30. Types of additional professional education:

Self-education - carried out on the basis of individual educational programs, involves independent design of your educational space and self-management of your educational activities. This type of additional professional training is integrated into the system of continuous professional education and is carried out in close connection with other types of education.

Retraining of specialists - obtaining a second higher education, i.e. mastering a new specialty.

Internship - formation and consolidation in practice of theoretical knowledge, skills and abilities, acquisition of professional and organizational qualities to perform professional duties.

Training - deepening, systematization, updating of professional knowledge, development of practical skills in connection with increasing requirements for the level of qualifications and the need to master new ways of solving professional problems. Advanced training is:

short-term(at least 72 hours) thematic training on the problems of a specific educational institution, which is carried out at the place of the manager’s main work and ends with passing the corresponding exam, test or defense of an essay;

thematic and problem seminars(from 72 to 100 hours) on current issues of professional activity;

long-term(over 100 h) management training for the purpose of in-depth study of current professional problems.

The task of improving the qualifications of specialists is associated with establishing a correspondence between the constantly growing social requirements for the individual and for the professional activities of a specialist and the insufficient level of his readiness to perform his professional and official functions. Hence the most important feature of further education is the correspondence of this type of education to the “challenges” of the time.

Advanced training is a continuous process that has a very complex nature and a unique structure. Continuity of professional development is an organic relationship between two ambiguous processes: specially organized short-term training (which is carried out periodically under the guidance of teachers every five years) and self-education, carried out both during coursework and in the intercourse period.

The relationship between intermittent, periodically repeated course training and continuous self-education gives the subsystem of advanced training specific features that distinguish it from all other subsystems of continuous education.

Course training, taking into account its short duration and frequency, serves as an incentive for self-education and largely orients it in terms of content.

During the course training, programs of professional and personal achievements are developed, the results of their implementation are analyzed, the most optimal models of intercourse training and self-education are determined, and new technologies of self-education are developed and mastered.

Professional retraining specialists are carried out under additional professional educational programs of two types, one of which ensures the improvement of the knowledge of specialists to perform a new type of professional activity, and the other - to obtain additional qualifications.

Professional retraining to perform a new type of professional activity is carried out in the process of mastering additional professional educational programs, which are developed, approved and implemented by the educational institution (or a structural unit of advanced training operating in a university) independently, taking into account the needs of the customer and on the basis of established qualification requirements for specific professions or positions. Professional retraining to obtain additional qualifications is also carried out under additional professional educational programs, formed in accordance with state requirements for the minimum content and level of requirements for specialists to assign additional qualifications. Requirements for the content of additional professional educational programs for professional retraining and advanced training are established by the federal executive body implementing a unified state policy in the field of additional professional education. The procedure for the development and approval of these programs is determined by the charter of the educational institution of further professional education (or special sub-

division of advanced training operating on the basis of the university).

An important condition for the functioning of the additional vocational training system is the continuity of the named types of additional vocational training in ensuring the continuous development of professionalism of specialists. Of particular importance is the tendency to strengthen the relationship between their professional growth and personal development, the integration of motivational, operational and reflective spheres of professional activity. This is determined by the need for the holistic formation and development of a professional’s personality.

The learning process in the further education system

The training of specialists in the further education system is an integral pedagogical system, conditioned in its functioning and development by a variety of objective factors: social, psychological, organizational and pedagogical, material and technical and others. It can be viewed from different positions: as an activity, as a process, as communication, as a relationship between pedagogical leadership and self-management of learning.

From the standpoint of system-activity and personality-oriented approaches, education in the further education system is a collaboration of two (or more) subjects: a teacher and a student (teacher and students; students studying with each other), aimed at achieving educational goals. At the same time, the named learning is a holistic process in which two ambiguous processes merge in organic unity: teaching and learning, designed to develop into co-creation; this is a process of spiritual, moral, mental, emotional and physical interactions necessary for the implementation of educational tasks, and in particular for the creation of “works” of professional culture, author’s projects of professional activity. Teaching and learning are didactic processes associated with the cooperation of the main characters in the learning process - the teacher of the further education system and the student (students), whose goals are united. Teaching and learning in the named system are coordination of actions, communication and mutual understanding, mutual respect and mutual assistance, a common focus on the future and mutual support of students.

Teaching- this is: A value-based attitude towards the student, culture, creativity; humane pedagogical position; caring for the health of the student; creation and constant enrichment of cultural, informational and subject-developing educational environment; giving a personality-oriented, developmental and creative orientation to the content and technology of training; caring for the development and support of the individuality of each student. In addition, teaching is a process of motivated, indirect management of a student’s learning in order to transfer him from the state of a passive listener, performer to the position of an active subject of self-learning, self-development, and self-improvement.

Teaching is aimed at “transforming” the goals, objectives and content of training into the projected goals, objectives and content of their own educational activities by the students themselves. Teaching creates conditions for students to self-organize their own educational trajectory, aimed at self-development of subjectivity.

Due to this teacher in the system of advanced training is called upon to: master the art and science of assisting adults in learning; to help students “grow” their qualities as authors and designers of their educational space. This is due to the acquisition of experience in professional and personal reflection and experience in constructing a trajectory of self-development, etc. The teacher of the further education system is called upon to help in determining the parameters of training and searching for information; in identifying the student’s professional experience and using it in the learning process; in identifying educational needs and determining learning goals; in the selection of training content; in organizing the self-learning process.

Educational technology is a procedural and didactic tool for influencing the content of education on the consciousness, feelings, will and behavior of the individual. The content of additional professional education, focused on the development of professional culture, human potential, subjectivity and creativity of a professional specialist, requires for its implementation appropriate proprietary pedagogical technologies, characteristic features which are: cooperation, dialogicality, active and creative nature, focus on supporting the individuality of a specialist, providing him with the necessary freedom to make independent decisions in the matter of organizing his training, choosing the content and methods of teaching, co-creation of students and trainees. These requirements have the property versatility, they can be attributed to any technology, be it traditional or innovative technology. It is important that its creative “birth” and implementation be carried out in the context of these requirements and serve the achievement of individual educational goals.

Teaching includes awareness and acceptance by the individual of cognitive tasks, planning of activities, its implementation in the process of studying itself, self-control and self-assessment of effective

the value of your work. Learning requires the ability to implement a whole series of actions, which, although not related to the assimilation of educational material, are its necessary prerequisite. Assimilation is an exclusively mental process, while learning is largely a practical activity that manifests itself externally.

The teaching of a subject in the DPO system is characterized by his desire for independence, independence, and self-government. Therefore, the student, as already noted, is called upon to play an active, leading role in the organization of his learning. However, during the learning process it is important to provide him with assistance: in creating the image of a professional specialist; development of positive dynamics of the motivational sphere of the individual; formation of professional values; understanding the purpose of the profession; independent formation of professional goals; development of professional thinking; designing educational problems and ways to solve them; independent search for information; independent acquisition of knowledge, skills, abilities, personality traits necessary to solve vital and professional problems; teaching creativity; in creative independent solving of educational problems, etc.

In this regard, the question arises about training a new type of teacher at universities of the further education system, who is able to perform the following actions:

carry out diagnostics level of professionalism, professional competence of the student. Provide assistance to him in professional and personal reflection;

provide assistance to students in their independent design of individual further educational programs;

create a comfortable psychological atmosphere for learning and provide scientific and methodological support for the educational process,

conduct diagnostic surveys, tracking learning outcomes;

carry out the selection of scientifically based content, organizational forms, methods and means of teaching based on taking into account the individual educational needs of students;

develop human-oriented cultural learning technologies;

consult on the following issues: organization of their educational activities by students themselves; technologies of creative activity; spiritual and moral self-improvement;

develop and use various criteria studying the professional, educational and personal achievements of a specialist;

develop additional educational programs.

In the context of the leading goal of additional professional development (professional and personal development of students), the individual experience of professional and personal self-development of teachers of the named system is extremely important. The conventional “formula” of the activity of a further education teacher is to educate himself, help the student master the technology of self-development and, together with him, “come out” to new ideas, concepts and technologies for the development of objects of professional activity. Of particular importance are the research activities of the teacher of the further education system, his direct scientific and practical contribution to solving current professional problems of students.

A university teacher in the further education system is called upon to perform the functions of a researcher, author and designer of further educational programs; educational process expert; organizer of individual and collective forms of educational activities; mentor, consultant, inspirer of adult learners; creator of favorable learning conditions; source of knowledge, skills, abilities and qualities needed by students. Therefore, the development of the further education system requires the scientific development of models for professional retraining of teachers for the system in question.

1 question General characteristics of professional pedagogicaleducation. Vocational and pedagogical education - sphere

social life, creating conditions for the development of the individual in the process of mastering the values ​​of professional world and national culture. Pedagogical education is the most important component of the entire Russian education system, its one of the key links, which largely, if not to a decisive extent, determines the quality and prospects for its development. As a relatively independent subsystem, teacher education is interpreted in two senses - narrow and broad. Most often, teacher education is considered as a system of training, mainly, specialists in general (preschool, primary, basic and full general) education (teacher education in the narrow sense). In a broad sense, pedagogical education also includes the pedagogical training of all persons involved in the education and upbringing of younger generations (for example, the pedagogical education of parents). Education of persons conducting training in institutions of vocational (primary, secondary and higher) education, as well as in institutions of additional education, including the system of retraining and advanced training. Vocational pedagogical education is a relatively independent type of teacher education. The peculiarity of training and education as an activity of social management is that it has, as it were, a double subject of labor. On the one hand, its main content is relationships with people: if a leader (and a teacher is one) does not have proper relationships with those people whom he leads or whom he convinces, then the most important thing in his activities is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in some area (depending on who or what he supervises). A teacher, like any other leader, must know well and imagine the activities of the students whose development process he leads. Thus, the teaching profession requires dual training - human science and special.

2 question Stages of formation and development of the professional education system.

Professional education as a part of social life arises at a certain historical stage and develops in the unity of theoretical and practical components. In this regard, the historical process of development of vocational education is represented, on the one hand, by its institutionalization (the emergence, development, streamlining of public institutions - educational, methodological, managerial, providing primary vocational education), and on the other hand, by the genesis of theoretical, pedagogical and methodological foundations primary vocational education.

The identification of stages allows us to more thoroughly and accurately characterize the dynamics of the development of vocational pedagogical education.

The period from the second half of the 19th century. - 1917 is considered as the time of formation of the system of domestic vocational education. At the first stage(1860 - late 1880) of this period, under the influence of socio-economic, political and socio-cultural factors, there was a rapid quantitative growth of vocational education institutions in the trade, financial, technical, transport, artistic, and agricultural spheres. The weakness of state policy in the field of vocational education at this stage led to the predominant spread of private and public initiatives in this area, “inconsistency” in the content of curricula, programs, and methods that spontaneously arise at training sites. At the same time, 1860 - late 1880s. became a time of increased attention to vocational education on the part of prominent scientists, teachers and public figures (E.N. Andreev, V.K. Della-Vos, A.G. Nebolsin, A.D. Putyata, K.D. Ushinsky, A. L.I. Chuprov, I.I. Yanzhul, etc.). In their works and speeches, ideas appear to increase the effectiveness of vocational education through strengthening general education training, training specialists in several related professions, the unity of the theory and practice of vocational pedagogical education, the use of labor as a means of mental and moral education, and the development of special methodological techniques. However, the practical implementation of these ideas was carried out later. Second phase(late 1880s - early 20th century) is characterized by the streamlining of disparate educational institutions and the formation of a system of primary vocational education. The main achievements of this stage were the adoption of a number of state documents - Laws, Charters, Regulations aimed at establishing compliance of the system of educational institutions with the requirements of economics and pedagogical science, typification, establishment of a single plan for them, preparation period, determination of the ratio of general education and special components of initial vocational pedagogical education of the initial general education level of students, etc. At this time, the separation of lower and secondary training in vocational education institutions began. Educational institutions for women are appearing. The implementation of promising pedagogical ideas of the previous stage in practice begins, and the general education and general technical training of students is improved. The first conceptual framework for the development of primary vocational education is being developed. A number of new theoretical ideas are being formed: special training of teaching staff for vocational education, methodological training of masters; continuity of educational institutions at various levels. The methods of vocational education are being enriched (I.A. Anopov, S.A. Vladimirsky, I.A. Stebut, I.A. Vyshnegradsky, etc.). At the same time, there remain trends towards a small number of state vocational training institutions, a lag between state policy and educational practice, minimization of costs for initial vocational training, and the existence of archaic forms of vocational pedagogical education. Third stage(1910 - 1917) became a time of a qualitative change in the field under study, associated with the strengthening of the role of pedagogical ideas in the development of vocational education, the implementation of reforms of a promising rather than “catch-up” nature. At this time, an innovative type of educational institution was created (polytechnic, technical courses - technical schools), ideas for transforming primary vocational education based on pedology, psychotechnics, and engineering psychology appeared.

Question 3. State educational standard. Specialty curriculum.

One of the modern trends in the development of educational content is its standardization, which is caused by two circumstances. First of all, the need to create a unified pedagogical space in the country, which will ensure a uniform level of general education received by young people in different types of educational institutions. Standardization of the content of education is also determined by the task of Russia’s entry into the system of world culture, which requires taking into account the trends in the development of the content of general education in international educational practice.

The main purpose of standards is to organize and regulate relationships and activities of people, which is aimed at producing products with certain properties and qualities that satisfy the needs of society

Along with the Law “On Education,” the education standard is the main regulatory document that interprets a certain part of the Law. It develops and specifies such characteristics of education as content, its level and form of presentation, indicates methods and forms of measuring and interpreting learning results. The standard ensures the stability of the required level of education, its constant reproduction and improvement, which meets the prospects for the development of society.

The state standard of general secondary education distinguishes three levels: federal, national-regional and school. The federal component determines those standards, the observance of which ensures the unity of the pedagogical space of Russia, as well as the integration of the individual into the system of world culture. The national-regional component contains standards in the field of native language and literature, history, geography, art, labor training, etc. They fall under the competence of regions and educational institutions. Finally, the standard establishes the scope of the school component of educational content, reflecting the specifics and focus of the individual educational institution. The federal and national-regional components of the education standard include:

requirements for the minimum necessary training of students within the specified scope of content;

the maximum permissible volume of schoolchildren’s academic workload by year of study. The general structure of the content of education is determined by the standard curriculum, which has developed in a purely empirical manner. The education standard makes it possible to designate not empirically defined educational subjects, but basic educational areas, the set of which is scientifically substantiated. Based on the totality of these areas, which make up the invariant (basic) core of general secondary education, a wide variety of working curricula can be developed.

Syllabus is a state document on the basis of which specialists are trained. Model curriculum- the main document establishing the state component of the relevant educational and professional program. It establishes at the state level the minimum volumes of study hours and cycles (blocks), a list of compulsory disciplines in them, thus providing independence to higher educational institutions in developing the university component of the working curriculum of a given specialty. This document also indicates the qualifications of the graduate, provides additional data (for example, a list of state exams, types of internships, etc.) and notes. Working curriculum- this is a curriculum for a specialty of a particular higher educational institution, developed on the basis of a standard curriculum with its additions and adjustments (in accordance with regulatory documents), taking into account local conditions, specialization, clarifying the calendar structure, stages of the educational process. The requirements for the level of training of graduates are largely determined by the mandatory minimum content of educational and professional programs.

4. Training as a system and as a process. Stages of the learning process. Goals, principles, content of training.

Under training understand the active, purposeful cognitive activity of a student under the guidance of a teacher, as a result of which the student acquires a system of scientific knowledge, skills and abilities, develops an interest in learning, develops cognitive and creative abilities and needs, as well as moral qualities of the individual.

There are several definitions of the concept of “learning process”. “The learning process is the movement of a student under the guidance of a teacher along the path of mastering knowledge” (N.V. Savin).

“The learning process is a complex unity of the teacher’s activities and the activities of students, aimed at a common goal - equipping students with knowledge, abilities, skills, their development and education” (G. I. Shchukina). “The learning process is a purposeful interaction between a teacher and students, during which the tasks of educating students are solved” (Yu. K. Babansky). Different understandings of the learning process indicate that this is a rather complex phenomenon. If we generalize all the above concepts, then learning process can be defined as the interaction of a teacher and students, in which students, with the help and under the guidance of a teacher, realize the motives of their cognitive activity, master a system of scientific knowledge about the world around them and form a scientific worldview, comprehensively develop intelligence and the ability to learn, as well as moral qualities and value guidelines in accordance with personal and public interests and needs.

The learning process is characterized by the following features:

a) purposefulness;

b) integrity;

c) two-sidedness;

c) joint activities of teacher and students;

d) management of the development and education of students;

e) organization and management of this process.

Thus, pedagogical categories "learning" I "learning process"- not identical concepts. Category "education" defines a phenomenon, while a concept "learning process""(or "educational process") is the development of learning in time and space, a consistent change of stages of learning.

The learning process is inherently a didactic process and is always conservative in nature. Today, social values ​​are really changing, so naturally, the goals of education are changing, and its content is changing.

The learning process is a social process that arose with the emergence of society and is being improved in accordance with the development of society. The learning process can be viewed as a process of transferring experience. Consequently, the process of learning in secondary and higher educational institutions can be called the process of transferring the accumulated experience of society to the younger generation. This experience includes, first of all, knowledge about the surrounding reality (knowledge about the world), which is constantly being improved, and ways of applying this knowledge in the practical activities of a person. After all, society understands the world in order to improve practical activities, and at the same time improve the reality around us. For constant development, for constant knowledge of the world, society equips the younger generation with ways of acquiring new knowledge, i.e. ways of understanding the world. And, most importantly, society conveys its attitude to existing knowledge, to the process of learning about the world around us and to the world as a whole.

Constantly improving and developing, the learning process by its nature remains the same as it has always been: a teacher cannot do without a blackboard, a textbook and the teacher’s word. Therefore, a radical reform of the learning process can only occur as a result of the widespread introduction of completely new learning tools (sources of information): for example, computers with appropriate programs; various experiments on learning using hypnotic sleep are currently being conducted. But whether these methods will become available to mass educational institutions is still unclear.

One of the significant features of the learning process is that almost every person has an idea about it, since each of us in our lives has been and is a direct participant in this process. Therefore, teachers involuntarily act in accordance with the stereotypes acquired in childhood, when they were taught, and in adulthood, when they had to teach themselves.

The learning process is a unique system that characterizes the life of human society. Therefore, it has its own fundamental provisions that determine the nature of the learning process and its specificity. For example, even a specific school (or university) is also a system that has its own charter and is guided by some general provisions that determine the nature of its life activity.

The next, no less significant concept of didactics is the content of education. This is a specific amount of knowledge, skills and abilities in a particular academic discipline, which is selected from the relevant areas of knowledge on the basis of existing didactic principles.

Selected information is transmitted to students using certain teaching aids and sources of information (the teacher’s word, textbook, visual and technical aids).

Since the main feature of the learning process is the nature of the activities of the teacher and students, the methods of carrying out these types of activities, which are considered in didactics as teaching methods and are one of the most important concepts of didactics.

The learning outcomes are largely determined by the nature and methods of organizing the activities of teachers and students. They can be individual, group; These include lectures, practical classes, seminars, etc. These are all forms of training.

Stages of the learning process.

Primary diagnosis and updating of students’ previous knowledge. In order for the educational process and progress of teaching to be productive, the teacher quickly establishes business contact with students, finds out the general psychological atmosphere in the class, the level of readiness of the children to learn in this particular lesson, etc. At the same time, in order to rely in the upcoming educational work on the stock of knowledge that the students had previously acquired, the teacher “revitalizes” it with appropriate techniques and methods, making the existing knowledge relevant and important for the present moment.

Setting a goal by the teacher and students’ awareness of cognitive tasks: announcing the topic, asking questions, performing various activating tasks, problems of a problematic and creative nature. This is how students enter an atmosphere of intense cognitive work.

Students' perception and learning of new material. At this stage, different methods and techniques of presentation are used.

Understanding new material (I.F. Kharlamov, N.A. Sorokin, T.A. Ilyina). Some researchers do not consider such cognitive action to be an independent stage of the educational process. For example, M.A. Danilov believes that the process of comprehension is present (must be present!) at all stages of the lesson, so there is no need to single it out as an independent one. There is, of course, a reason for such a judgment.

consolidation and improvement of initially perceived information by students, the formation of new skills and abilities.

Application (M.A. Danilov, N.A. Sorokin, etc.). This link in the educational process involves the connection of theoretical knowledge with practical skills and actions (mental, manual). The value of theoretical knowledge lies precisely in the ability to use it for practical purposes. This is achieved through exercises, problem solving, problem-based and heuristic learning tasks.

It must be said that not all didactic researchers single out this link in the educational process as independent, believing that its application also occurs in its other links.

7. Quality control of acquired knowledge and skills is an important link in the educational process. In the daily educational activities of the teacher, it is a way of feedback,

performs a diagnostic function at the final stage of the educational lesson: how completely, accurately, without distortion and meaningfully the educational material has been learned, what gaps have been discovered in the knowledge of individual students.

8. Correction as a link in the educational process is necessary when, according to the results of diagnostics, deviations from the intended result of cognitive activity are revealed. To correct the situation, the teacher uses other teaching methods and means. Then there is a chance to achieve the goal: learning material by all students at a sufficiently high level.

Some didactic researchers combine this link with the previous control link (Yu.K. Babansky, N.A. Sorokin, I.Ya. Lerner, etc.).

9. Generalization as a link in the educational process completes the previous links and presupposes the assimilation and awareness by students of cause-and-effect relationships in the phenomena of the surrounding world, fragments of which they study, the assimilation of scientific concepts, some laws of the development of nature and society. Knowledge is systematized in a specific academic subject, intra-subject and inter-subject connections are established.

These are the links, or stages, of the educational process. Depending on the purpose of the training session (lesson, practical work, etc.) and the corresponding type of training, not all of these links appear, and sometimes not in the strictly listed sequence.

Learning Objectives.

Determining the goal through the content of the material being studied (study the topic, theorem, paragraph, chapter, etc.). Although such goal setting guides the teacher towards a specific result, it does not make it possible to think through the individual stages of the learning process in the lesson and its design.

Determining goals through the activities of the teacher: introduce, show, tell, etc. Such goals do not provide for the achievement of specific results: what should be achieved in the learning process, what will be the level of knowledge, general development, etc.

Defining goals through the internal processes of student development (intellectual, emotional, personal, etc.): to create interest, develop cognitive activity, develop skills, etc. Goals of this type are too general and their implementation is almost impossible to control.

Determining goals through organizing students’ learning activities in the classroom: solving a problem, completing an exercise, working independently. Although such goals focus on organizing active cognitive activity of students, they cannot always give the expected result.

Basic principles of organization and functioning of the pedagogical process

the principle of a holistic approach to education;

the principle of continuity of education;

the principle of purposefulness in education;

the principle of integration and differentiation of joint activities of teachers and students;

principle of conformity to nature;

The principle of cultural conformity;

the principle of education in activity and in a team;

the principle of consistency and systematicity in training and education;

the principle of unity and adequacy of management and self-government in the pedagogical process;

the principle of optimization - constantly bringing methods and techniques of activity in accordance with the goals and content of the pedagogical process, the real psychological situation.

Principles of learning(other source)

Principles of training(didactic principles) are the basic (general, guiding) provisions that determine the content, organizational forms and methods of the educational process in

Professional development is probably what most people strive for.

Some improve on their own, while others look for and find training options in various training centers.

It is important to know:

There are several types of documents that are issued upon completion of training, and this is due to certain requirements of the Education Law and other regulatory documents.

Why this is important to know:

New Law on Education (No. 273- Federal Law) significantly changed the system of postgraduate education back in 2013, the changes came into force in the spring of 2014.

One of the significant changes is that since 2014, a second higher education can only be obtained in full - from the first to the last year. This form of education as “shortened second higher education in 3.5 years” is outdated.

And this is understandable - the duration of a bachelor's degree is 4 years. What kind of abbreviated form is this for 3.5 years?

The Law on Education instead “abbreviated second higher” A new form of postgraduate education was introduced - professional retraining. Its duration today is from 250 hours and above.

However, most citizens whose activities are not related to the education system do not know about this.

Misconception No. 1. Second higher education, abbreviated form.

Some people take advantage of ignorance of the law on education, still recruiting students into the “second higher” groups in 3 years.

While exactly the same diploma - namely, professional retraining diploma of the established form (and not at all a state diploma of higher education, as unscrupulous “recruiters” from education broadcast) - you can get it much faster and cheaper if you apply to a university where professionals work in the structure of additional professional education.

Misconception No. 2. Standard certificate.

Another common form of deception on the black market in education is the so-called “standardized certificate”. There is no such sample certificate. And, as a rule, such an “established” certificate is issued by organizations that want to receive money from clients, but do not want, or, even worse, cannot obtain an education license. It is from the “pen” of such unfortunate “training centers” that “certificates of the established form” come out. It happens that they charge an unconscionable amount of money for issuing such “certificates” - sometimes up to 300 thousand rubles. And the documentary fruit of your training can only be placed on the wall of the restroom, because such a document has no legal force.

Another thing is certificates for copyright knowledge, when the author of some technique, having taught you, will always be able to confirm that yes, he personally issued you a certificate for the right to use the acquired knowledge in some type of his activity.

But, please note - this is NOT a standard certificate, this certificate confirms that you took part in a certain author’s seminar, and the author of the seminar considered your participation so fruitful that he issued you a certificate of participation.

Let's look at the stages of education in more detail.

University education

1. Diploma of education of the state standard and standard form

1. Graduation from a university, technical school, or college - state or commercial, but necessarily having state accreditation - is confirmed by the issuance of a state-issued diploma with an official seal.

Commercial universities that do not have state accreditation issue diplomas of the established form. The difference between them is their status, as well as the fact that only graduates who have a state diploma have the right to hold any position in a government institution, as well as to enroll in graduate school. If you plan to work in a commercial organization, or run your own business, and do not have the goal of becoming a candidate or doctor of science, the type of higher education diploma does not matter to you.

But all this concerns basic education.

Postgraduate education (additional professional education)

Now let's talk about postgraduate education, or additional professional education (DPE).

According to the law on education and other regulatory documents, in the DPO system there are no state diplomas, but only diplomas of the established form, regardless of whether you receive your education at a state university or at some unknown ANO or NOCHU.

However, there remains a difference in the status of the diploma, and whether the diploma is signed by the rector or first vice-rector of a well-known university, or the director of a one-day university.

Also, even in a diploma of the established form, accredited educational institutions, as a rule, put an official seal, in contrast to the usual seal of a non-accredited educational institution.

According to the Education Law, since 2013, the second higher education within 3.5 years after technical schools and colleges has been abolished, as was the case before.

Instead of the shortened second higher education, VOCATIONAL RETRAINING was officially introduced.

Professional retraining instead of accelerated second higher education

The Federal State Educational Standards (Federal State Educational Standards), the officially prescribed professional standards relating to almost all professions, state that a mandatory requirement for a particular profession is the presence of a diploma of relevant education or professional retraining diploma in the appropriate direction.

The diploma that the student receives upon completion of the program of additional education and professional retraining does not have a state standard - it must be a diploma of the established standard.

The duration of professional retraining programs must necessarily exceed 250 hours.

As a rule, such a diploma is also signed by the rector or first vice-rector of the university and affixed an official seal.

There are both relatively short-term professional retraining programs (from 250 hours), and those that last over 1000 hours and last 2-3 years.

Certificate of advanced training.

For a number of professions, the law provides for mandatory regular advanced training.

As a rule, in order to undergo advanced training in the relevant program, the student must already have a diploma in the relevant qualification so that he has something to improve.

Upon completion of the advanced training program, the student receives a certificate of advanced training.

The duration of the programs for which qualification certificates are issued can be from 16 to 250 hours.

Certificate of completion of training.

Certificates of completion of training can be found both in licensed educational institutions and in companies whose names contain words such as School, Academy, etc., but which are not, in fact, educational institutions and do not have an educational license .

The certificate is not a document confirming the legal right to conduct professional activities. Its functionality is somewhat different.

If you need a legal document about the profession, before paying big (or small) money to study at such Schools and Academies, check to see if the school has a license to conduct educational activities.

If not, find out if you can get the appropriate education from a licensed educational institution.

Labor intensity of the educational program

A number of professional retraining programs have requirements that the program be at least a specified number of hours. After completing such programs lasting more than 250 hours you should be given a diploma of the established form - not a certificate, not a certificate, namely DIPLOMA , and only a diploma, and only on the basis of an education license.

It is important to understand that here we are talking about classic professions included in the Unified Tariff and Qualification Directory , about those for which there are regulatory documents, supervision, regular inspections, etc. - training in these professions must be chosen among official educational institutions that issue official documents.

Training in “exotic” professions.

If you are planning to get a rather exotic profession, for example, the profession of a yoga or Nordic walking coach, and you plan to work in a private company where the employer will be satisfied with any document confirming your knowledge, or you will be engaged in your own activities, you may be satisfied with a certificate, in this case, the main thing is that the knowledge that is given to you is of high quality.

Sometimes even under such programs they are issued certificates of advanced training.

In general, advanced training usually means that you ALREADY HAVE a diploma confirming your qualifications, and a document on advanced training confirms that you have improved it. But in this case, you can deviate from this rule.

Receiving a diploma or certificate of advanced training is always preceded by some form of certification – qualifying exam or writing a final qualifying thesis. Advanced training may not end with an exam, but with a test.

The same right to life comes with a certificate that confirms that you have participated in a program of a certain kind.

There are certificates that confirm that you have completed the appropriate program, during which you acquired the appropriate skills.

There are also certificates stating that you participated in the author’s program, and the author taught you a certain technique and introduced you to certain knowledge.

The certificate, therefore, depending on the wording, may confirm that:

– you actually attended some kind of training event, and if you suddenly start telling someone about it, then your counterpart will understand that you really learned about it first-hand;

– you participated in a certain event, and the author confirms with his certificate that you were present at it, and therefore has the right to pass on this information further.

– you attended a certain training program and gained skills in using what this program taught (for example, working with the 1C program or a seminar on the aforementioned Nordic walking), you even performed certain actions that were rated as positive.

If you have completed a training program using the author’s methodology, or a program that teaches certain skills, and received a certificate stating that you can apply knowledge for professional purposes, you really can do this in accordance with the certificate (remember that we are talking about areas that are not specified in the ETKS and for which professional standards have not been developed).

The employer of a commercial organization may be quite happy with your certificate. The only limitation is that such a certificate will not be valid if you apply for a job in a government agency with it. As, in general, with a diploma of higher education obtained from a university that does not have state accreditation, as mentioned above.

After graduating from an educational institution, the graduate expects to never sit down at a desk again. However, the realities of the modern economy are such that additional professional education is a necessity in almost any field of activity. A young specialist wants to climb the career ladder; to do this, he needs to learn new things, master related specialties and hone his existing skills.

The essence of additional education

Modern technologies and work methods are constantly updated, new production methods are developed, and management approaches are improved. Specialists must constantly acquire new knowledge and skills in order to be in demand in the labor market.

The majority of workers employed in hazardous industries, responsible for the life and health of other people working with modern technologies, regularly receive additional professional education. allowing you to keep up with the times. It can be in the form of self-education, or in the form of various courses, schools, seminars and trainings.

Additional professional education is a continuous process that allows you to obtain up-to-date information related to professional, managerial and production activities.

Educational institution of additional professional education

Employees interested in the future regularly improve their skills, try to learn new things and keep abreast of changes in production methods and technologies. You can educate yourself using special publications and electronic resources. However, official advanced training with a certificate can only be completed in specialized institutions.

Among them are:

• Institute of Additional Professional Education. The educational institution is entirely aimed at postgraduate education. Most often they are divided by activity profile - for educators, for civil servants, for medical workers, etc.
• Faculty at a university engaged in training and retraining of specialists. Often provides services to its own graduates.
• The Center for Continuing Professional Education is a state or non-state educational institution that provides the opportunity to both acquire a new profession and improve qualifications. Often located at employment centers.
• A production unit at an enterprise that trains and improves the skills of its employees.

The Institute provides services not only to graduates and specialists, but also to those wishing to acquire a second or related profession, not necessarily on the basis of a higher or secondary specialized diploma.

Additional professional education programs

Depending on the type of training, additional professional education programs are selected. They differ in a variety of ways:

Regardless of the type of training, it must meet the requirements of a specific profession or area of ​​activity.

Options for further education

When thinking about advanced training, it is necessary to resolve the issue of organizing additional professional education. This will determine the options for restructuring the work process, taking into account departing employees.

The following options are available:

• with or without interruption from production. Typically, such options are chosen by employees for whom professional training is mandatory.
• Obtaining additional or related education. Suitable for workers in small industries and due to the need to combine several positions.
• Retraining is associated with obtaining additional education and the need to change the direction of professional activity. It can be either on the basis of higher or secondary specialized education.

Any of the selected options can be full-time, part-time or remote. Students are provided with the one that most fully meets their needs and capabilities.

The difference between additional education and other forms of postgraduate education

Additional vocational education is one of the options for postgraduate training. This method of advanced training is typical for workers who want to learn new secrets in their chosen field of activity.

Its main difference from other types of postgraduate education is voluntariness. Advanced training is often mandatory for many specialists. Obtaining additional education in addition to an existing diploma allows you to successfully compete in the labor market, offering much more professional services.

Guarantees for employees undergoing additional training

Laws and other regulatory documents provide certain guarantees to employees receiving additional professional education. First of all, it is maintaining a job while studying away from work. In addition, not only the position is retained, but also the average salary. Of course, no one can oblige the employer to pay bonuses and bonuses, but the basic salary for the entire period of study is required to be paid.

If an employee is sent to another area for additional training, the employer is obliged to pay. This includes travel to and from the place of study if it is located outside the locality of the main work. In addition, expenses for hotel accommodation and, in some cases, food are reimbursed.

for additional employee training

For a certain category of specialists, regular advanced training is mandatory. Additional professional education of workers in these categories is the responsibility of the employer. It is he who must provide all the necessary conditions.

• Medical workers - senior and nursing staff.
• Pedagogical workers - teachers, university professors and teachers of preschool educational institutions.
• Civil servants.
• Workers associated with dangerous and special working conditions.

Upon completion of training, they are presented with an identification document, which serves as justification for the provision of compensation.

In cases where the law does not provide for mandatory additional training, the employer himself decides on the need and frequency of courses for his employees. Typically, this issue is enshrined in local regulatory documents, for example, a charter or a collective labor agreement.

Advanced training is carried out for specialists at least once every five years. Most often, the employer organizes mass training for its employees. It is important to remember that study time is paid, even if it falls on weekends or holidays. Specialists can undergo additional professional training on their own initiative and in their free time. In this case, the employer is not obliged to pay for working time spent on study.

Future career options for workers who have received additional education

There is an important question that concerns specialists who are sent or decide to independently receive additional education. What's next? What are the options for career advancement and how will the value of such an employee increase?

Additional education in itself does not guarantee a rapid career rise. However, this provides a platform for a faster start, expanded opportunities and new knowledge. All this will have a positive effect on your future work activity.

In connection with the entry into force of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” and numerous requests received from educational organizations and training organizations that implement additional professional programs, the Ministry of Education and Science of Russia sends information about the specifics legislative and regulatory support in the field of additional professional education.

Application: for 25 l.

Explanations
on legislative and regulatory support for additional professional education

Abbreviations used:

Federal Law No. 273-FZ - Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;

Procedure - Order of the Ministry of Education and Science of Russia dated July 1, 2013 No. 499 “On approval of the Procedure for organizing and implementing educational activities in additional professional programs” (registered by the Ministry of Justice of Russia dated August 20, 2013, registration No. 29444);

DPO - additional vocational education;

DPP - additional professional programs.

Question 1. In the definitions of basic concepts (Article 2 of the Federal Law) subparagraph 3 - training, subparagraph 5 - qualifications, subparagraph 12 - professional education, a new concept of “competence” has appeared. What is its content?

Through the concept of “competence”, Federal Law No. 273-FZ defines learning outcomes and also implies a description of qualifications using competencies.

The higher education system has already accumulated some experience in developing and implementing educational programs based on a competency-based approach, and now Federal Law No. 273-FZ extends this practice to additional professional education.

You can get acquainted with the main aspects of the competency-based approach in education, including on the Internet, on the websites of the Research Center for Problems of the Quality of Training of Specialists, the Federal State Autonomous Institution “Federal Institute for Educational Development” and others.

Question 2. How should the implementation of additional educational programs be guided by a competency-based approach, and is this mandatory for short-term programs?

In accordance with Part 4 of Article 76 of Federal Law No. 273-FZ, the advanced training program is aimed at improving and (or) obtaining new competence necessary for professional activities, and (or) increasing the professional level within the framework of existing qualifications.

In accordance with Part 5 of Article 76 of Federal Law No. 273-FZ, the professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity and acquiring new qualifications.

The structure of the programs must indicate the planned result (clause 9 of Article 2 of Federal Law No. 273-FZ), which is formulated in a competency-based form for all types of DPP, including short-term programs.

It is obvious that organizations implementing additional professional educational programs will need to develop their own regulatory and methodological support, which will demonstrate the implementation of the competency-based approach, including planning learning outcomes (formation of competency models), assessing the level of development of competencies among graduates, etc.

Question 3. In basic terms (Article 2 of Federal Law No. 273-FZ), a definition of an approximate basic educational program is given. Will approximate, standard additional professional programs be developed for use in the educational process?

Educational programs are independently developed and approved by the organization carrying out educational activities, unless otherwise provided by law (Part 5 of Article 12 of Federal Law No. 273-FZ).

Authorized federal government bodies, in cases established by Federal Law No. 273-FZ, organize the development and approval of exemplary additional professional programs or standard additional professional programs, in accordance with which organizations carrying out educational activities develop corresponding additional professional programs (Part 14 of Article 12 of the Federal Law No. 273-FZ).

Standard and exemplary programs will be developed for the following cases established by Federal Law No. 273-FZ:

Standard additional professional programs in the field of international road transport are approved by the federal executive body responsible for developing state policy and legal regulation in the field of transport (Part 7 of Article 76 of Federal Law No. 273-FZ).

Approximate additional professional programs in the field of defense and state security, ensuring law and order are developed and approved by the federal government body in whose interests vocational training or additional vocational education is carried out (Part 3 of Article 81 of Federal Law No. 273-FZ).

Approximate additional professional programs for medical education and pharmaceutical education are developed and approved by the federal executive body, which carries out the functions of developing state policy and legal regulation in the field of healthcare (Part 3 of Article 82 of Federal Law No. 273-FZ).

Typical basic professional training programs and standard additional professional programs in the field of training specialists for civil aviation personnel, ship crew members in accordance with international requirements, as well as in the field of training railway transport workers directly related to train traffic and shunting work, are approved by the federal executive body authorities exercising the functions of developing state policy and legal regulation in the field of transport (Part 3 of Article 85 of Federal Law No. 273-FZ).

In order to provide methodological support for the implementation of Federal Law 273-FZ and the Procedure, the Ministry of Education and Science of Russia will present models of advanced training and professional retraining programs. Access to these resources will be free.

Question 4. Is the concept of “student” applicable in the system of additional professional education, along with the concept of “listener”?

Listeners - persons mastering additional professional programs, persons mastering vocational training programs, as well as persons enrolled in preparatory departments of educational institutions of higher education (clause 8 of part 1. Article 33 of Federal Law No. 273-FZ).

A student is an individual who is mastering an educational program (Part 2 of Article 15 of Federal Law No. 273-FZ).

Thus, both concepts can be used in additional vocational education.

Question 5. The concept of “individual entrepreneurs carrying out educational activities” has appeared. Should they obtain a license to operate educational activities? Can they implement additional professional programs?

Individual entrepreneurs can carry out educational activities only in basic and additional general education programs and vocational training programs (Part 3 of Article 32 of Federal Law No. 273-FZ). Federal Law No. 273-FZ does not provide for the implementation of additional professional programs by individual entrepreneurs.

At the same time, individual entrepreneurs carrying out educational activities directly, that is, individually, have the right not to go through the licensing procedure for educational activities.

Question 6. Is the concept of “teaching worker” applicable to teachers of additional professional education?

The concept of “teaching worker” applies to additional education teachers. In accordance with Part 21 of Article 2 of Federal Law No. 273-FZ, a teaching worker is an individual who has an employment or official relationship with an organization carrying out educational activities and performs duties for training, educating students and (or) organizing educational activities;

Organizations carrying out educational activities to implement educational programs of higher education and additional professional programs provide for positions of teaching staff and researchers who are classified as scientific and pedagogical workers. Teaching staff belong to the teaching staff of these organizations (Part 1 of Article 50 of Federal Law No. 273-FZ)

Organizations providing training and individual entrepreneurs, their students, teaching staff employed in organizations providing training or individual entrepreneurs are subject to the rights, social guarantees, duties and responsibilities of educational organizations, students and teaching staff of such educational organizations ( Part 2 of Article 21 of Federal Law No. 273-FZ).

Decree of the Government of the Russian Federation dated August 8, 2013 No. 687 approved the nomenclature of positions for teaching staff of organizations engaged in educational activities, positions of heads of educational organizations.

Apparently, there was a typo in the text of the previous paragraph. This refers to the Decree of the Government of the Russian Federation of August 8, 2013 No. 678

Question 7. Federal Law No. 273-FZ does not imply either federal state educational standards (FSES) or federal state requirements (FGT) in the field of additional vocational education. Paragraph 29 of Article 2 of Federal Law No. 273-FZ defines the quality of education through compliance with the Federal State Educational Standard and the Federal State Standards. Does this mean that the quality of education is not determined in additional vocational education?

In accordance with paragraphs 21-22 of the Procedure, the quality assessment of additional professional education is carried out in relation to:

compliance of the results of mastering the additional professional program with the stated goals and planned learning outcomes;

compliance of the procedure (process) for organizing and implementing an additional professional program with the established requirements for the structure, procedure and conditions for the implementation of programs;

the organization’s ability to effectively and efficiently carry out activities to provide educational services.

Assessment of the quality of development of additional professional programs is carried out in the following forms:

internal monitoring of education quality;

external independent assessment of the quality of education.

The organization independently establishes the types and forms of internal assessment of the quality of the implementation of additional professional programs and their results.

Requirements for internal assessment of the quality of additional professional programs and the results of their implementation are approved in the manner prescribed by the educational organization.

Organizations on a voluntary basis can apply procedures for independent assessment of the quality of education, professional and public accreditation of additional professional programs and public accreditation of organizations.

Question 8. Is additional professional education an integral part of continuing education?

According to Part 2 of Article 10 of Federal Law No. 273-FZ, education is divided into general education, vocational education, additional education and vocational training, ensuring the possibility of realizing the right to education throughout life (continuing education).

Part 6 of Article 10 of Federal Law No. 273-FZ determines that additional education includes such subtypes as additional education for children and adults and additional vocational education.

At the same time, the education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, and practical experience when receiving education.

Thus, it can be unequivocally stated that additional vocational training belongs to lifelong education (Part 7 of Article 10 of Federal Law No. 237-FZ).

Question 9. Additional education includes additional adult education and additional vocational education. Is continuing vocational education additional education for adults?

Additional education includes such subtypes as additional education for children and adults, as well as additional vocational education (Part 6 of Article 10 of Federal Law No. 273-FZ). Thus, additional vocational education is an independent subtype of additional education.

Question 10. Additional professional education programs include advanced training and professional retraining programs. Does Federal Law No. 273-FZ establish the scope for these types of programs?

The volume of development of DPP is established by the Procedure. Clause 12 of the Procedure defines the minimum permissible volume of development of DPP. Thus, for advanced training programs, the completion period cannot be less than 16 hours, and the completion period for professional retraining programs cannot be less than 250 hours.

Question 11. Federal Law No. 273-FZ states that licensing of educational activities is carried out according to subtypes of additional education. What does this mean? What subtypes of additional education can professional educational organizations implement?

In accordance with Part 6 of Article 10 of Federal Law No. 273-FZ, additional education includes such subtypes as additional education for children and adults and additional vocational education.

According to Part 4 of Article 23 of Federal Law No. 273-FZ, professional educational organizations have the right to carry out educational activities in the following educational programs, the implementation of which is not the main goal of their activities - these are additional professional programs and additional general education programs.

In accordance with Part 2 of Article 75 of Federal Law No. 273-FZ, additional general education programs are divided into general developmental and pre-professional programs. Additional general developmental programs are implemented for both children and adults. Additional pre-professional programs in the fields of arts, physical education and sports are implemented for children.

Question 12. Part 1 of Article 15 of Federal Law No. 273-FZ provides for a network form of implementation of educational programs. Is this applicable to the system of additional professional education?

The network form of implementation of educational programs (hereinafter referred to as the network form) provides the opportunity for students to master an educational program using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations. In the implementation of educational programs using a network form, along with organizations carrying out educational activities, scientific organizations, medical organizations, cultural organizations, physical education, sports and other organizations that have the resources necessary to carry out training, conduct educational and practical training and implement other types of educational activities provided for by the relevant educational program (Part 1 of Article 15 of Federal Law No. 273-FZ).

This article provides a network form for the implementation of any type of educational programs, including programs of additional professional education.

Question 13. Is it possible to use e-learning and distance learning technologies in educational organizations of additional professional education?

The use of e-learning and distance educational technologies (hereinafter referred to as DET) in additional vocational education institutions is possible if conditions have been created in additional vocational education organizations that meet the requirements of Article 16 of Federal Law No. 273-FZ.

At the same time, organizations carrying out educational activities have the right to use e-learning and DET in the implementation of educational programs in the manner established by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.

Question 14. Can the library collection of an educational organization of additional professional education be equipped only with electronic educational publications?

In accordance with Federal Law No. 273-FZ, in order to ensure the implementation of educational programs, libraries are formed in organizations engaged in educational activities, including digital (electronic) libraries that provide access to professional databases, information reference and search systems, as well as other information resources.

In accordance with Part 1 of Article 18 of Federal Law No. 273-FZ, the library collection must be equipped with printed and (or) electronic educational publications (including textbooks and teaching aids).

Question 15. If additional vocational education is an integral part of additional education, then can an organization of additional education conduct educational activities according to DPP, and an organization of additional vocational education - according to additional general education programs?

In accordance with Part 3 of Article 23 of Federal Law No. 273-FZ, the following types of educational organizations that implement additional educational programs are established in the Russian Federation:

1) organization of additional education - an educational organization that carries out educational activities in additional general education programs as the main goal of its activities;

2) organization of additional professional education - an educational organization that carries out educational activities in additional professional programs as the main goal of its activities.

Educational organizations of additional education have the right to carry out educational activities in the following educational programs, the implementation of which is not their main goal: educational programs of preschool education, vocational training programs (Article 23, part 4, paragraph 5 of Federal Law No. 273-FZ).

Educational organizations of additional professional education, in accordance with paragraph 6 of part 4 of Article 23 of Federal Law No. 273-FZ, can also implement training programs for scientific and pedagogical personnel, residency programs, additional general education programs, and vocational training programs.

Question 16. Is it possible to involve persons who do not have academic degrees and titles in the educational process in organizations of additional professional education?

In accordance with Part 1 of Article 46 of Federal Law No. 273-FZ, the right to engage in teaching activities is granted to persons who meet the qualification requirements specified in qualification reference books and (or) professional standards. Thus, persons who do not have academic degrees and titles can participate in the educational process of additional professional education organizations.

For the position of “teacher”, by order of the Ministry of Health and Social Development of the Russian Federation dated January 11, 2011 No. 1n “On approval of the Unified Qualification Directory of managers, specialists and employees, section “Qualification characteristics of positions of managers and specialists of higher professional and additional professional education”, the following qualifications are established requirements: higher professional education and work experience in an educational institution of at least 1 year, in the presence of postgraduate professional education (graduate studies, residency, postgraduate studies) or an academic degree of Candidate of Sciences - without presenting requirements for work experience.

Question 17. Is state accreditation required for additional professional programs?

Federal Law No. 273-FZ does not provide for state accreditation of educational activities in additional professional programs. In accordance with Part 8 of Article 108 of Federal Law No. 273-FZ, from the date it enters into force, certificates of state accreditation in terms of additional professional educational programs with state accreditation are considered invalid for all educational organizations.

Question 18. What are the features of licensing of additional vocational training programs in connection with the entry into force of Federal Law No. 273-FZ?

In connection with the entry into force of Federal Law No. 273-FZ, all educational organizations will change their license, and corresponding changes must be made to the annexes to the license. The content of the Law (Part 1 of Article 91; subparagraph 5 of Part 5 of Article 108, Part 7 of Article 108) states that after its adoption, educational organizations operate on the basis of licenses issued previously taking into account the norms of the new Law.

Part 4 of Article 91 of Federal Law No. 273-FZ stipulates that the annex to the license to carry out educational activities in additional professional programs will indicate only the subtype of additional education (in this case, additional vocational education) without providing the entire list of additional professional programs being implemented. Also, for additional professional education, the requirement to indicate in the annex to the license information about the addresses of the places of educational activities is excluded.

Question 19. How will the content of additional professional programs be determined?

The content of the additional professional program is determined by the educational program developed and approved by the organization carrying out educational activities, unless otherwise established, taking into account the needs of the person or organization on whose initiative additional professional education is carried out (Part 6 of Article 76 of Federal Law No. 273-FZ).

At the same time, organizations carrying out educational activities in additional professional programs should be guided by the following when developing them.

The content of additional professional programs must take into account professional standards, qualification requirements specified in qualification reference books for relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary to perform job duties, which are established in accordance with federal laws and other legal regulations acts of the Russian Federation on public service.

In addition, Part 10 of Article 76 of Federal Law No. 273-FZ provides that professional retraining programs are developed on the basis of established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education for the results of mastering educational programs.

Question 20. What are the requirements for the structure of the DPP?

Requirements for the structure of additional professional educational programs are determined by Federal Law No. 273-FZ and the Procedure. The structure of an additional professional program includes the goal, planned learning outcomes, curriculum, academic calendar, work programs of academic subjects, courses, disciplines (modules), organizational and pedagogical conditions, certification forms, assessment materials and other components (Part 9 of Article 2 of the Federal Law No. 273-FZ). The curriculum of the additional professional program determines the list, labor intensity, sequence and distribution of academic subjects, courses, disciplines (modules), other types of educational activities of students and certification forms (clause 9 of the Procedure).

In accordance with paragraph 6 of the Procedure: the structure of the advanced training program must contain a description of the list of professional competencies within the framework of the existing qualifications, the qualitative change of which is carried out as a result of training.

The structure of the professional retraining program should include:

characteristics of the new qualification and related types of professional activities, job functions and (or) skill levels;

characteristics of competencies to be improved and (or) a list of new competencies formed as a result of mastering the program.

Question 21. What is the status of the internship in the field of further education?

In Federal Law No. 273-FZ, internship is identified as a form of implementation of additional professional programs, and not a separate type of additional professional educational program.

According to Part 12 of Article 76 of Federal Law No. 273-FZ, an additional professional program can be implemented in the forms provided for by Federal Law No. 273-FZ, as well as fully or partially in the form of an internship.

Clause 13 of the Procedure describes this form of implementation of the DPP; the content of the internship is determined by the organization, taking into account the proposals of the organizations sending specialists for the internship, the content of additional professional programs.

The duration of the internship is determined by the organization, independently based on the learning objectives. The duration of the internship is agreed upon with the head of the organization where it is conducted.

The internship is individual or group in nature and may include activities such as:

independent work with educational publications;

acquisition of professional and organizational skills;

studying the organization and technology of production and work;

direct participation in planning the organization’s work;

work with technical, regulatory and other documentation;

performing the functional duties of officials (as an acting or backup);

participation in meetings and business meetings.

Based on the results of the internship, the student is issued a qualification document depending on the additional professional program being implemented.

Question 22. What are the requirements for documents that are issued upon completion of additional professional programs?

General requirements for qualification documents are established in paragraph 2 of Article 60 of Federal Law No. 273-FZ.

Qualification documents are drawn up in the state language of the Russian Federation, unless otherwise established by this Federal Law, the Law of the Russian Federation of October 25, 1991 No. 1807-1 “On the languages ​​of the peoples of the Russian Federation”, and are certified by the seals of organizations carrying out educational activities.

Qualification documents can also be drawn up in a foreign language in the manner established by organizations engaged in educational activities.

Based on the results of mastering additional professional programs, a qualification document is issued, a sample of which is independently established by organizations carrying out educational activities.

Clause 1 of Part 10 of Article 60 of Federal Law No. 273-FZ determines that a qualification document confirms an increase or assignment of qualifications based on the results of additional professional education (confirmed by a certificate of advanced training or a diploma of professional retraining).

In accordance with paragraph 19 of the Procedure, the qualification document is issued on a form that is a counterfeit-proof printed product, a sample of which is independently established by the organization.

Question 23. Who establishes the procedure for approving forms of qualification documents?

An educational institution develops a procedure for approving forms of qualification documents independently and consolidates this procedure with a local act of the organization.

In accordance with Part 15 of Article 60 of Federal Law No. 273-FZ, organizations engaged in educational activities have the right to issue training documents to persons who have completed educational programs that do not require final certification, according to the model and in the manner established by these organizations independently.

Question 25. Does the organization have the right to enroll in advanced training and issue a certificate of advanced training to students with secondary general or primary vocational education from September 1, 2013?

In accordance with Part 2 of Article 76 of Federal Law No. 273-FZ, the following are allowed to master additional professional programs:

1) persons with secondary vocational and (or) higher education;

2) persons receiving secondary vocational and (or) higher education.

Thus, the admission of students for training in DPP with secondary general education is not allowed, with the exception of persons studying in basic professional educational programs of secondary vocational and higher education.

Question 26. Are there advanced training programs that, from September 1, 2013, will require approval from ministries and departments? Will there be a register of such programs?

Coordination with ministries and departments will require additional professional programs containing information constituting state secrets, as well as additional professional programs in the field of information security.

According to Part 8 of Article 76 of Federal Law No. 273-FZ, the procedure for developing additional professional programs containing information constituting state secrets and additional professional programs in the field of information security is established by the federal executive body exercising the functions of developing state policy and legal regulation in in the field of education, in agreement with the federal executive body in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.

Question 27. What documents are required for admission to further education programs for persons from near and far abroad?

In accordance with Part 1 of Article 78 of Federal Law No. 273-FZ, foreign citizens and stateless persons have the right to receive education in the Russian Federation in accordance with international treaties of the Russian Federation and Federal Law No. 273-FZ.

1) If an applicant has a document from an educational institution listed within the framework of Government Order No. 1624-r dated September 19, 2013, then he is accepted on an equal basis with citizens of the Russian Federation.

2) Foreign citizens who are compatriots living abroad have the right to receive secondary vocational education, higher education and additional vocational education on an equal basis with citizens of the Russian Federation, subject to their compliance with the requirements provided for in Article 17 of the Federal Law of May 24, 1999 No. 99- Federal Law “On the state policy of the Russian Federation towards compatriots abroad” (Part 4 of Article 78 of Federal Law No. 273-FZ).

3) Interstate agreements signed by the Russian Federation and the former republics of the USSR may be taken into account.

Documents on foreign education and (or) foreign qualifications recognized in the Russian Federation must be legalized and translated into Russian in accordance with the procedure established by the legislation of the Russian Federation, unless otherwise provided by an international treaty of the Russian Federation (Part 13 of Article 107 of Federal Law No. 273-FZ ).

Question 28. What seal is used to certify documents based on the results of mastering the DPP?

From September 1, 2013, persons who have successfully completed the relevant additional professional program and passed the final certification are issued a certificate of advanced training and (or) a diploma of professional retraining (Part 16 of Article 76 of Federal Law No. 273-FZ).

The document, which is issued based on the results of mastering the DPP, is certified by the seal of the educational organization, which is enshrined in the organization’s Charter.

Question 29. Is there a difference in the documents that are issued following the completion of professional retraining programs that allow for a new type of professional activity and confirm the assignment of a new qualification?

In accordance with paragraph 5 of Article 76 of Federal Law No. 273-FZ, the professional retraining program is aimed at obtaining the competencies necessary to perform a new type of professional activity and acquiring new qualifications.

Considering that the form of the qualification document (professional retraining diploma) is determined by the organization independently, various options for sample documents can be determined that use different recording options:

assignment of a new qualification (indication of the name of the qualification);

assignment of a new qualification (indication of the name of the qualification) and performance of a new type of professional activity (indication of a new type of professional activity);

performing a new type of professional activity (indicating a new type of professional activity) within the framework of previously existing qualifications.

The organization independently decides on the formalization of entries in professional retraining diplomas.

Question 30. By what sign or principle can one determine that a professional retraining program is being implemented or developed as part of the main educational program?

Such a sign is the presence of learning outcomes under professional retraining programs, which correlate with learning outcomes (competencies) formulated in the federal state educational standards of vocational education and (or) basic educational programs of vocational education and are aimed at acquiring new qualifications.

Question 31: What is the difference between “e-learning” and “distance educational technologies”?

According to Part 1 of Article 16 of Federal Law No. 273-FZ, e-learning is understood as the organization of educational activities using information contained in databases and used in the implementation of educational programs and information technologies, technical means, and information and telecommunication networks that ensure transmission along the lines of communication of the specified information, interaction between students and teaching staff.

Distance educational technologies are understood as educational technologies implemented mainly using information and telecommunication networks with indirect (at a distance) interaction between students and teaching staff.

E-learning does not require interaction between students and teachers.

Question 32. How, within the framework of the Federal Law of July 21, 2005 No. 94-FZ “On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs,” additional professional programs can be implemented based on network interaction at the request of government and municipal customers?

The customer can indicate in the technical specifications that the program is implemented in a network form. The contractor encloses with the application an agreement on joint activities of educational and other organizations. According to Part 3 of Article 16 of Federal Law No. 273-FZ, the agreement on the network form of implementation of educational programs specifies:

Apparently, there was a typo in the text of the previous paragraph. This refers to Part 3 of Article 15 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”

1) type, level and (or) focus of the educational program (part of an educational program of a certain level, type and focus), implemented using a network form;

2) the status of students in the organizations specified in part 1 of this article, the rules for admission to study in an educational program implemented using an online form, the procedure for organizing academic mobility of students (for students in basic professional educational programs) mastering an educational program implemented using network form;

3) the conditions and procedure for carrying out educational activities under an educational program implemented through a network form, including the distribution of responsibilities between the organizations specified in part 1 of this article, the procedure for implementing the educational program, the nature and volume of resources used by each organization implementing educational programs through network form;

4) issued document or documents on education and (or) qualifications, document or documents on training, as well as organizations carrying out educational activities that issue these documents;

5) the duration of the agreement, the procedure for its amendment and termination.

Please note that on January 1, 2014, the Federal Law of April 5, 2013 No. 44-FZ “On the contract system in the field of procurement of goods, works, services to meet state and municipal needs” comes into force, according to which it is no longer in force Federal Law of July 21, 2005 No. 94-FZ “On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs.”

Question 33. What is the mechanism for creating organizations that carry out professional, public and public accreditation?

Decree of the Government of the Russian Federation No. 286 of March 30, 2013 “On the formation of an independent system for assessing the quality of work of organizations providing social services” created the legal basis for the organization of public-state councils, which will have the authority to create accreditation agencies in various areas.

The rules approved by this Government Resolution determine the procedure for the formation of an independent system for assessing the quality of work of organizations providing social services, carried out with the participation and based on the opinions of public organizations, professional communities, the media, specialized rating agencies and other experts in order to improve the quality of the work of these organizations.

Question 34. Is it planned to develop professional standards in the field of education?

The order to approve at least 800 professional standards was given in Decree of the President of the Russian Federation of May 7, 2012 No. 597 “On measures to implement state social policy.”

By Order of the Government of the Russian Federation of November 29, 2012 No. 2204-r, a plan for the development of professional standards for 2012 - 2015 was approved.

The Russian Ministry of Education and Science approved the Schedule for the development of professional standards for 2013 - 2014 (dated July 9, 2013 No. DL-14/06), including 7 professional standards in the field of education and science:

teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher);

specialist in the field of education (activities for social and pedagogical support of students);

teacher (teaching activities in vocational education, additional vocational education, additional education);

specialist in the field of educational psychology (activities for psychological and pedagogical support of students);

head of an educational organization (education management);

head of a scientific organization (research management);

scientist (scientific (research) activity).

Question 35. What is the mechanism for reimbursement of costs to educational organizations for training discharged military personnel as part of the experiment in 2012 - 2014?

The regulation on conducting in 2012 - 2014 an experiment on training discharged military personnel on the basis of providing state registered educational certificates was approved by Decree of the Government of the Russian Federation of May 21, 2012 No. 501 (hereinafter referred to as the Regulation) and came into force on June 5, 2012. In accordance with this resolution, it is necessary to ensure the creation of conditions for the training of at least 2,000 discharged military personnel during the experiment.

Part 9 of the Regulations establishes that reimbursement of expenses of educational institutions within the framework of the experiment is carried out by the Ministry of Education and Science of the Russian Federation in the amount of standard costs for the provision of educational services provided by educational institutions within the framework of the experiment for professional retraining programs on the basis of secondary vocational and on the basis of higher professional education by providing subsidies from the federal budget to budgetary and autonomous institutions for these purposes in accordance with paragraph two of part 1 of Article 78.1 of the Budget Code of the Russian Federation in the prescribed manner.

If the cost of training for a professional retraining program exceeds the standard costs for the provision of educational services provided by educational institutions within the framework of the experiment under professional retraining programs on the basis of secondary vocational and higher professional education, the cost of training in excess of the standard costs is reimbursed at the expense of the certificate holder and (or) other individual (legal) person in accordance with the legislation of the Russian Federation (Part 12 of the Regulations).

Question 36: How is the selection of discharged military personnel carried out as part of the experiment in 2012-2014?

The regulations on conducting the experiment in 2012 - 2014 were approved by Decree of the Government of the Russian Federation dated May 21, 2012 No. 501 (hereinafter referred to as the Regulations) and came into force on June 5, 2012. In accordance with this resolution, it is necessary to ensure the creation of conditions for the training of at least 2,000 discharged military personnel during the experiment.

The selection of discharged military personnel to participate in the experiment on training discharged military personnel on the basis of the provision of state registered educational certificates is carried out in the manner and in accordance with the criteria established by the Russian Ministry of Defense, the Russian Ministry of Internal Affairs, the Russian Ministry of Emergency Situations and the Federal Security Service of Russia, from among the military personnel undergoing military service under a contract , in respect of which the following requirements are simultaneously met:

the total duration of military service in calendar terms is 5 years or more, not counting the time of study in military educational institutions of higher professional and (or) secondary vocational education;

the discharged serviceman has a higher professional or secondary vocational education;

dismissal from military service on grounds including reaching the age limit for military service, expiration of the contract, as well as for health reasons and organizational and staffing measures.

In accordance with Part 2 of the Regulations, a certificate is understood as a personal document confirming the right of its owner to additional measures of state support in terms of payment for his training in an additional professional educational program of professional retraining (hereinafter referred to as the professional retraining program).

The certificate is issued to a discharged serviceman if he is excluded from the lists of personnel of a governing body, military unit, ship, institution, organization of the Armed Forces of the Russian Federation, other troops, military formations and bodies in the manner established by the Russian Ministry of Defense, the Russian Ministry of Internal Affairs, the Russian Ministry of Emergency Situations and the Federal Security Service of Russia, respectively (Part 3 of the Regulations).

Document overview

On September 1, 2013, the new Education Law came into force. Some issues related to its use in terms of additional vocational education are considered.

Thus, the concept of “competence” is fixed. Through it, learning outcomes are determined. Description by means of qualifications is implied.

Regarding additional professional programs. They will be developed by authorized bodies. Thus, exemplary programs in the field of defense and state security, ensuring law and order are designed and approved by the federal government agency in whose interests the training or education is carried out. The Russian Ministry of Education and Science will present models of advanced training and professional retraining programs. Access to resources will be free.

It is also clarified that in additional vocational education two concepts can be used simultaneously: listener and student.

By virtue of the law, an individual entrepreneur has the right to engage in educational activities without a license. Organizations can use e-learning, the necessary distance educational technologies.

A number of other issues were considered, including those related to state accreditation of programs and their content. The status of internships in the field of additional vocational education is clarified. The requirements for documents issued based on the results of mastering additional professional programs are listed.

The constantly changing conditions of the Russian labor market, technical improvements, and growing competition force us to prove our professional suitability again and again. That is why additional vocational education is becoming increasingly popular, allowing specialists to improve their qualifications or undergo professional training and obtain qualifications that give them the right to work in a new field of activity.

Short-term vocational training

This is an accelerated acquisition of skills needed in new working conditions. This includes thematic courses at the place of main work, seminars, trainings on specific problems of the enterprise and region. Training is often carried out by highly qualified employees of the enterprise. Upon completion, a Certificate is issued (certifying completion of courses, listening to seminars, etc.).

Training

Training of specialists for in-depth study of current problems of science and technology in the profile of professional activity, training of specialists to perform new job functions. Such programs are designed for people who have experience in a certain field and lack practical skills and knowledge. Upon completion, a Certificate of Advanced Training is issued.

Professional retraining:

- Improving knowledge in your specialty

Expanding the qualifications of specialists in order to adapt them to new economic and social conditions. It is carried out on the basis of established qualification requirements for specific professions and positions, taking into account international requirements and standards. At the end of the program, a final state certification is carried out. A Diploma of Professional Retraining is issued, certifying the right to conduct professional activities in a certain field.

- Obtaining additional qualifications

Almost an analogue of a second higher education: obtaining a qualification on the basis of the higher education the student already has (disciplines studied while obtaining a higher education can be re-credited). Upon completion, a final certification is also carried out. It is possible to master the program in parallel with higher education. A Diploma of Professional Retraining is issued, certifying the receipt of additional qualifications (diploma of additional education).

Advanced training and professional retraining usually expand, complement or modernize the knowledge acquired at a university, that is, you are assumed to have a higher education. Therefore, additional education, as we know, is not free. However, you should know that a specialist has the right to improve his qualifications every five years at the expense of the employer.

But to go to courses, you don’t need to have any special knowledge - you can start mastering a profession from scratch. In other words, courses are intensive methods of mastering a practical specialty, acquiring certain skills, and developing abilities, and in a relatively short time. Typically, classes last no more than 6-9 months, although there are courses with shorter (1-2 months) or longer (up to 2 years) preparation. Thus, the purpose of the courses is to provide students with skills and abilities that can be immediately applied in practice.

Conventionally, the courses can be divided into three large groups:

At the end of the course, a document is usually issued confirming completion of training and acquisition of certain knowledge and skills. And then everything depends on the owner of this document: how to use the knowledge, where to get a job, where to apply the acquired skills - these are all his problems.