness to be competent.
In Russian pedagogical practice, to stimulate the readiness of university teachers for professional growth, training in advanced training courses, professional competitions, self-education, innovativeness of additional professional education programs, working conditions and the possibility of experimentation are provided. At the same time, the main obstacles for this can be a lack of time, limited material resources, cramped life circumstances, and the effect of emotional burnout.
The implementation of pedagogical monitoring of the teacher's activities implies that he will simultaneously act as both a subject and an object of research, since, on the one hand, he organizes the control and evaluation activities of students' professional training, which are the result of their pedagogical influence, carry out reflection, and, on the other hand, the teaching staff is assessed in terms of their competence.
An analysis of the regulatory framework and university practice has allowed us to identify that the existing technologies of pedagogical support for the development of motivation for the professional growth of teachers in the process of monitoring the quality of the educational activities of the university are reduced mainly to the analysis of its current state, statistical diagnostics and are insufficient to obtain objective information about the results of this activities in accordance with the requirements of the third generation of the Federal State Educational Standards of Higher Education, there is no forecasting based on monitoring information, or the specifics of the professional activities of teachers are not taken into account.
