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a role of social partnership in integration of an average of the general and average vocational training

At the present stage at realisation of educational programs and material equipment of process of training, there was a necessity of formation flexible and diversifitsirovannoj systems of all vocational training that corresponds to requirements of development of innovative economy and is designated in the forecast long-term sotsialnoyoekonomicheskogo developments of the Russian Federation to 2030 [148].

I.B.Bondyreva [25] characterises a modern epoch an outstanding role of technologies which allow to carry out achievements of a science in practice and underlines necessity of the qualitative personnel maintenance corresponding to innovative development of manufacture.

Studying problems of integration of formation, a science and manufacture in system of multilevel public reproduction, I.K.Larionov and T.S.Salnikova [104, with. 178-200] come to conclusion that the major direction of modernisation of a Russian education is transformation
Educational institutes of various scale in open social educational systems for the purpose of the decision of actual economic, social, cultural problems of a society. The decision of problems of social development is in direct dependence on level of preparation by an education system of highly-skilled personnel, education duhovnoyonravstvennoj persons, formations of the person and the citizen integrated in modern it a society and aimed at perfection of this society.

Hence, the special importance is got by process of development of the experience, providing effective socialisation of the person, its integration into a modern society, self-determination, self-realisation. It specifies all in necessity of intensive search of pedagogical approaches to integration of received knowledge, receptions and ways of pedagogical interaction. Now as social function of formation never increases. For the organised socialisation of the person in modern sotsiokulturnoj educational process is not enough to carry out situations, ability to understand society is necessary and to co-operate with it.

The role of social partnership is registered in the labour code of the Russian Federation legislatively. The social partnership is defined as «the system including all kinds of interaction between workers (their representatives), employers (their representatives) and public authorities or local governments, including informal, not carrying legal character» [189].

In the scientific literature and practice the social partnership is characterised ambiguously and is multidimensional. O.E.Yavorsky [213], V.N.Jakimets [214, 215], F.S.Jarutkina [221] understand it as specific type of public relations between social groups, layers, classes, obshchnostjami and
Structures; A.T.Glazunov [47, 48], E.A.Rykova [161] — as the mechanism of mutual relations between the state bodies, representatives of workers and employers, A.V.Korsunov [164], I.M.Remorenko [158, 159] — as the special type of sociolabor relations inherent in market economy, providing on the basis of cooperation of hired workers equal in rights and employers.

Among works of the modern writers investigating a phenomenon of social partnership, in our research by the most significant I.N.Gavrilovoj's [40] works, N.A.Drozdova [59], E.J.Zakirovoj [67], S.V.curve [180], A.V.Leonteva [143], M.V.Nikitin [126-131], A.A are. The big fish [160], etc.

Big fish A.A. Makes universal definition of social partnership, understanding it as «the joint collectively distributed activity of various social groups which leads positive and divided by all participants of the given activity to effects» [160].

In the beginning of 2000 the phenomenon of social partnership has come to a domestic education. «Occurrence of the phenomenon of social partnership in formation has entailed change of an essence, character, the maintenance, forms of social relations and interaction between the educational organisations and sociolabor sphere» [180, with. 8].

Making definition to social partnership in formation, researchers converge in understanding of social partnership as interactions with a view of increase of efficiency of educational activity.

So, Gavrilova I.N. understands social partnership as «constructive interaction of all public sectors on education system development in the country, to creation of favorable conditions for various kinds of formation, including self-education» [40, with. 226-247].

Zaljaletdinova I.M. defines social partnership as «a version of the social interaction, representing interfaces of actions of educational institution to all subjects of the labour market aimed at the maximum coordination and realisation of interests of all parties» [68, with. 132].

Studying a phenomenon of social partnership, V.A.Mikheyev [119, with. 6-17] does a conclusion, that at development of system of social partnership in Russia it is necessary to consider specificity of conditions of our country in which it will be necessary to function to the given system. According to V.A.Mikheyev, adaptation of forms available in another countries and methods of development of partner relations, realisation of pilot projects of social partnership is required.

Let's designate stages of development of social partnership in the Russian Federation:

• the Initial stage - occurrence of partner relations, formation of scientific representations about system of social partnership and an establishment of interrelations between its structural elements in various spheres, including in formation; preparation of legislative base of functioning of system of social partnership, its technology.

• a development Stage - the social partnership is understood as complete open system and widely takes root into public system of economic and social development::

- Perfection of the mechanism of interaction of structures of all levels of the power with representatives of the structures included in system of social partnership;

- The effective prevention and the decision of social conflicts;

- Development of effective partnership in social sphere (formation,
Public health services, culture), a political and spiritual life of a society;

- Increase of a role of mass-media in unbiased interpretation of a wide range of interests of social groups;

- Preparation of the experts who are engaged in development of partner relations and regulation of mutual relations of the parties, the partner relations interested in realisation; regulation of work of the independent organisations, capable to state an expert estimation, objectively to solve, kvalifitsirovanno to warn an aggravation of situations, to develop constructive offers under the arrangement of the parties.

• the Stage of perfection of system of social partnership, as mechanism of economic development and education modernisation.

According to N.V.Tjukalovoj [190, 191], in the developed social and economic situation the orientation of the educational organisation on partnership is expressed in its aspiration to interaction with other spheres of a society: authorities, business, other educational

The organisations, cultures and the sciences, aimed at mutually beneficial cooperation and joint activity.

Integration of an average of the general and average vocational training in the conditions of social partnership provides efficiency of educational activity and is the base of development of mutual relations between the educational organisation and the enterprises.

The system of social partnership essentially differs from other forms of interaction, such as guardianship and patronage, is under construction on a long-term basis, not being limited to the disposable action, and in our opinion, promotes considerable improvement of a situation of development of the most educational organisation and its participants. The basic idea of social partnership is mutually advantageous cooperation on the basis of full partnership
The parties [204]. For the educational organisation it is attraction and an exchange of resources with a view of training improvement of quality. As a rule, the social partnership has long-term character, but there are also social partnership in the form of local interactions.

The policy of our state is directed on expansion of a network of social partnership of the educational organisations, cooperation with various social institutes. This tendency has found reflexion in Decrees of the President of the Russian Federation, the governmental orders of the Russian Federation (the Governmental order of the Russian Federation from May, 6th, 1994 № 474 «About the statement of the Basic directions of social policy of the Government of the Russian Federation for 1994» (with changes and additions), etc.). Development of modern formation is promoted by construction of system of mutually advantageous social partnership.

Feature of social partnership in the organisations of the average general education is that the educational organisations of various type carry to subjects of social partnership, controls formation, the public, commercial, state organisations, trained. Thus it is necessary to consider that fact, that parents are one of the most important social partners of school. Partner relations between school and a family expand sphere of action of subject relations in the educational environment, allow to raise psihologo-pedagogical literacy of parents, to include in the formation maintenance joint activity of pupils and adults. The basic tendency modern sotsiokulturnoj conditions is reduced to that the parental public is ready to co-operate actively with the educational organisations, to participate in partner relations for the purpose of maintenance of necessary level of socialisation of children.

For technical schools and colleges the social partnership becomes a condition of realisation of the qualitative praktiko-focused training (a Fig. 4).

Fig. 4. Training Improvement of quality at development of network interaction with the enterprises

Speaking about social partnership in vocational training, Glushanok T.M. [50, with. 80-83] represents it as special type of cooperation of the educational organisations with existing authorities, various subjects and departments, public organisations which will be directed in the field of interests of all participants of process and achievement of positive result of work. The social partnership is directed on the decision of problems in sphere of preparation of highly skilled experts and workers according to requirements of a labour market, possibility to provide the enterprise the qualified competitive shots, creation of conditions for improvement of professional skill of the personnel and
Employments of the young experts ending educational institutions [62, with. 33-34].

Prompt development of system of social partnership in a Russian education has the scientific and practical base including experience of the countries of the European Community. The expert of project Tasis Peter Kamb [78, with. 18­26], describing in the research practice of social partnership in system of the general school and vocational training on an example of Germany, marks long-term practice of application of system of social partnership with a view of vocational counselling trained, receptions of initial professional abilities and improvement of professional skill of experts.

In E.J.Zakirova's research [67, with. 59-62] defines two ways of the decision of personnel questions of modern manufacture. The first way is a search of the experts having necessary education, on a labour market or joint preparation of experts in cooperation with educational institutions under the program of social partnership. The second way assumes creation of corporate formation, that is training, retraining and improvement of professional skill of employees of the company at the expense of the employer. In this direction work within the limits of ФГОС-3 and FGOS 3 + is already conducted. The industrial base of the enterprises is used by educational institutions for carrying out of all kinds of an industrial practice, carrying out of laboratory and practical works, for research work of students within the limits of course and degree designing. Experts of the enterprises are actively involved in working out of a productive component of educational programs for formation kompetentnostnoj models of the graduate on concrete specialities.

The analysis of the scientific literature for last years [8, 21, 27, 42, 79, 93, 94, 112, 114, 120, 132, 147, 151, 182, 183, etc.] allows us to draw a conclusion, that
Sources of the purpose of vocational training are subjects of the social order. In this plan it is necessary to consider differences between the praktiko-focused and kliento-focused educational models. As the main source of purposefulness praktikoyoorientirovannogo formations the system of interaction of subjects, in the given context presented as requirement of economy for highly-skilled personnel on the demanded and required profile of qualification acts. The Kliento-focused vocational training is directed on effective and full satisfaction of requirements of all subjects in the sphere of educational services acting as the individual customer - the private person, wishing to master this or that trade and ready to pay training.

Processes of social and economic modernisation cause the tendency to expansion of sector of the praktiko-focused vocational training. V.I.Blinov, E.JU.Yesenin, O.F.Klink, A.I.Satdykov, I.S.Sergey, A.A.Faktorovich [7] allocate essential characteristics of the praktiko-focused vocational training distinguishing it from other educational paradigms. They consider social partnership as the mechanism of preparation trained to professional work according to requirements of economy and employers.

Basic changes of the maintenance of activity and vocational training positioning as systems of educational services are staticized by the mechanism of its organisation within the limits of the social partnership representing effective interaction of the parties in a triad «the educational organisation - a society - manufacture» [145, 179, 181, 196, 203, 264, etc.].

«Formation of system of social partnership in modern social and economic conditions - long and difficult process which depends on a number of the subjective and objective reasons: conditions of economy, social conditions, possibilities and desires of heads of educational institutions, readiness of authorities to join in system of partner relations» [174, with. 30-31]. Thus productivity and an overall performance of an educational institution with social partners is defined by degree of realisation of the interests and estimated on degree of performance of the basic social function (a Fig. 5).

Fig. 5. Formation of system of social partnership in the modern

Social and economic conditions

On the basis of development of relations in system of social partnership, it is possible to allocate the following уровниі:

1. Initial level assumes simple dialogue for information interchange. In this case contacts are represented as the relation to which the paramount role is given to readiness for interaction and practically there are no disagreements on key questions.

2. On a partnership average level at the decision of educational problems the active and co-ordinated cooperation is supposed.

3. A partnership highest level the effective and fruitful joint activity accompanied by unanimity of all participants in achievement of an overall aim is represented.

In an education sphere the social partnership can be built in the form of a board of guardians, council of partners of the educational organisation [192], the resource centre of social partnership on the basis of the educational organisation [198], territorial interdepartmental coordination council of partner association [59, with. 46-48], etc.

Having considered essence, kinds, levels and stages of formation of partner relations, we can draw a conclusion that the business or personal contacts built in open educational community, are provided with active interaction of the various social groups having own strategic interests in an education sphere. The system of social partnership provides not only development of the most educational organisation, but, the main thing, promotes preparation of highly skilled experts.

Thus, the all-round analysis of researches of a phenomenon of social partnership allows us to specify concept social paeeneesevo in formation as interaction of social institutes, the enterprises, groups, individuals for achievement of the public consent and achievement of positive qualitative educational effects.

The system of social partnership provides forward development of educational process in the educational organisation and qualitative improvement of a situation of its participants, as with the basic idea of the social
Partnership mutually advantageous cooperation on the basis of full partnership of the parties is. For the educational organisation it is attraction and an exchange of resources with a view of training improvement of quality, but the policy of social partnership is not limited only to sphere economic or sotsialnoyotrudovyh relations.

Feature of social partnership of the organisations of the average general education is that the educational organisations of various type carry to subjects of social partnership, controls formation, the public, commercial, state organisations, trained and their parents.

For conformity to time requirements, the praktiko-focused process of training is necessary for building in system of effective social partnership with the enterprises. The organizational modernisation which essence consists in transition from organizational structure to organizational culture [144] is necessary.

«That the educational organisations carried out the social order and were competitive, participation in process of organizational development is necessary for them. The educational organisations capable to changes according to requirements of modern economy and a level of development of information culture, can guarantee achievement of new level of qualitative and actual formation. Activity of such educational organisation should be directed on realisation of requirements of three parties:

- Qualitative and accessible training - as satisfaction of requirement of parents;

- Development of the person trained, realisation of the creative approach to use of knowledge in practical activities, increase of motivation of training and activization of informative activity - for trained;

- Graduates-professionals, competitive and highly skilled, corresponding to requirements of the modern

Market economy - for employers »[13, with. 12-13].

T.JU.Lomakin and M.G.Sergeeva [109, with. 11] allocate «general characteristics of process of organizational development:

1. Process of organizational development is directed on application of scientific theories to the decision of problems of the organisation.

2. It it is planned vj-_ and; jul ∣'OсpочIы0 • ^ process. kogorsh_-_ includes transformation of all components of a control system (the purpose, planning, the organisation, realisation, the control).

3. Organizational development is based on application sistemnoyodejatelnostnogo the approach in management.

4. Process of organizational development is based on personnel retraining ».

Studying of the advanced pedagogical experience becomes the base of the concept of organizational development. Research of problems of introduction and distribution of the advanced pedagogical experience were engaged in A.N.Kuzibetsky [96], S.E.Matushkin [150], V.A.Poljakov [171], etc. At the heart of the given theories position about social utility of the best practices and its main objective - creation of conditions for perfection and social development.

«Definition of the best practices in a pedagogical science - original under the maintenance, logic, methods and receptions the sample of the pedagogical activity bringing best, in comparison with mass practice, results» [117, with. 10-12].

The analysis of the spent researches concerning development of innovative activity and integration in formation [37, 39, 60, 77, 102, 132, 134, 154, etc.] allows us to allocate following basic conditions of development of integration in formation:

1. Application is system-dejatelnostnogo the approach based on integration of educational levels, modernisation of the maintenance and introduction of active methods in training process.

2. Integrity and complementarity of components of the educational system, reached by a combination of principles of training (a system, continuity, problematical character, politehnichnosti, scientific character, consciousness and activity of trainees, etc.) taking into account potrebnostno-motivational sphere of the person.

3. An openness of educational system. Interaction with educational and public organisations, parents, the enterprises of various level.

4. Aiming of educational system at result - the highly skilled expert capable to professional self-development and self-improvement, corresponding to requirements of modern hi-tech manufactures.

5. Possibility of construction of an individual educational trajectory at realisation modern modulno-kompetentnostnogo the approach in training.

6. A priority of the person at realisation of multilevel and multistage preparation of experts. Formation in the course of training not only professionally significant qualities and abilities, and development of the general culture and creation of conditions for realisation of creative possibilities of students.

7. An urgency of educational programs, conformity to modern requirements and FGOS.

Last years innovative activity in educational sphere has got system character. Prompt development of technics and the manufacture, observed in all branches of economy, development of innovations in
All fields of activity define government strategy - an innovative way of development of a society.

O.V.Semenova considers a modern education system as continuously developing, dynamical system with constant updating of the maintenance, underlining, that only in this case it will meet requirements of an innovative society. Modern formation is a transitive stage in construction of innovative educational system, it provides professional readiness of graduates to «to working out and introduction of innovations, management of innovative processes in sphere of the activity» [165, with. 190-191].

Introduction of modular technology in educational activity promotes the decision of problems of the organisation of the individualised training and optimisation of terms of training. Training in frameworks modulno - kompetentnostnogo the approach provides working out of modular educational program according to requirements FGOS. Realisation of modular educational programs demands absolutely new approach to the organisation of the educational activity which distinctive feature is praktiko-orientirovannost training [92, with. 117-120]. Constructed on principles modulno-kompetentnostnogo the approach, training process becomes flexible, lichnostno-directed and acts as the guarantor of the qualitative praktiko-focused training.

The recognition of objective character of innovations in formation as socially-pedagogical phenomenon represents ample opportunities of studying of methodological bases of innovative activity. For the organisations of average vocational training this improvement of educational activity and environment as a whole according to the cumulative social order.

Integration of an average of the general and average vocational training

In system of social partnership leads to that the educational environment becomes the open praktiko-focused educational space.

P.P.Efimov and V.N.Kostin [65, with. 502-506] represent «set of the indicators defining the innovative educational environment:

- The innovative maintenance of formation;

- Innovative technologies of formation;

- Innovative methods of education;

- Innovative forms of management of the educational environment;

- The safe educational environment ».

The analysis of the numerous literature on a problem of innovations in formation [177, 187, 199, 202, 207, 212, 222, 228, 231, 234, 253, 256, 261, 267, etc.] has allowed us to allocate levels of the innovations introduced in the educational organisations::

1. Institutsionalnye changes (the Governmental orders of the Russian Federation, Federal laws, statutory acts, etc.).

2. Change of model of management in the educational organisation (modernisation of administrative structure: formation of services of quality, monitoring, employment, various councils, student's self-management and soupravlenija; use of model of resource management and management by results).

3. Change of the maintenance of formation (introduction of the integrated curricula connecting the programs of an average of the general and average vocational training, realisation of various programs of additional vocational training etc.).

The innovative educational environment assumes integration of the maintenance of formation on the basis of continuity and modernisation of pedagogical activity, and, as consequence, the environment develops
Thanks to creative interaction of participants of educational process. It is necessary to consider as result of formation of the innovative educational environment «the irreversible, directed, natural change of structure and structure of this environment which corresponds to requirements of an information society» [109, with. 117-120].

In our research the innovative educational environment is closely connected with innovative activity of the enterprise as competitiveness of the expert is defined by an urgency of its vocational training, its conformity kompetentsy to requirements of hi-tech manufactures.

V.P.Bauer and D.V.Troshin [20, with. 9] allocate following directions of innovative activity of the enterprise!:

- Actualisation of kinds of production;

- Assortment expansion;

- Growth and expansion in the market;

- Flexibility of manufacture, improvement of quality;

- Improvement of working conditions, etc.

All these directions to a greater or lesser extent depend on level of technical and technological equipment of manufacture. Hence, we do a conclusion that innovative development of activity of the enterprise is defined by its conformity to hi-tech manufactures, and the innovative educational environment is directed on a professional training for modern manufactures. For conformity to requirements of hi-tech manufactures, the education system should look for years forward, consider development of technologies and to be capable to prepare competitive experts.

Thus, participation in process of organizational development allows the educational organisation to carry out the state order in conformity
With requirements of the enterprises-employers and to promote realisations of qualitative and actual formation. Innovative activity becomes a basis of development of an education system.

At the present stage innovative activity represents a direction of preparation of the experts, providing their professional readiness for use of the newest technologies, management of qualitatively improved processes in sphere of the activity.

In innovative sector of economy the demand grows in experts of average vocational training in this connection actual there are problems of preparation and socialisation of shots, modernisations of system of average vocational training according to the planned tendencies. Only integration of an average of the general and average vocational training in the conditions of social partnership will allow to solve strategically important problem in the compressed design terms.

Modern lines of automation and information of technical manufacture demand preparation of the qualified experts independently solving various industrial problems which suddenly arise at professional work realisation. At students of the organisations of average vocational training it is necessary to form professional the competence which in the future will help them to solve effectively administrative and organizational problems, to develop abilities of planning and stage-by-stage realisation of the activity, constant self-improvement in professional sphere. Hence, praktikoyoorientirovannoe formation urged to solve a problem socially - professional adaptations trained. We consider, that is the thus extremely important, that the student realised itself the subject of the professional development.

The modern system of average vocational training solves market economy problems, is guided by development of enterprise and creative abilities in students [152, 153, 223, 230, 263, 268, etc.].

Ability independently to analyze the information and to solve questions which can arise at professional work realisation, is an indicator of a system effectiveness of training of experts. Quite often, having ended the educational organisation and having received the diploma, young experts face a problem of employment and adaptation in the professional environment. The Praktiko-focused formation in the conditions of social partnership allows to prepare trainees for professional work not only forming their professional knowledge and abilities, but developing comprehension of as the subject of own professional development thanks to what socially-professional adaptation on a workplace passes easier and in more optimum terms.

Thus we understand as professional adaptation not only ability to carry out labour functions, but also realisation of professional work taking into account realisation of personal creative plans, possibilities of entering of own contribution to efficiency of labour process.

In a modern promptly developing society it is not enough to consider as result of training sformirovannost knowledge and abilities. The modern understanding of result of vocational training is closely connected with concept key kompetentsy, that is abilities and the qualities providing professional mobility and an effective position on a labour market [96, 105, 124, 135-141, 240, 248, 258-260, etc.].

The problem of professional adaptation reveals in researches also from a position of readiness of students of college to professional dialogue. E.M.samohvalova [163, with. 37-41] underlines importance
Formations in the course of training at students of comprehension of ability and readiness to professional work realisation, describes conditions of efficiency of preparation of students to professional dialogue.

Necessary qualities of the modern expert - an independent estimation, not ordinary thinking, ability to the independent vigorous activity, decision-making, forecasting of situations. Educational activity in the organisations of average vocational training should be directed on end result reception - the highly skilled expert, competitive and creative. Experience of leading world and Russian corporations, such as Microsoft, Intel, RUSAL, shows, that in modern conditions the competitive company differs dynamism of reaction on sotsialnoyoekonomicheskuju a situation.

The special role in the permission of these contradictions is taken away to social partnership. E.R.Gajneev defines social partnership in preparation of the qualified worker as «creative-pedagogical interaction of educational institution with employers, representatives of business in vocational training of the worker, its providing formation kompetentsy, adequate to requirements of a modern labour market» [41, with. 49-52].

The modern line in distribution of the praktiko-focused system of training is directed on improvement of quality of preparation of qualified workers of shots. As one of the most significant directions of the praktiko-focused creative interaction of social partners in preparation of the worker joint preparation for competitions of professional skill and the championships under standards WorldSkills acts.

There are contractual and organizational forms of interaction of the educational organisations with social partners. At contractual forms of interaction the organisation of passage of educational practice, training of teaching structure, rendering of information and consulting services, joint working out and realisation of projects is possible and nauchnoyoissledovatelskih works etc. Thus between the enterprise and the educational organisation the bilateral contract consists.

In the conditions of social partnership for the most effective interaction creation of organizational structures which will operate on the basis of regulating documents and allocated with special powers is supposed.

We can draw a conclusion, that the basic results of development of system of social partnership of the educational organisations and the enterprises is early professional adaptation trained, promoting professional self-realisation, possibility to test in professional work, training improvement of quality at creation of conditions for formation of an individual educational route (a Fig. 6) ∙

Fig. 6. Positive effects of integration of educational levels in the conditions of social partnership with the enterprises

The analysis of the scientific literature [29, 52, 107, 108, 113, 115, 149, 166, 167, 193, 194, 195, 225, 232, 266, etc.] allows to allocate a number of the criteria reflecting specificity of development of the educational organisation, according to a level of development of graduates:

- Level of the general development of graduates;

- Level of professional qualification;

- Demand on a labour market;

- Social competence of graduates.

The given criteria reflect specificity of development of the educational organisation, uniqueness and competitiveness in the market of educational services.

The social partnership can carry the form of local interactions, or outgrow in a complex of long-term social and economic relations. By results of researches in the field of social partnership it is possible to ascertain, that modern mutual relations between participants of social partnership in formation are built taking into account features of participants of social partnership.

By working out of the maintenance of training the educational organisation considers as invariant, and variativnyj a component. The invariant component is under construction in strict conformity with Federal state educational standards. Variativnyj the component is defined by requirements of the employer, its inquiries to preparation of experts that does training really more productively and provides necessary preparation of personnel potential for hi-tech manufactures.

Thus, having considered problems of an average of the general and average vocational training in modern social and economic conditions, requirements to the expert - to graduate SPO, possibilities and results of social partnership in activity of the educational organisations, we can present the scheme of integration of the maintenance of an average of the general and average vocational training in the conditions of social partnership (a Fig. 7).

Fig. 7. The scheme of integration of the maintenance of an average of the general and average vocational training in the conditions of social partnership

In the centre of the given scheme - the maintenance of an average of the general and average vocational training which is defined by the Federal state educational standard (an invariant part), standards WorldSkills and participants of educational process (variativnaja
The part), corresponds to requirements of economic and is formed with orientation to social partners of the educational organisation.

Professional adaptation as process of the adaptation of the individual to certain professional requirements, provides as a result acceptance by the expert of is standard-legal and etiko-behavioural model of the employer. As result of training ability of the expert to be realised as the creative and independent expert, and not just the worker, capable to carry out the set functions that is the extremely important in the modern dynamical and constantly changing world acts.

Taking for a basis the presented scheme of realisation of integration of the maintenance of an average of the general and average vocational training in the conditions of social partnership and the conditions of development of integration allocated with us in formation, we have developed is functional-substantial model of integration of an average of the general and average vocational training in the conditions of the social partnership, representing system integrity of five blocks: target, diagnostic, substantial, dejatelnostnogo and otsenochno-productive (a Fig. 8).

** 4 L ∕ι

Fig. 8. Is functional-substantial model of integration of an average of the general and average vocational training in

Conditions of social partnership


Target and otsenochno-productive blocks define the purpose of integration of an average of the general and average vocational training - the qualitative praktiko-focused training as which result the qualified expert prepared for professional work at the hi-tech enterprises acts.

The diagnostic block opens the criteria of an estimation of efficiency of integration of an average of the general and average vocational training allocated with us in the conditions of social partnership with the enterprises (sformirovannost professional consciousness at students that defines motivation development to training, understanding of as the future professional; results of sessions and GIA; achievements of trainees in competitions of professional skill and championships WorldSkills; theoretical and practical readiness of teachers for realisation of the praktiko-focused training on the basis of integration of an average of the general and average vocational training in the conditions of social partnership).

The substantial block opens in our model system of working out of educational programs on the basis of Federal state educational standards, standards WorldSkills, requirements of the hi-tech enterprises-partners. In the substantial block the conditions of integration of an average of the general and average vocational training allocated with us and the Motoring map of improvement of professional skill of a teaching staff which is updated according to requirements of teachers for increase of the qualification and problems which are put before itself by the educational organisation are presented.

Dejatelnostnyj the model block unites work with employers (here we have carried the conclusion of contracts on creation of base chairs at the enterprise and joint study with employers and realisation of curriculums with
Strengthening of practical preparation of trainees on manufacture), trained (motivation development to training that promoted by realisation of the praktiko-focused educational process with bolshej a share of passage of training on the basis of the enterprise-partner and preparation of trainees for participation in competitions of professional skill and championships WorldSkills) and teachers (includes realisation of the Motoring map of improvement of professional skill; participation in the intracomplex championships; delivery by teachers of demonstration examination in standards WorldSkills, preceptorship development).

We have presented the otsenochno-productive block according to dejatelnostnym - on each of the allocated directions: in a direction of work with employers (employment of graduates at the enterprises - partners; conformity of qualification of workers to requirements of the enterprises - of partners), in a direction of work with trained (motivation increase to training and professional development; high indicators of delivery of sessions and GIA in a format of demonstration examination; achievements trained in competitions of professional skill and championships WorldSkills), in a direction of work with teachers (conformity of qualification of teachers to requirements of realisation of the praktiko-focused training; readiness of teachers to realise preparation of trainees for delivery of demonstration examination in standards WorldSkills).

The combination modulno-kompetentnostnogo, is system-dejatelnostnogo also design-target approaches at research carrying out has allowed us to present most accurately essence of integration in educational process and a role of the integrated educational programs at realisation praktikoyoorientirovannogo training, optimisation of terms of training, orientation to requirements of the state and the requirement of employers by preparation of experts. Thus modulno-kompetentnostnyj the approach has acted as
Intrinsic change of the maintenance and technology of construction of the educational process, creating trained the praktiko-focused environment for self-realisation, mastering necessary professional and common cultural kompetentsijami, forming the creative approach to realisation of the professional functions, allowing to adapt in a society and the professional environment easier. Modulno-kompetentnostnyj the approach reveals in S.A.Efimovoj's works [85, 220], J.V.Konovalovoj [90], O.E.Lebedev [105], L.V.neznanovoj [124], O.N.Olejnikovoj [135-141]. According to the given approach, «development of the person of the trainee is reached through individual approach maintenance at realisation of the educational process providing flexibility of the maintenance of training. There is an account of individual possibilities and base level of preparation, possibility of a variation of an educational route and realisation of educational requirements of the separate person that affects quality, productivity of educational process »[124 is created, with. 3-6]. Especially as an important point, from our point of view, acts orientirovannost modulno-kompetentnostnogo the approach on the is professional-significant purposes. Each separate module is« complete unit of the educational standard on a speciality or educational program and provides «complex development of abilities and knowledge within the limits of formation of the concrete competence which provides performance of concrete labour function» [138, with. 4-5].

It is system-dejatelnostnyj the approach it was used by us as possibility of structurization of pedagogical process on the basis of the account of its basic system properties: integrity, mnogourovnevosti, integrativnosti. It is system-dejatelnostnyj the approach (V.N.Averkin [5, 6], I.P.Smirnov [171-175], P.I.Tretjakov [188], etc.) helps to comprehend a problem of social partnership at level of state-public management of vocational training system.

The design-target approach has acted as set of the conceptual ideas providing designing of pedagogical system according to the set purpose. The Design-target approach reveals in V.V. Arnautova's [12] works, I.B.Bondyrevoj [25], R.H.Gilmeevoj [44, 45], etc. It is realised at interaction of social partners and the professional educational organisations, and also by working out of is standard-legal base of social partnership.

Thus, it is possible to draw a conclusion that level of technical development of manufacture, its automation and information demands preparation of highly-skilled personnel which will be capable to solve independently a various sort the problems arising during professional work. From young experts organizational-administrative and industrial-technological abilities, ability to plan and organise work on manufacture and that is important, sformirovannost abilities of reaction in non-standard situations, possibility of display of creative decisions of non-standard problems are required.

At realisation of the praktiko-focused educational process in system of social partnership with the enterprises preconditions for early development of professional abilities are created, there is an early professional adaptation of the expert, and the educational system becomes an open educational platform of preparation of qualitative shots.

The scheme of integration of the maintenance of an average of the general and average vocational training developed by us in the conditions of social partnership defines integration of the maintenance of an average of the general and average vocational training taking into account requirements of the Federal state educational standard (an invariant part), standards WorldSkills and participants of educational process (variativnaja a part),
Corresponds to requirements of economic and it is formed with orientation to social partners of the educational organisation.

The is functional-substantial model of integration of an average of the general and average vocational training in the conditions of social partnership represents system integrity of five blocks: target, diagnostic, substantial, dejatelnostnogo and otsenochnoyorezultativnogo. The given model is realised in system «the educational organisation - the enterprise» and is a construction basis praktikoyoorientirovannogo training at integration of an average of the general and average vocational training.

Conclusions to the chapter I

Thus, in our research concept pedagogical integration reveals as process of association and continuity of components of the maintenance of formation and components of system of training on various educational levels. Integration into training is a basis of construction of the praktiko-focused educational process in system of an average of the general and average vocational training. Thus the integration phenomenon in training reveals us from a position of construction of the qualitative praktiko-focused training. Construction of training on the basis of integration of an average of the general and average vocational training taking into account Federal state educational standards, standards WorldSkills and requirements of employers allows to realise the qualitative praktiko-focused training which result is the qualified expert possessing professional kompetentsijami, necessary for work at the modern enterprises.

Integration into training provides necessary continuity of levels of an average of the general and average vocational training in system of social partnership with the enterprises. Thus the continuity in formation becomes the base of continuous formation and provides integration of the maintenance, forms, methods, ways of knowledge of system of an average of the general and average vocational training that formation - a society - manufacture »leads to a new vector of development of relations in system«.

Participation of employers in the course of a professional training, development of effective system of social partnership with the enterprises, profilizatsija the average general education allow to build qualitative praktiko -
The focused system aimed at achievement of real results and a professional training, corresponding to modern requirements.

The analysis of theoretical aspects of integration processes in system of an average of the general and average vocational training has abroad shown, that profile training is considered all over the world as the individualised training organised taking into account propensities and abilities trained, having purposeful influence on formation of intellectual both creative potential, and directed on creation of conditions for formation of senior pupils according to their professional interests and intentions. Profile training, by a world community recognition, provides the decision of a problem of continuity of the general and vocational training.

Actively developing all over the world including in Russia, the model of the praktiko-focused training promotes improvement of quality of an average of the general and average vocational training, adjusting the coordination and interaction in system «the educational organisation - a society - the enterprise». The modern quality education promotes formation at trainees of system professional kompetentsy and nadprofessionalnyh the qualities of the person providing readiness of the graduate to the future professional work in the conditions of general globalisation and information.

Integration of an average of the general and average vocational training and realisation of the praktiko-focused, individualised, qualitative training into optimum terms becomes a priority of development of the educational organisations in the conditions of modern hi-tech manufacture. High requirements to vocational training of experts do especially actual a problem of integration of the professional educational organisations and the enterprises
Hi-tech industries, development of system of social partnership for realisation of the praktiko-focused training.

In the conditions of modernisation of system of average vocational training, orientation to standards WorldSkills at realisation of the praktiko-focused training state policy problems in an education sphere and formations of personnel potential for manufacture development allow to solve designing of continuous educational routes. Thus as the basic condition of realisation of the qualitative praktiko-focused training construction of effective system of social partnership of the educational organisation and the hi-tech enterprises acts.

The analysis of development of representations carried out in our research about social partnership has allowed to specify concept of social partnership of formation as interactions of social institutes, the enterprises, groups, individuals for achievement of the public consent and achievement positive qualitative educational "effects.

The basic idea of social partnership is mutually advantageous cooperation on the basis of full partnership of the parties that provides forward development of the educational organisation and qualitative improvement of a situation of participants of educational process. For the educational organisation it is attraction and an exchange of resources with a view of training improvement of quality, for the hi-tech enterprises the system of social partnership represents itself as the guarantor of reception of qualified personnel - the young experts prepared for work on manufacture.

The policy of social partnership is not limited only to sphere of economic or sociolabor relations. To subjects of social partnership in the organisations of the average general education carry the educational organisations of various type, controls formation, the public, commercial, state organisations, trained and them
Parents. For the organisations of level of vocational training the social partnership becomes by to improvement, transformation and social adaptation of all system of vocational training.

Innovative activity becomes the basic condition of maintenance of conformity of educational preparation to time requirements as it is focused on mastering by the modern technologies, allowing to remain competitive in the conditions of constantly updated information and technologies. The is innovative-focused formation assumes use of tools of advancing preparation of experts, therefore key the moments in razvitiii systems of average vocational training realisation praktikoyoorientirovannogo training on a basis modulno-kompetentnostnogo the approach which allows to form professional the competence according to requirements of employers acts. Thus, the praktiko-focused training in system «the educational organisation - a society - the enterprise», capable to prepare shots according to modern requirements of hi-tech manufactures becomes a basis of the organisation of educational activity.

The scheme of integration of the maintenance of an average of the general and average vocational training developed by us considers requirements of the Federal state educational standard (an invariant part), standards WorldSkills and participants of educational activity (variativnaja the part), corresponds to requirements of economic and is formed with orientation to requirements of social partners - the hi-tech enterprises - to young experts. As a result of the all-round analysis of a problem of functioning of system of social partnership in the conditions of integration of the maintenance of an average of the general and average vocational training the is functional-substantial model developed by us has acted
Integration of an average of the general and average vocational training in the conditions of social partnership. The system interrelation of five blocks of model (target, diagnostic, substantial, dejatelnostnogo, otsenochnoyorezultativnogo) represents complete process of integration of an average of the general and average vocational training in the praktiko-focused system of training at interaction of the educational organisation and the enterprises - of partners. In the following chapter we will present experience of realisation of the model developed by us in practice.

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A source: Artemyev Igor Anatolevich. INTEGRATION of the AVERAGE of the GENERAL And AVERAGE VOCATIONAL TRAINING In the conditions of SOCIAL PARTNERSHIP. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2019. 2019

More on topic a role of social partnership in integration of an average of the general and average vocational training:

  1. diagnostics of a condition and realisation of integration of an average of the general and average vocational training in the conditions of social partnership
  2. the Chapter II. PRACTICE of REALIZATION And STRATEGY of DEVELOPMENT of INTEGRATION of the AVERAGE of the GENERAL And AVERAGE VOCATIONAL TRAINING In the conditions of SOCIAL PARTNERSHIP
  3. the analysis of results of skilled-experimental work on realisation of model of integration of an average of the general and average vocational training in the conditions of social partnership
  4. Artemyev Igor Anatolevich. INTEGRATION of the AVERAGE of the GENERAL And AVERAGE VOCATIONAL TRAINING In the conditions of SOCIAL PARTNERSHIP. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2019, 2019
  5. ARTEMYEV Igor Anatolevich. INTEGRATION of the AVERAGE of the GENERAL And AVERAGE VOCATIONAL TRAINING In the conditions of SOCIAL PARTNERSHIP. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Tver - 2019, 2019
  6. strategy of development of integration processes in system of an average of the general and average vocational training
  7. foreign models of realisation of integration processes in training and a modern condition of integration of an average of the general and average vocational training in Russia
  8. THE CHAPTER I. THEORETICAL BASES OF INTEGRATION PROCESSES IN SYSTEM OF THE AVERAGE OF THE GENERAL AND AVERAGE VOCATIONAL TRAINING
  9. Concept and the constitutional law maintenance on average vocational training
  10. the Role of the Constitutional Court of the Russian Federation in constitutional law maintenance on average vocational training
  11. constitutional law Realization on average vocational training: concept, stages, subjects
  12. Modern konstitutsionno-legal regulation of the right to average vocational training in the Russian Federation
  13. a constitutional law Place on average vocational training in system of the rights and freedom of the person and the citizen
  14. Chapter 1. Historical and theoretical bases of development of a constitutional law on average vocational training
  15. Chapter 2. Konstitutsionno-legal regulation and constitutional law realisation on average vocational training
  16. Zadorina Maria Andreevna. CONSTITUTIONAL ПPABO ON AVERAGE VOCATIONAL TRAINING In the RUSSIAN FEDERATION: THEORY And PRACTICE QUESTIONS. Dissertations on competition of a scientific degree of the master of laws. Ekaterinburg — 2018, 2018