As a result of studying this chapter, the student should:

know

• classification of vocational training programs;
• features of the implementation of vocational training programs;
• requirements for the implementation of vocational training programs;
• the concept and requirements for conducting a qualification exam in vocational training;

be able to

• assign vocational education programs to one type or another;
• distinguish between vocational training programs and training programs for skilled workers and employees;

own

Skills in applying the norms of legislation on vocational training in law enforcement practice.

Types of vocational training programs and features of their formation

The most significant feature of vocational training as a type of education is that the legislation does not establish requirements for the educational level of persons who can be admitted to the development of this type of program. In other words, in order to master the programs under consideration, it is not necessary to have any kind of education at all, including general education. This rule is expressly provided for. 6 of the Procedure for the organization and implementation of educational activities for the main programs of vocational training, approved by order of the Ministry of Education and Science of Russia dated April 18, 2013 No. 292, according to which persons of various ages are allowed to master the main programs of vocational training in vocational training programs for the professions of workers, positions of employees, including those who do not have a basic general or secondary general education, including persons with disabilities (with various forms of mental retardation).

Expert opinion

Despite this circumstance, there are other opinions in the literature. So, V. I. Shkatulla argues that “the right to vocational training arises for a student who has at least a basic general education” . Unfortunately, this statement is not accompanied by the author either with references to the current legislation or with any arguments, so it is difficult to judge what it is based on.

Vocational training programs play an important social role, as they allow almost any person to acquire the professional competencies necessary for professional activities. The development of these programs is also an affordable option for continuing education, including for people with disabilities (with various forms of mental retardation) who received a certificate of education after graduating from a general educational organization that does not confirm the receipt of basic general education.

Another feature of vocational training is that the development of these programs is not accompanied by a change in the level of education of the graduate (Part 1, Article 73 of the Law on Education). In other words, if a person who has a basic general education has started mastering a program, then after the end of this program, the level of education of such a person will remain the same - basic general education. It is no coincidence that vocational training is the only type of education that does not contain the word “education” in its name. In part, vocational training programs can be conditionally compared with training programs for skilled workers (employees), if courses, modules, disciplines aimed at the formation of general cultural competencies are excluded from them.

Parts 2-4 Art. 73 of the Law on Education, the following types of vocational training programs are distinguished:

• professional training programs for the professions of workers and positions of employees (implemented for persons who previously did not have the profession of a worker or position of an employee);
• retraining programs for workers and employees (implemented for persons who already have the profession of a worker, the profession of workers or the position of an employee, positions of employees, in order to obtain a new profession of a worker or a new position of an employee, taking into account the needs of production, the type of professional activity);
• advanced training programs for workers and employees (implemented for persons who already have the profession of a worker, the profession of workers or the position of an employee, positions of employees, in order to consistently improve professional knowledge, skills and abilities in the existing profession of a worker or an existing position of an employee without improving the educational level).

Programs for advanced training and professional retraining of workers and employees should be distinguished from programs of additional professional education with similar names(advanced training and professional retraining). Recall that the development of the latter in accordance with Part 3 of Art. 76 of the Law on Education, only persons with or receiving secondary vocational and (or) higher education are allowed. Despite the similarity in name, these are different programs.

Order No. 513 of the Russian Ministry of Education and Science dated July 2, 2013 approved the List of occupations for workers and positions of employees for which vocational training is provided. Also, qualification categories, classes, categories can be established for these professions and positions. At the same time, the range of possible categories, classes, categories is different for each profession or position. So, for example, the profession "janitor" provides only one qualification level, and, for example, the profession "diver" provides for qualification levels from 4 to 8.

Vocational training programs can be mastered in various forms of education and training provided for by law. For organizations implementing these educational programs, Part 6 of Art. 73 of the Law on Education provides for a separate type of organization carrying out educational activities - training center for professional qualifications. This center can be created either as an independent legal entity, in fact, in almost any organizational and legal form, including a commercial organization, or as a structural unit of a legal entity. The legal status of such a center, created as an independent legal entity in the form of a non-profit organization, was not entirely clear until recent changes in the Law on Education, since Art. 23 of the Law did not provide for this type of educational organization. In the current version of the Law educational organizations, implementing vocational training programs as the main goal of their activities, belong to professional educational organizations.

In addition, vocational training programs can be implemented directly at the workplace. This is actually a direct reference to the norms of Ch. 32 of the Labor Code of the Russian Federation on the student agreement. Article 202 of the Labor Code of the Russian Federation, speaking of the organizational forms of apprenticeship, stipulates that it is organized in the form of individual, brigade, course and other forms.

Also, according to part 6 of Art. 73 of the Law on Education, vocational training can be obtained in the form of self-education. Part 5 Art. 73 of the Law establishes a number of guarantees for the provision of vocational training. It is provided free of charge:

• within the framework of mastering the educational program of secondary general education;
• within the limits of mastering the educational program of secondary vocational education;
• in other cases stipulated by federal laws.

Such cases include, for example, free provision of vocational training:

• persons with disabilities (with various forms of mental retardation) who do not have basic general or secondary general education (part 9 of article 79 of the Law on Education);
• disabled people (Article 19 of the Federal Law of November 24, 1995 No. 181-FZ “On the Social Protection of Disabled Persons in the Russian Federation”);
• citizens who did military service under a contract and were dismissed from military service but they reached the age limit for military service, for health reasons or in connection with organizational staff measures (clause 5, article 19 of the Federal Law of 05.27.1998 No. military status");
• Heroes of Socialist Labor, Heroes of Labor of the Russian Federation and full holders of the Order of Labor Glory (Part 1, Article 6 of the Federal Law of 09.01.1997 No. 5-FZ “On the provision of social guarantees to Heroes of Socialist Labor, Heroes of Labor of the Russian Federation and full holders of the Order of Labor Glory” ).

In general, the legislation does not establish requirements for the duration of vocational training programs. So, in part 8 of Art. 73 of the Law on Education stipulates that duration of vocational training is determined by a specific vocational training program developed and approved on the basis of established qualification requirements (professional standards) by an organization carrying out educational activities, unless otherwise provided by the legislation of the Russian Federation.

Professional standard - a characteristic of the qualifications necessary for an employee to carry out a certain type of professional activity (part 2 of article 195.1 of the Labor Code of the Russian Federation).

For example, by order of the Ministry of Labor of Russia dated July 14, 2015 No. 457n, the professional standard "Tooth Cutter" was approved. To carry out such a labor function as “preliminary cutting of external straight teeth of cylindrical gears, gears on well-established gear-cutting machines of the same type”, the gear cutter must be able to follow the technological regulations for preliminary cutting of external straight teeth of cylindrical gears and gears on well-established gear-cutting machines of the same type; read kinematic diagrams of machines and mechanisms, etc. Accordingly, when developing and approving a vocational training program for a given profession, it is necessary to provide for the formation of these skills.

Part 9 of Art. 73 of the Law on Education establishes that standard vocational training programs in the field of international road transport are approved by the Ministry of Transport of Russia.

There are other exceptions. For example, the order of the Ministry of Transport of Russia dated July 17, 2014 No. 188 approved standard basic vocational training programs in the field of training ship crew members in accordance with international requirements, which, among other things, establish requirements for the duration of the implementation of these vocational training programs.

Furthermore, in accordance with Art. 26 of the Federal Law of December 10, 1995 No. 196-FZ "On Road Safety", special requirements are established for the passage of vocational training in the profession of "car driver" in order to obtain the right to drive vehicles.

• Shkatulla V. I. Educational law in Russia: a textbook for universities. M. : Yustitsii-form, 2015. S. 189.

Vocational training is carried out through the implementation of vocational training programs for the professions of workers and positions of employees, retraining programs for workers and employees, advanced training programs for workers and employees

Today there are many ways to get professional education. Training can take place both within the walls of an institution for which vocational training is the main type of activity, and on the basis of an organization that is not engaged in education itself, but provides training for a specific professional activity. Educational institutions in their work solve a number of tasks:

The first is vocational training in a particular specialty.

The second is retraining of personnel (for example, an economist receives a second higher legal education in order to work as an investigator for the disclosure of economic offenses or a lawyer in an arbitration court). Forms of retraining can also be short-term, when students receive a special diploma of professional retraining in one or two years.

The third task is to improve the skills of specialists or obtain related specialties, as a rule, to expand the range of duties at their main place of work or to obtain admission to new types of activity. For example, the basic education of an electrician allows him to work with installations up to 1000 V, and after completing the courses, he gains the right to work with equipment designed for voltages greater than 1000 V.

There are the following levels of vocational training:

Higher postgraduate professional education (doctoral studies, postgraduate studies, adjuncture)

Higher professional education (university, academy, institute)

Primary vocational education (Vocational school, training and production plant)

Vocational training for an adult is usually very different from teaching a child. Of course, some methods turn out to be universal, but any teacher who has been accustomed to working with children for 20-30 years should not blindly transfer his professional approach to an adult. This is fraught with a serious decrease in the effectiveness of training and other problems, including psychological ones. That is why, speaking of adult education, in recent decades, in contrast to pedagogy, the concept of "andragogy" is used more and more actively. Andragogy - teaching an adult. The word comes from the Greek andros - man and ago - I lead, educate.

Historically, in previous centuries, children were mainly taught. On the basis of this activity, the science of pedagogy has developed. Students were simply treated as older children, which was consistent with their legal status: in most European countries, the age of majority came at 21 years old.

In the twentieth century, with the complication of professional activity as a result of rapid scientific and technological progress, the question of teaching adults who had long since left the student age arose. This was due to the fact that the knowledge they received in childhood and adolescence became morally obsolete after a couple of decades.

To solve this problem, at first, the means of pedagogy were used without any changes, but the need to develop a new approach was quickly discovered. This was reflected in the emergence of andragogy - the science of adult education. At the same time, it was not at all planned to completely cross out all the scientific and practical achievements of pedagogy, trying to "reinvent the wheel". In addition, most andragogs came from teachers. The question was the need to adapt the professional capital of teachers to the requirements of the new situation and try to develop special teaching methods that maximally reflect the specifics of working with students of mature age. As a result, the specialization of teachers began to manifest itself more and more, they focused on working with an audience of one age or another. Every year the number of teachers working exclusively with adults is growing. despite their predominantly pedagogical education, it is more correct to call them andragogs. Those who work with all categories of students are forced, when changing students, to form in themselves the ability to switch from one professional approach to another. Therefore, it makes sense to specifically consider the main differences between teaching children and adults.

Request for training. No one seriously thinks to ask a small child going to a kindergarten or school whether he wants this, and if he wants, what he would like to learn mainly. Teaching children is a frank coercion, which can be softened by a humane educator by means of persuasion, stimulating interest in the process, familiarizing with the world of adults through the development of social roles. But most often, teachers in this regard do not particularly bother with children, resorting to tried and tested means of physical punishment, restriction of freedom, deprivation of pleasure, and the like.

For an adult student, the question of coercion makes no sense, since he himself is the initiator of learning. There are, of course, cases when one of the employees expresses indifference or even protest about the vocational training program implemented by the management of his organization. However, it should be recognized that such a situation is still uncharacteristic for the field of vocational training. Usually here the student himself, on the basis of well-defined professional plans and career aspirations, is active and understands what exactly he needs from new knowledge and skills.

In accordance with this feature of adults, the andragog has the opportunity to apply much more effective methods of teaching, since active perception and thinking make it possible to assimilate new material in a completely different way. The core of the teacher's activity in this case is no longer a question of coercion, but the task of satisfying the student's appetites as quickly as possible in obtaining knowledge and developing skills. It is understandable: an adult, having paid a lot of money for education, wants to get the maximum possible for them. And, of course, at every opportunity, he tries to save money, trying to manage on his own. Therefore, his organized training, as a rule, is combined with an active process of self-learning. This gives rise to such a feature of andragogy as a large market not only for educational services, but also for materials for self-education.

Accounting for low or declining learning ability. It's no secret that a child, even under duress, learns new material much faster than, say, a forty-year-old person. For example, according to statistics, the number of hours required to learn to drive a car doubles every ten years with age. Because of this, the andragogue has to be very inventive when it comes to developing teaching methods in order to squeeze the maximum out of such an inplastic material as the brain of an aging person. And an interested child, as they say, grasps everything on the fly, and the teacher does not have to especially think about the form of education. For the andragogue, however, methodology becomes one of the main components of the profession.

The psychological status of the teacher in relation to the student. A teacher for a child is usually one of the main authorities in a child's life, a role model, and often even the object of a teenager's first love. In such a situation, it is easy for the teacher to work, because any word is automatically perceived as true. In addition, the teacher, as a rule, performs two functions at once - the teacher and the educator. It actually forms the personality of a person in the learning process. This can lead to the development of the demiurge syndrome in the teacher (Demiurge is a creative principle, a creative force, a creator, usually identified with a god), when he begins to identify himself with a demigod. The notorious mentoring tone appears, the habit of looking down on everyone, teaching even when they are not asked for it.

The relationship between the andragogue and the adult student is built on a completely different basis. Here the teacher is an employee. The material well-being of a teacher depends on the satisfaction of the student with his work, which in the worst case leads to the servility of some teachers in front of their listener. It is much better if the teacher and the adult student become psychologically equal partners in interaction. The learning process for them is a business relationship of people who respect themselves and each other, in which the teacher does not always take a leading position. The issue of choosing a leader and a follower in the learning process, as a rule, is decided by elucidating the ratio of psychological strength, the weight of authority and professional capital of each.

Training at the same time as work. If for a child study is always the main activity, then an adult usually combines study with work. This gives rise to some difficulties. Due to the fact that various activities compete for the brain resources of an adult, his already not the best learning ability is further reduced. Difficulties with the organization of classes, long breaks between them force andragogues to find additional ways and forms of building the educational process, adjusting to far from optimal conditions for it. Teachers, however, usually do not face such problems, being dictators in their activities. They choose the most optimal mode of operation and force all other participants in the process to adapt to their requirements.

Not only to teach, but also to retrain. For educators, a child is a tabula rasa (blank slate), translated from Latin, in which they can "paint their pictures." In contrast, andragogues deal with already established people who have already been taught something and who have formed certain habits in life and work. Therefore, when teaching an adult, they usually face the opposition of a large number of previous stereotypes of thinking and behavior. And the andragog, if we compare it with a farmer, is forced not only to grow new plants, but also to weed out old ones that have turned into interfering weeds. And this greatly complicates the task, requires additional professional knowledge and skills. After all, in the process of "weed control" some vital developments of a person can be damaged. The same habit in work can be a hindrance for him, and in everyday affairs the basis of well-being. This requires andragogues to have high intelligence, knowledge of psychology and special care in dealing with students.

Fill in the table, requirements for goals general characteristics

The purpose of the lesson
Educational	Educational	Educational
Form a new concept in the lesson	Development of analytical thinking	Formation of interest in the future of the country
Teach a new way of doing things	Development of cognitive skills	Formation of a sense of pride for the motherland
Eliminate gaps in knowledge	Development of learning skills	Education of a humane attitude towards people
Practice skills		Shaping Responsibility
Set up methods of action		Developing compassion for oneself and others
Teach how to do the task according to the model		Education of motives for learning, a positive attitude to knowledge
Learn to draw conclusions		Education of labor motives
Show the relationship and interdependence of phenomena
To form the ability to analyze facts and give them a reasonable scientific assessment.
Formation of the ability to actively and consistently defend one's point of view, the ability to find convincing arguments in the proof.
Teach yourself to draw conclusions, to understand.

educational requirements.

1. Purposefulness of the lesson.

The goal has the following requirements:

the goal must be specific;

clearly focuses on the assimilation of facts, concepts, etc.;

goals are specified in tasks, all tasks are explained to students

2. Rationalization and differentiation of the content of the lesson:

scientific content;

differentiation of content (according to the degree of complexity, depth, volume of assimilation and types of assistance);

structuring the content (the content provides for tasks in accordance with all the objectives of the lesson and the stages of assimilation; the structural basis of knowledge blocks is based on models, diagrams, tables, together with students at all stages of the lesson).

3. A reasonable choice of means, methods and techniques focused on learning that develops a personality:

the chosen methods correspond to the objectives of the lesson, optimally correlate with the content of the lesson (wide arsenal, optimal combination);

the optimal combination of reproductive (explanatory-illustrative, reproductive) and productive teaching methods (problem, partially search, research);

the optimal combination of methods of work under the guidance of a teacher and independent work of students;

dialogic methods, creating conditions for each student to express his own point of view, to correlate it with the position of others;

orientation of methods to the independence and activity of students in the learning process, partial transfer of the function of organization and management from teacher to students, co-creation of students and teacher (activity approach to learning).

4. A variety of forms of organization of educational activities of students:

the optimal ratio of the forms of organization of educational activities of students with the goals and content of the lesson;

the predominant use of such forms of organization of educational activities of students that provide cooperation, joint activities of students.

5. Variable approach to the formation of the structure of the lesson:

use of modern teaching technologies;

rational use of lessons of traditional and non-traditional forms;

creative basis for constructing the structure of the lesson.

Also, the structure of the lesson should correspond to the purpose of the lesson and the logic of mastering knowledge (perception, comprehension, memorization, application, generalization).

6. Implementation in the classroom in the optimal ratio of all didactic principles and rules arising from them.

Currently, the following didactic principles of education are distinguished: educative and developmental education; scientific character; connection of theory with practice, learning with life; visibility; availability; systematic and consistent; independence and activity of students in the learning process; consciousness and strength of assimilation of knowledge and skills; purposefulness and motivation of training; individual and differentiated approach to teaching students.

From the didactic principles follow the rules of teaching, which obey the principle, concretize it, determine the nature of the individual methodological techniques used by the teacher, and lead to the implementation of this principle. The principles reflect the essence of the learning process, and the rules - its separate sides.

developmental requirements.

1. Development of creative skills (formation of experience in creative activity).

2. The development of speech, the development of thinking, the development of memory, the development of the sensory sphere, the development of the motor sphere, the development of cognitive interest and curiosity.

3. Formation and development of a system of not only special subject-related, but also general educational skills that serve as the basis for the implementation of any activity (development of skills in educational and cognitive activity).

4. Studying and taking into account the level of development and psychological characteristics of students, designing a "zone of proximal development".

5. Conducting training sessions at a "leading" level, stimulating the onset of new qualitative changes in development.

6. Development of the intellectual, volitional, emotional, motivational spheres of the personality.

educational requirements.

1. Identification and use of educational opportunities in the lesson:

relationships in the classroom.

2. A clear setting of educational goals and the implementation of these goals through a system of educational tasks.

Setting the educational goals of the lesson is carried out in line with a holistic approach to the process of forming the basic culture of the individual, the main directions of which are spiritual, moral, environmental, labor, intellectual, aesthetic culture.

Achieving almost all educational goals is impossible in one lesson and therefore it is necessary from lesson to lesson, keeping in mind one educational goal, to set various educational tasks that realize this goal.

Vocational training is a formative, systematic change in behavior through the formation of new skills, which occurs as a result of education, instruction, development and planned practical experience.

The main objective of professional training is to help an organization achieve its goals by increasing the value of its key resource - the people it employs.

Vocational training means investing in employees; it enables them to do their job better and make the most of their natural abilities. As a rule, the objectives of vocational training are to:

develop the skills and competencies of employees and improve their performance; promote the growth of employees within the organization, so that in the future, as far as possible, meet its needs at the expense of internal human resources;

accelerate the process of developing new skills in new employees - hired, transferred to another position or promoted - and make them fully competent as quickly and economically as possible.

Effective vocational training can:

minimize the cost of training;

increase the performance of an individual employee, group and organization - quantity, quality, speed of work and overall productivity;

increase flexibility in work by expanding the range of skills that employees have (versatility);

attract high-skilled workers as it offers them learning and development opportunities, increases their competence, improves their skills and, ultimately, allows them to gain greater job satisfaction, higher remuneration and career prospects;

increase the commitment of employees by encouraging them to identify with the mission and goals of the organization;

contribute to change management: it allows a better understanding of the causes of change and gives employees the knowledge and skills necessary to adapt to new situations;

to promote the development of a positive culture in the organization, one that, for example, is focused on improving performance;

provide a higher level of customer service.

UNDERSTANDING VOCATIONAL TRAINING

In order to understand how to design and deliver professional learning within an organization, it is first necessary to evaluate the theories and approaches to learning and development discussed in Chapter 35. Then it is necessary to evaluate other approaches to professional learning. They are described in this chapter, namely:

philosophy of vocational training - the basis on which the philosophy and policy of vocational training will be developed;

the vocational training process - how to plan, implement and evaluate vocational training criteria, systematic training programs and interventions;

identifying training needs - determining what type of training is required and providing assurance that it is appropriate for the needs of the individual and the organization;

vocational training planning - a decision on how to meet the long-term and short-term needs of the organization, groups and individuals in vocational training, the selection and use of appropriate training methods;

conducting vocational training - implementation of training programs for various categories of employees;

responsibility for vocational training - determining who plans and implements training programs;

appraisal of vocational training - determination of the extent to which training satisfies existing needs.

PHILOSOPHY OF VOCATIONAL TRAINING

The philosophy of vocational training shows the importance an organization places on learning. Some organizations take a hands-off approach, believing that workers will figure out what to do on their own or by observing an experienced worker. If this type of firm lacks qualified workers, it hires them from firms that actually invest in vocational training.

Other companies pay lip service to vocational training, spending money on it indiscriminately in good times but cutting the training budget in bad times.

Organizations with a positive learning philosophy understand that they live in a world in which competitive advantage depends on having more skilled workers than other firms, and that this need cannot be met without investing in developing the skills and competencies of their workers. They also recognize that a shortage of skilled workers can pose a threat to their future growth and prosperity. From a strictly commercial point of view, these firms are convinced that the investment in training pays off in full. They understand that it can be difficult to calculate a return on such an investment, but they are confident that the tangible and intangible benefits of vocational training, as described earlier in this chapter, will more than justify the cost.

It is not enough to simply believe in vocational training. This belief must be supported by a positive and realistic philosophy that explains how professional development contributes to the achievement of key objectives. At the heart of this belief is the need to set the goals of vocational training precisely so that it can be seen what the return on investment in it is, just as other investments should show their payback. The areas for which such a philosophy should be developed are described below.

Strategic approach to vocational training

A training strategy is a long-term one, it deals with what skills, knowledge and level of competence of employees the company needs. The philosophy of vocational training emphasizes that learning and development should be an integral part of the management process. Performance management requires managers to conduct regular performance reviews with their teams and employees, agree on goals, and understand what factors affect performance and what training and development needs are. To meet these needs, managers must work collaboratively with their teams and individuals. This is done through mentoring, counseling and related vocational training and development activities. Performance management leads to the creation of personal development plans and learning agreements or learning contracts.

Meaningful learning

While some organizations do not engage in vocational training at all, others tend to be addicted to "learning for the sake of learning". While such activity is less likely during a recession, organizations committing themselves to training in areas where the benefits (in the form of increased performance in key areas of activity) are not fully understood are at risk. Vocational training must be meaningful, that is, it must meet existing needs.

Problem-based learning

Vocational training should be problem-oriented. It must be planned to bridge the gap between what workers can do and what they should do now and in the future.

The problem can be formulated negatively, in the form of deficiencies that need to be corrected, or positively and indicate how the need to develop new skills or deepen knowledge can be met in order to meet future requirements.

Action-oriented learning

The philosophy of vocational training should emphasize that learning exists to make things happen: for workers to work and be able to do better what they are doing now, or what they could not do before. The objectives of any training event or program should be defined in terms of outcomes - what employees will be able to do after training and what they will be able to achieve.

Vocational training related to performance indicators

The philosophy of performance-based learning is to link vocational training directly to performance and competency requirements, such as those associated with the introduction of a new product, process or system.

Continuous development

Vocational training should not be viewed simply as short, self-contained courses given at various points in a worker's career. Vocational learning is a continuous process and a policy of continuous development should be pursued as described in Chapter 33.

Learning Policy

The learning policy expresses the philosophy of the organization with regard to professional learning. It gives guidance on the number of training courses to be provided (for example, anyone in a managerial, specialist or foreman position must complete at least five days of standard training each year), the percentage of turnover to be devoted to training, the scope and purpose of training programs and the responsibility for their implementation.

There are different approaches to the definition of vocational education. Vocational education is understood as: 1) a purposeful pedagogical process of vocational training and education; 2) a purposeful, carried out by the state and society, the process of reproduction of a skilled workforce, training, retraining and advanced training of specialists; 3) a system of vocational education, a network of vocational educational institutions - from elementary course forms to higher and postgraduate education; 4) vocational training and the current level of competent possession of a particular program of vocational education.

In a narrow sense, vocational education refers to vocational training in accordance with the Law of the Russian Federation "On Education", in a broad sense - pre-professional education, vocational training, professional improvement of qualifications, professional retraining.

The task of pre-professional education is to acquaint students with the concepts of "profession", "labor", "specialty" and "specialization"; assist them in career guidance.

The task of vocational training is to teach a specialty that meets the state standard.

The task of professional development of qualifications is
expand the acquired qualification, adapt it to the changing content of the profession; ensure the professional growth of specialists.

The task of professional retraining is to help a specialist with acquired professional education master another professional activity, since the existing professional qualification does not correspond to market labor conditions, causes physical or moral harm.

According to the modern interpretation, vocational education is a socially and pedagogically organized process of labor socialization of the individual, providing orientation and adaptation in the world of professions, mastering a specific specialty and skill level, continuous growth of competence, skill and development of abilities in various fields of human activity. Vocational education creates conditions for the professional formation, development and self-realization of the individual and contributes to the achievement of the humanistic and democratic goals of society.

The right to vocational education is one of the fundamental rights of the individual (enshrined in the Declaration of Human Rights), providing her with a real right to work, a profession, the opportunity to participate in public life, contributing to the improvement of the quality of life.

In Russia, vocational education is based on the principles of democracy, continuity and succession, accessibility, secularism, multiculturalism, the rational correlation of state and social principles in the training of specialists, etc.

The Law of the Russian Federation "On Education" (Articles 22, 23, 24, 25, 26) specifies the main provisions on obtaining professional education at all levels (primary, secondary and higher). Various sectoral and intersectoral types of vocational education are also defined: university, pedagogical, technical, military, veterinary, etc.

In the Russian Federation, the content of vocational education is fixed in such documents as the state educational standard, professional and qualification characteristics (or profile of specialist training), curricula and programs.

The content of education for each level, in accordance with the Law of the Russian Federation "On Education", is determined by the corresponding educational program. But in essence, the state educational standard (SES) has the power of a normative document in the educational practice of institutions of primary vocational education (NVE), secondary specialized education (SVE), higher vocational education (HPE). The procedure for developing the approval and introduction of state educational standards is determined by the Government of the Russian Federation.

The content of vocational education is structured
not only by levels and steps, but also by professions, specialties and directions, which are established for each level by certain regulatory documents. For the NGO system, this is the List of professions and specialties of primary vocational education; for the secondary vocational education system - the Classifier of specialties of secondary vocational education; for the HPE system - the List of areas of training and specialties of higher professional education.

In the List of Professions and Specialties of Primary Vocational Education, professions are divided into qualification levels, which regulates the volume and ratio of general and vocational education. For each profession, a minimum period of training is determined.

The classifier of specialties of secondary vocational education systematizes the specialties of training by groups of related specialties.

The list of areas of training and specialties of higher professional education includes two parts: the list of areas
preparation of bachelors and masters and a list of specialties.

The structure of HPE today consists of two independent elements:

professionally oriented higher education, the content of which is differentiated by specialties (it can be attributed to the traditional one-stage version of training a specialist in a particular specialty);

· Science-oriented higher education, including undergraduate and graduate levels.

Bachelor's and Master's programs are multi-stage systems for training specialists of a wide profile. These stages do not imply narrow professional training, therefore the content of education is differentiated according to the areas of training identified in accordance with the fields of science.

One of the urgent problems of the content of primary vocational education is the problem of unification of programs, nomenclature of professions, qualification categories.

The specificity of vocational education lies in a wide variety of professions and specialties. The problem of the continuity of all stages of education at the state level is resolved by grouping professions on the basis of combining specialties. The List of Occupations that exists today does not contain 200 sections of the Unified Qualification Scale, as it was before, but 42 large industry complexes, which greatly simplifies the issues of integrating vocational training, managing vocational training and distributing workforce. The List is based on a two-stage hierarchy of the professional division of labor: along with the generally accepted concept of "profession", a new concept of "specialty" has been introduced. Specialty in this case is a specific area of ​​labor activity within the profession.

The main unit of the List is professions that combine specialties that are related in terms of common technical and technological parameters, production or labor functions. Such an association makes it possible to expand the profile of training, unify educational and program documentation, and ensure social protection of workers in modern socio-economic conditions.

Today, professional and qualification characteristics are used to develop educational and program documentation, which are developed on the basis of tariff and qualification reference books. However, this category of documents does not take into account the prospects for the development of enterprises, but only reflects the knowledge, skills and abilities that a worker needs at the present time. In this regard, the prognostic model of a general worker becomes relevant as a standard for the system of training and advanced training of a worker. The basis of such a model is the study of the work of workers, the structure of their professional and cognitive activities, the determination of the degree of expression of professionally significant personality traits. Using the data of pedagogical research, comparing the ideal model with the actual one, it is possible to determine the content of vocational training and education.

The professional characteristics of a skilled worker is one of the main elements of the state standard for vocational education. This is a multifunctional document aimed at employers, educational institutions, scientific and methodological organizations of the education system, the employment service, etc.

13.3. Initial vocational education
as a socio-pedagogical system

The system of primary vocational education in Russia is built according to the sectoral principle. Until 2000, training was conducted in 1500 specialties, today their number is about 900 (for comparison: in Germany, training is conducted in 300 specialties).

The principles of building the NGO system are:

Interrelation of general education and professional training;

unity of theoretical and practical training;

· the principle of the leading role of industrial training as a system-forming factor in training and education.

Primary vocational education (VET) aims to train skilled workers in all major areas of social activity on the basis of basic general education (for certain professions, VET can be based on secondary (full) education).

Currently, graduates of the NGO system are extremely in demand in the labor market. According to research by I. P. Smirnov and E. V. Tkachenko, 90% of vacancies in the modern labor market are for skilled workers and only 10% for specialists with higher and secondary vocational education. A modern employer is interested in a well-trained worker. Today, the concept of a “generalized worker” is being introduced. The existing NGO system should meet market demands and make up for the lack of skilled workers. One of the ways to solve this problem is the implementation of a new quality of polytechnic training of students - the formation of a system of knowledge about the general scientific foundations of production, relevant skills and abilities based on the relationship of general education subjects with subjects of a vocational cycle. Basic education is the first stage in the continuous improvement of a worker's key professional competencies.

On the one hand, general education subjects, being the basis for studying special subjects, contribute to improving the quality of vocational training of students, and on the other hand, the development of special subjects helps students not only consolidate their knowledge in general education subjects, but also supplement this knowledge when studying technology, organization and economics of production. It is necessary to synthesize knowledge, skills and abilities in the general educational and vocational fields. When developing the main directions of the relationship between general education and basic training, it is necessary to significantly restructure the methods and means of training, to organize the educational process in the system of non-governmental education in a new way.