In the Strategy for Development of Education in the Russian Federation for the period up to 2025, the priority is the development of a high-level personality, which shares Russian traditional spiritual values, which has relevant professional knowledge and skills capable of realizing their potential in modern society, ready for peaceful creation and protection of the Motherland.
APPLICATION AREA
The competence model of the graduate was developed on the basis of the Federal State educational Standard Medium vocational education (hereinafter - GEF SPO) by profession.
The model is as a set of requirements, mandatory in the implementation of the main professional educational programs forprofessions 35.01.13 "Tractor driver of agricultural production",professional educational institution of Ogapow Chart, having the right to implement the main professional educational program For this profession. The model is designed in accordance with the regional system of vocational education, the regional labor market and the possibility of building individual educational trajectories for students through the use of the variative part of GEF SPO.
Used abbreviations
The present competence model of the graduate uses the following reductions:
SPO - secondary vocational education;
GEF SPO - Federal State Educational Standard of secondary vocational education;
OU - educational institution;
OPOP - the main professional educational program in the specialty;
OK - Common competence;
PC - professional competence;
PM - professional module;
MDK - Interdisciplinary course.
Characteristics of training by specialist
3.1. The normatives of the development of the main professional educational program of the average vocational education of basic training under the full-time form of education and the assignment qualification is given:
4.2. Objects professional activity Graduates are:
tractors, self-propelled agricultural machines;
trailed and attachments;
equipment of animal farms and complexes;
mechanisms, installations, fixtures and other engineering equipment for agricultural purposes;
cars category "C";
tools, equipment, stationary and mobile means for mounting, repair and maintenance of agricultural machinery and equipment;
technological processes installation, repair and maintenance of agricultural machinery and equipment;
raw materials and agricultural products;
technological operations in agriculture.
4.3. Training in the profession 110800.02 The tractor driver of agricultural production is preparing for the following activities:
4.3.1. Operation and maintenance of agricultural machinery and equipment.
4.3.2. Performing maintenance work on the repair and maintenance of agricultural machinery and equipment.
4.3.3. Transportation of goods.
Requirements for the results of the development of the main professional educational program
5.1. A graduate who mastered the PPKRS must have competencesincluding the ability:
OK 1. Understand the essence and social significance of the future profession, to show sustainable interest.
OK 2. Organize your own activities based on the purpose and methods of its achievement determined by the head.
OK 3. Analyze the work situation, carry out the current and final control, assessment and correction of our own activities, to be responsible for the results of its work.
OK 4. Search for information necessary to effectively perform professional tasks.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team, to communicate effectively with colleagues, management, clients.
OK 7. Organize your own activities in compliance with labor protection and environmental safety requirements.
OK 8. Perform military duty , among other things, using the received professional knowledge (for young men).
5.2. A graduate who mastered the PPKRS must have professional competences corresponding to the activities:
5.2.1. Operation and maintenance of agricultural machinery and equipment.
PC 1.1. Manage tractors and self-propelled agricultural machines of all types in agricultural enterprises.
PC 1.2. Perform work on the cultivation and cleaning of agricultural crops in crop production.
PC 1.3. Perform work on servicing the technological equipment of livestock complexes and mechanized farms.
PC 1.4. Perform work on the maintenance of tractors, agricultural machinery and equipment in workshops and maintenance points.
5.2.2. Performing maintenance work on the repair and maintenance of agricultural machinery and equipment.
PC 2.1. Perform work on the maintenance of agricultural machinery and equipment with the help of stationary and mobile means of maintenance and repair.
PC 2.2. Conduct repair, commissioning and adjustment of individual assemblies and parts of tractors, self-propelled and other agricultural machines, trailed and attachments, equipment of livestock farms and complexes with a replacement of individual parts and parts.
PC 2.3. Conduct preventive inspections of tractors, self-propelled and other agricultural machines, trailed and attachments, equipment of animal farms and complexes.
PC 2.4. To identify the reasons for simple malfunctions of tractors, self-propelled and other agricultural machines, trailed and attachments, equipment of livestock farms and complexes and eliminate them.
PC 2.5. Check for accuracy and experience under load repaired agricultural machinery and equipment.
PC 2.6. Perform the work on the conservation and seasonal storage of agricultural machinery and equipment.
5.2.3. Transportation of goods.
PC 3.1. Manage cars category "C".
PC 3.2. Perform cargo transportation work.
PC 3.3. Carry out maintenance vehicle In the way.
PC 3.4. Eliminate small malfunctions arising during the operation of vehicles.
PC 3.5. Work with the documentation of the established form.
PC 3.6. Conduct priority events at the site of a traffic accident.
Assessment of the results of the program
Evaluation of the quality of the development of PPKRS should include current supervision control, intermediate and state total certification students.
Specific forms and procedures for the current monitoring of performance, intermediate certification for each discipline and a professional module are developed by the educational organization independently and bring to the attention of students during the first two months from the start of learning.
For certification of students for compliance with their personal achievements by phased requirements of the corresponding PPKRS (current control 
The development of a competence model of a graduate in the direction of training was carried out at the official level only in last yearsthat has been reflected in the state of the third generation. Until this time, there were only theoretical developments of scientists and practitioners, and the models themselves were the requirements for a specialist in the form of professors, psychograms and qualifying characteristics. It should be noted that at the beginning of the 70s of the twentieth century, the foundations of the development of a model of a specialist, which was understood as a sample, standard, an ideal of a specialist corresponding to the requirements of modernity. The need for the development of such models was caused by the need to ensure advanced training of a specialist who could easily adapt in a professional environment and conduct independent productive activities in the selected area.
Why we consider not a model of a specialist, but a graduate model. This is due to the presence of significant differences between them. A specialist is a representative of a certain sphere of professional activity, which already has experience in the real sector of the economy. A graduate - a person who for a certain time acquired professional knowledge. The graduate model should be a guideline of the training process in a professional school and its meaningful filling. Insofar as modern life requires a graduate not only professional knowledge and skills, but also to effectively interact with others, to respond flexibly to changes in professional and social environment, continuously develop yourself as a person and professional, then the graduate model should be built on an integrated, interdisciplinary approach, which ensures the integrity and systematicity of the preparation of a young specialist.
Under the graduate model we We understand the scientifically based, in detail of the described standard of the person of the future specialist, obtained as a result of training in the educational institution of the system of vocational education and uniting his personal and professional qualities.
As already noted, in a modern vocational school only recently began to use a model on a competence basis. The formedity of the specialist competencies, and not just the presence of qualifications, becomes the requirement of employers. Therefore, the purpose of vocational education today is to need to teach young people to successfully solve a variety of professional and life situations, initiative to work in the team, to take responsibility.
Competence model of graduate - The scientific basis of the result and the process of training specialists in the educational institution of the vocational education system, summarized in its competence, which ensures the readiness and ability of a graduate to solve a variety of problems in social and professional areas, as well as its possibility for further self-development.
In accordance with this, the design of the competence model of a graduate at a specific direction as a productive basis becomes one of the conditions not only to implement the competence approach in vocational education, but also modernizing the educational process, improving its quality and quality of vocational education as a whole.
At the heart of the competence model of the graduate, two components are general and professional competence.
General competence They are the basis of the competence of a graduate of any university according to any of the directions of vocational training, since they allow the future specialist to act in society, everyday life, to perceive the world, evaluate the events that occur in it, determine and implement their own position. General competences, on the one hand, are not professionally conditioned, because they give the opportunity to successfully realize themselves in different fields of activity. But, on the other hand, they are professionally significant because they become the basis for the formation of the most professional competence and its full-fledged manifestation in the implementation of a specialist in the professional sphere.
Professional competence Rely on specific attributes in the industry and indicate readiness and ability to appropriate specialist activities in a particular professional situation, find methods, forms and ways to solve various professional problems, as well as assess the results of their activities. Professional competence contains knowledge, skills and skills, as well as the ability to flexible solving professional tasks on their own or in cooperation with colleagues in accordance with the available or potential production capabilities and resources. Of course, it is also about theoretical and practical component of competence, since competence develops only in activities and is actually its product. At the same time, the professional competence of a specialist is also determined by its value orientations, motives of activities, its common culture, the understanding of the world around him and its place in it, the style of relationship with the surrounding, ability to develop their own creative potential. The latter indicates the dual character of professional competence, its relationship and interdependence with common competence.
We consider it possible in general competencies to allocate social, communicative, general cultural and universal-personal.
Multifier and complexity social relationship requires person ownership wide spectrum Social knowledge and skills of interaction with the world and society. Since the person is public, its development and acquisition of new qualities causes the emergence of new relations, the expansion of the environment in which it acts and demonstrates social competence . Scientists determine social competences as those that characterize the interaction of a person with society, society, other people,
Special social competence is communicative competence - Complicated education, ensuring successful communication, thanks to which personality can solve a variety of professional and life situations, successfully self-identifying. Communicative competence requires a specialist of linguistic skills, knowledge and observance of specific socio-cultural norms of the behavior of psychological laws of interaction between people, the ability to maintain a favorable atmosphere. The development of this competence "is associated with the choice of the personality of the sociocultural environment in which its subjective qualities will be established and implemented."
Availability communication competence Allows a specialist to enter the world of culture, into the world of values, to understand its place in it, the value and significance of their own professional activities for the development of society. In the policultural world, a graduate must own samples of various cultures, values \u200b\u200band traditions of national culture, to show civilian qualities, humanism towards other members of society.
Universal and Personal Competence, Provides a graduate successful adaptation in a new social and professional environment, mobility, flexibility, responsibility, the ability to analyze any situation, choose the best ways to solve it, assess the consequences of such a decision for further professional activities and the environment in which this situation originated. The manifestation of universal personal competence is the possibility of a future specialist for self-improvement, building a self-development program based on market demands and tendencies of socio-economic and scientific and technical development; self-education, self-control, examination of own professional readiness; Continuous spectrum expansion its livelihoods. Important acquisitions of self-surveillance, self-analysis, self-knowledge, the ability to understand their own activities and overcoming stereotypes of thinking, which is understood as a person's reflection.
As part professional competencies Scientists allocate conventional and specialized (professional). Common confessional competence They are invariant in relation to the direction of vocational training and ensure the readiness of a specialist to solve general, typical of the selected task activity. Specialized competence - these are professional and functional knowledge and skills that prepare a specialist in relation to specific, for this direction, objects and objects of labor; Mastering algorithms for modeling, designing, scientific research in a particular industry. Common confessional competences become a foundation that allows a graduate to flexibly orient on the labor market and in the field of postgraduate education. Specialized competence solve object and subject tasks. Therefore, for each direction and preparation profile, it is important to disclose the composition and substantiate the content of these competencies.
In the graduate model, both types of competencies must be interrelated and developed simultaneously, creating an image of a specialist and ensuring the formation of its social, personal and professional competencies as an integrative personality education. Since the graduate model is a simplified version of the model of a specialist, the formation of the student's personality competence in the educational process will occur to the level of its readiness for socio-professional activities. This also suggests the formation of the future specialist of the desire to act, have certain motives, internal installations for the implementation
Despite the fact that the educational standards identified a list of competencies in a graduate model for most areas of training, but their composition, according to many scientists and practitioners, is not ideal. In addition, it must be complemented by those competencies that are important for life and work in a certain region of the state. It is also important to understand that the formation of these competencies in a grade is ensured due to a certainly organized and implemented educational process. In this context, an important factor is the content of preparation, which should be sufficiently similar in the preparation of specialists of one direction and profile. A climber engineer, which is prepared in Rostov to study the conversion in the amount of 108 hours, and in Lipetsk - 180 hours. There should be no future merchandise in St. Petersburg to own knowledge of leather and fur goods, and in Sevastopol only from the skin. There should be no total volume of production practices to differ by one, maximum for two weeks, since large differences will lead to the formation of significantly different experiences of professional activities. For the formation of competence, i.e. The skills, the primary experience of professional activity should not be the theoretical component of learning to dominate the practical.
In general, it is necessary in new standards to highlight the mandatory content component of the united and on the list of disciplines and by their volume to prepare specific directions and profiles. Only then will be possible not just to talk about the organization of training on a competence-based basis, but really on formation and competence in the process of training.
Lecture number 4.
Continuing education
Plan
1. Essence of continuous education.
1. Essence of continuous education
Continuous education - the concept that appeared relatively recently, or rather, at the end of the XX century, - quickly took a central place in social and pedagogical problems many states. Today, continuing education is interpreted as a unified system of state and public educational institutions, which provides organizational, meaningful unity and continuity of all elements of education. The solution to the tasks of education and training, polytechnic and professional training of a person should, on the one hand, take into account current and promising social needs, on the other hand - to satisfy a person's striving for self-education, comprehensive and harmonious development throughout life.
This determines the streamlining of a plurality of educational structures - the main and parallel, basic and additional, state and public, formal and informal. Their relationship and interconnection, mutual subordination in levels, coordination in orientation and purpose, ensuring the interaction between them convert the entire set of such structures into a single system.
Initially, continuous education was associated with the training of adults and was interpreted as compensatory: it eliminated the lack of education or gave the opportunity to master something new, which was not during their training. Continuing education has not lost this role now. As before, there are forms of training (correspondence, evening, remote), which allow us to get higher professional education to people working. The idea of \u200b\u200babsentee learning ("by mail") came to the British more than 100 years ago, when the long-term ownership of the British crown was given the opportunity to receive education. Later, the inhabitants of provincial towns remote from major centers appreciated this form. In the Soviet Union, correspondence and evening learning made it possible to quickly bring the country to the level of full secondary education, and then partially solve the problem higher education For residents of countryside and remote areas.
Later, the priority was to improve the qualifications of specialists in those areas where knowledge was especially rapidly updated. Courses, faculties and institutions of advanced training have appeared. Not only the content of education for adults changed, but also its forms. In the mid-1960s. Some American engineering colleges have begun to use television to provide training courses to employees of the nearest corporations. These programs were so successful that they became a precedent of "distribution of high-quality education" for students from different cities. The possibility of transmitting television courses through satellites throughout the United States, to Europe, Australia, China. The era of remote education began.
In the 1970s. There was an idea of \u200b\u200bcontinuous education for everyone, regardless of age and profession. The purpose of education changed: not compensatory; Not an increase in qualification, but a person who gives a person the opportunity to adapt to life in constantly changing conditions. The slogan "Education for life" is replaced by new - "education throughout life."
Continuing education It is considered as education throughout the life, which is ensured by the unity and integrity of the education system, creating conditions for self-education and the comprehensive development of the individual, a set of continuity, coordinated, differentiated educational programs of various steps and levels that guarantee citizens to implement the right to education and providing the opportunity to receive general education and Professional training, retraining, improve qualifications throughout life.
Continuing education - This is a single system, which includes all possible types of educational institutions that ensure the maximum development of human abilities.
Continuing education is characterized by a number of signs. First, it covers the whole process of human life. According to world sources, only 4% of the able-bodied population of the planet worries on the originally acquired profession. Secondly, training is not limited to residence. Modern system remote education allows you to learn regardless of where a person lives. Thirdly, continuing education involves the presence of a system of open education - a new model of education, emanating from the openness of the world, the processes of knowledge and human formation. Fourth, in continuous education, the principle of self-education is being implemented, according to which the student is actually a subject of the educational process.
Speaking about the essence of continuous education, you must specify the following:
1) Continuing education - a priority problem caused by the modern stage of scientific and technical development and political, socio-economic and cultural changes;
2) there were two diametrically opposite attitudes towards continuous education - from its full rejection and announcement of the next utopia to the definition of continuous education as the main, and may be the only productive pedagogical idea modern stage world development;
3) There are three main aspects of the essence of continuing education:
a) the traditional, when professional education of adults see in continuous education, the need for the necessary compensation for knowledge and skills suffered during their studies, as a peculiar answer to technological progress, who has given a person's work in a state of functional illiteracy. This is essentially compensatory, additional education, part of the "final" education (i.e. "" Education for life ");
b) education phenomenon as a lifelong process ("learn all life") and prefer pedagogically organized formal structures (mugs, courses, funds mass media, correspondence and evening training, etc.);
c) the third approach the idea of \u200b\u200blife education "misses" through the needs of the person, the desire of which to the permanent knowledge of himself and the surrounding world becomes its value ("education throughout life"). The aim of continuous education in this case becomes comprehensive development (including self-development) of a person, its biological, social and spiritual potencies, and ultimately its "indulging" as a necessary condition for the preservation and development of the culture of society.
Based on the essence, the system of continuous education contributes to the solution of three tasks:
1. Preparing a person to include it in a system of public and professional relationships;
2. Improving a person with the aim of its timely adaptation to constantly changing conditions;
3. Diversified personality developed, the formation of its worldview.
In accordance with these challenges, two subsystems are distinguished in continuous education structure: basic and additional education. In turn, basic and additional education may be general and professional. Thus, it should be told about the basic general, additional general, basic professional and additional professional education.
2. Continuous vocational education.
Continuous vocational education in the broad sense of the word is a continuous update of professional knowledge and skills. In many ways, such an understanding of continuous vocational education coincides with additional professional education, since it includes regular advanced training and professional retraining. However, when we are talking about additional vocational education, we understand that its base is the main professional education. In this case, the professionalism of the specialist will develop linearly and consist in accumulating knowledge and skills about developing technologies. The essence of continuous vocational education is the constancy of the learning process in the professional sphere. Here professional growth is associated with the need for an employee to constantly change the spheres of activity, profession or specialty throughout life. Therefore, in the logic of continuous vocational education, it is also obtaining a second, third education, and advanced training, retraining, which make it possible to change a professional trajectory.
Continuous vocational education - Directed training activities carried out on an ongoing basis in order to increase the level of skills, knowledge, professional competencies of the student, consisting of a multitude of rising stages, gradually mastering which the specialist turns into a highly qualified, highly educated, specialist in demand by the labor market.
Consider in the scheme the possibility of realizing the identity of continuous vocational education.
Continuous vocational education can be:
Systematic - training without long interruptions;
Periodic - regular training in longer periodic intervals or interruptions due to the features of production activities;
Episodic - training as needed, due to the change in the meta work (social status), as well as to meet personal needs, including training for professional skills for purposes not related to professional activities.
Currently, continuous vocational education can be characterized as an episodic and non-systematic for most citizens. The exception is the employees of the budget sector, such as teachers and doctors, for which the advanced training is enshrined by law and is a prerequisite for the continuation of professional activities.
This state of affairs does not allow to solve the issues of dynamic development of the economy. Continuous professional development is very important, since enterprises must adapt to the changing global market. And for this you need personnel with a relevant set of competencies that meet the requirements of the modern market. The worker himself is important to be in demand in the labor market throughout his life, which requires constant professional self-improvement. In this regard, the formation of an effective system of continuous vocational education is the priority goal of the state educational policy.
Today, a system of continuous vocational education is the main condition for the reform and development of education in the country. We need effective systemcapable of improving the level of employee competence. The peculiarity of Russia in this matter, not only in finding a path to solving the problem of continuous vocational education, but also that Russia has accumulated large, historically unique experience of professional training of specialists from various educational levels, and there is also a developed system and vocational education system. .
However, with all the development of the vocational education system, the experience of training specialists, today there is an imbalance of demand and supply of labor, since those who want to work out do not meet the requirements of employers, and free vacancies are not complying with the requirements of those who want to work. The problem of job seekers is their inconsistency of the professional and qualifying structure: since up to 80% of vacancies fall on working professions, and in the composition of the unemployed more than half have, as a rule, higher and secondary vocational education.
Today, on average, the age of working high qualifications, in many sectors of the economy reaches 55-60 years, so we see the growing deficit of highly qualified labor.
If we talk about Russia, in recent years, the Government of the Russian Federation took the direction to increase the flexibility of the market, which makes it possible to employed employers to improve the qualifications or change in the preparation profile of the existing workforce. It was assumed that enterprises or themselves pay for their employees themselves, or provide them with decent wages. However, cases of targeted work of enterprises to increase the competence of their employees are extremely small.
3. Ways to improve the effectiveness of continuous vocational education.
Effectively implement the idea of \u200b\u200ba continuing education system by acting on three levels.
The first level is socio-political. This is the level of education policy. Here is determined by the relationship of society to education and learning activities in particular. At this level, the totality of the rights and status of the student and the obligations of society in their real support are recorded. In fact, at this level, we are talking about the development of a complex of regulatory acts that establish goals, objectives, directions for the development of continuing education as a system, the responsibility of state authorities for the effective functioning of the entire continuing education system. Policies in the field of continuing education should be clear and clear both for citizens and for business entities that are interested in improving the qualifications of their employees.
The second level is organizational and administrative. Here the content and main approaches to the formation of a network of educational institutions are determined, properly ensure the implementation of socio-political principles. At this level, the basic requirements for the activities of these institutions and its results are formulated. It is important to solve problems related to:
Financing continuous vocational education
The flexible response of educational institutions to the requests of society, the economy and the labor market, the achievements of science and technology;
The organization of training, taking into account the free time of citizens, which they can allocate for training;
Compliance with the requirements of educational standards requirements of professional standards.
Third level - didactic (methodical). At this level, specific methods of training of different categories of the population are being developed, as well as approaches to the organization of their training activities and its immediate leadership.
Based on this, you can allocate tasks that face continuous professional education, namely:
Forecasting the needs of the labor market of the region, optimization of the lists of professions and specialties for which personnel training is carried out;
Updating vocational education, taking into account requests for the development of the economy and social sphere, science, technology, technology;
Ensuring the continuity of the content of vocational education at all levels and steps of continuous vocational education;
The creation of a unified system of educational statistics and indicators of quality education with orientation to international quality standards, as well as systems for monitoring education;
Development and implementation of educational processes innovative technologies, including pedagogical;
Development of material and technical base and scientific and methodological support in the system of continuous vocational education;
Attracting employers and other social partners to solve the problems of vocational education, the development of professional and educational standards, the formation of orders for the training of specialists.
The most favorable conditions for the implementation of these tasks are addressed when creating a university complex - an association under the auspices of the University of Profile Technologies, Colleges, School. The purpose of such cooperation is the most complete realization by citizens of their rights to education, ensuring the formation of a professional competent worker, technology (technologist), a specialist with a complete higher education capable of independently and creatively thinking, to solve any production tasks, aware of the significance of their activities, be responsible for its results.
In the conditions of the university complex, the implementation of the transition to a multi-level continuous system for training specialists is significantly simplified. This makes it possible to achieve the possibility of achieving at each stage of obtaining professional education of the level of professional competence and development of the individual, which would correspond to the possibilities of its development. At the same time, the educational space of the educational institution is expanding, new training technologies are simulated taking into account the staff needs of the region, an open and permanent system for analyzing the functioning of each educational institution belonging to the structure of continuous vocational education is being formed.
Also ensures the most complete protection of the social rights of students and the rapid adaptation of graduates to new operating conditions.
The work of educational complexes of continuous vocational education allows:
Select students of different pace of training, level of education and personal development, level and preparation profile;
Differentiate learning conditions depending on personal features and requests;
Get a greater number of educational programs and personality-oriented training of vocational training;
Strengthen the scientific and theoretical content of educational disciplines;
Enhance the share of independent work.
All this should provide the preparation of a highly qualified, competitive, mobile, multidisciplinary specialist capable of rapid adaptation to changing socio-economic conditions.
For the organization of the educational process within the university complex, it is necessary:
Coordination on the maintenance of training programs for the preparation of primary, secondary and higher vocational education;
Creating a cross-cutting educational program;
Ensuring the continuity of the content of vocational education, funds, forms and methods of training and education at all levels and steps;
The use of modern information and pedagogical technologies;
Development of uniform criteria and performance indicators of vocational education;
Completion of each level of vocational education assigning qualifications and receipt of a specialty;
Transition from one level of learning to another according to the results of knowledge control on a competitive basis;
The establishment of close ties with production structures and the labor market;
The rational use of the resource and material and technical support of educational institutions of different levels;
Improving the management of a system of continuous vocational education.
We focus on a number of aspects affecting the effectiveness of the functioning of a continuing education system.
First, this is the establishment of long-term relations of educational institutions with employers. Recently, such cooperation began to acquire the form of employers' councils, which includes not only professional educational institutions of primary, secondary and higher education, but also enterprises of large, medium and small businesses.
Such an approach will allow you to react as quickly as possible to dynamically changing conditions for the activities of specialists and make changes to the plans and content of vocational training. In addition, such an interaction system will allow scientifically reasonable to predict an order for training specialists at all levels, to generate proposals from enterprises to regional registry problems requiring scientific and technical improvement. Such a registry can be used to form the subject scientific research Department, cyclical commissions, scientific laboratories and reflected in the focus of scientific activities of students of educational institutions of the university complex.
Secondly, the dialogue of the labor market and education is necessary. In this process, not only educational institutions and employers should be involved, but the authority government controlled at the regions level. Their joint activity should be aimed at predicting the needs of the labor market, taking into account the scientific and technological progress, the needs of the regional economy and the possibilities of educational institutions.
Thirdly, as practice shows additional professional education quite actively uses the remote form of training and Internet technology. According to many domestic and foreign experts, in the near future can not go about the full transition to distance learning, And the use of mixed learning, where the technologies of full-time and Internet learning are rationally combined.
To date, two bases of classification can be distinguished: these are clean Internet training and complex, which has many species and subspecies. Sustainable place occupies clean Internet training. The organization of the educational process is reduced to the study of specially trained educational materials, testing and consulting with the teacher. The student can choose a separate discipline that is studied by it in the virtual version.
The fourth aspect of improving the effectiveness of continuous vocational education is associated with the formation and development of students in the skills of independent educational and cognitive activity. Intensive generally independent work It is the basis of continuing education, which allows the student to study in a convenient place for himself, according to an individual schedule, having a set of special training tools and a consistent possibility of contact with the teacher by telephone, fax, electronic or regular mail, and also personally. The purpose of continuous education is not to teach a person all life, but that he studies himself. But this means the revision of the goals, means and content of traditional education, which should arm a person with readiness for retraining and in connection with this - readiness for goaling, adequate self-esteem, reflection, the ability to rebuild their activities, the ability to self-organization. In this regard, there is a need to apply special techniques in the educational process to form and develop appropriate self-organization skills in students, which will allow them to effectively act in the system of continuing education.
Article 68 of the Federal Law "On Education" "The secondary vocational education is aimed at solving the problems of intellectual, cultural and professional development of a person and aims to prepare qualified workers or employees and middle-level specialists in all major areas of socially useful activities in accordance with the needs of society and the state, and Also meeting the needs of the personality in the deepening and expansion of education "
The purpose of the study: Improving the quality of graduate training The object of the study: educational process Subject research: Technology training Hypothesis of the study: The preparation of a graduate will ensure the formation of its competitiveness, if we consider the requirements of employers, training technology and personal characteristics in the educational process.
Stages of work analysis of the labor market; Development of a graduate model containing the requirements of GEF, taking into account the requirements of employers in the form of distinguishing competencies. Modernization of curricula and programs on disciplines, modules and practical training system monitoring of a graduate model containing "portfolio", testing, questioning, self-esteem, etc.
Competitive qualities of the graduate of KMTT Professional competencies of the graduate (according to GEF in the specialty "Designing, modeling and technology of sewing products") Distinctive competencies of the graduate (according to the requirements of employers) Create sketches of new types and styles of sewing products by description or using a creative source. Ability to develop sketches of new Sewing products and styles perform drawings of basic sewing products designs on typical and individual figures. Ability to perform new drawings of basic sewing products designs from previously developed. To carry out technical control of the quality of products. Preparedness to manage the quality of products to carry out the author's supervision of the realization of the model solving the model at each stage of production. Preparedness to carry out the author's control over the implementation of the model solving the model at each stage of production to participate in the work on planning and calculations of the feasibility study of the premissibility. Independently carry out work on planning and calculating the feasibility study of the launched models
Borisov Vera Mikhailovna
Professional and Personal College Graduate Model
The graduate model must contain elements of professional qualifications and an element of superofessional qualifications, i.e. Communication skills, knowledge foreign language, information Technology, knowledge of related areas of activity; Social competence (preparedness), cultural competence (preparedness), the ability to make responsible decisions, personal career management, self-education skills, the ability to work in a team.
In the process of learning one of the important tasks, the formation of a professional identity of students, which requires in turn education of professionally significant qualities of the student's personality.
The following qualities are assumed:
Something - confirmation of its responsibility itself and the patterns of our own being, harmony and the consent of the internal images "I", the feeling of ability to enter the society, in its professional future;
Reflection - the ability to self-analyze your feelings, actions, promotion in knowledge, the dynamics of the development of personal qualities: to show will to achieve the goal, correction of developing qualities, the ability to show interest in learning and professional activities;
Self-knowledge - the ability to see itself in the development, determination of their psycho-physiological, physical, mental states on this moment, Knowing your potential possible gay teachings, professional activities.
The unity of the personality and professional development of students should be the basis of the concept of educational activities, where the development factor is the internal personality environment, its activity, the need for self-realization. The object of professional development and the form of implementing the creative potential of the future specialist in professional work is the focus, competence, divergence. Each characteristic is a certain combination or a combination of significant personal qualities that determine the professional college graduate model,
The graduate model from the standpoint of professional culture can be considered as a combination of individual blocks of personal qualities, the mechanism of education of which should be based on the synergy of the educational interaction of the teacher and students of the group.
1 block - personal qualities of professionalinteraction.
For successful activities in the team, the wornity is more important than mutual locality and sympathy. But most often a friendly, goodwill, sincerity causes a response and are satisfied with those surrounding. The ability to reckon with the interests of others, behave so that next to you it was convenient and pleasant to work to other people - the foundation of cooperation. In communication, the behavior of one person may be a measure of the behavior of the other, and thus can be focused on certain norms of culture. If we talk about cultural norms, we can talk about the culture of behavior, the culture of communication and the culture of self-expression, which in turn express the moral demands of society. Education of a student as a high-moral personality is focused on the development of moral qualities: honesty, responsibility, commitment, goodwill. Personality is revealed, first of all, from the social side included in the system public relations. Therefore, one of the most important characteristics of the personality is the social statuses that it takes place in various spheres, groups, organizations.
The task of the teacher-educator is to establish personal contact with students, constantly show interest in group students. Sleep carefully. If possible, say a compliment, especially those students who have problems. Develop a cycle of bright collective measures taking into account the interests and possibilities of each trainee to anyone can realize yourself and look with best side. To promote the enhancement of the personal significance of students, involving them in various activities. Success situation - take off for a person, a peculiar leap at the step above in personal development. Thus, we can form a confidence from the student.
2 block - personal qualities of professional growth.
Professional development is inseparable from personality - the basis of the other is the principle of self-development. The productive formation of a person depends not only on the vital activity of a person, but also from favorable conditions: physical health and external data. Modern societyThe production requires specialists who can work fruitfully in a rigid market competition, which requires excellent health, physical forces, volitional qualities. Physical education is an indispensable part of the general education, which contributes to the formation of socially necessary qualities in students: decisiveness, purposefulness.
Requirements for the graduate training level include: general requirements for its education, training on special disciplines, industrial practice. But at the same time, it is necessary to lay claims relating to personal and active qualities as decency, conscientiousness, responsibility, loyalty, reliability, honesty. Knowledge of themselves do not determine the quality of graduate preparation. A competitive middle service specialist is a person who, in addition to professional knowledge, both motivation to high-quality work should be formed and emotional resistance to various situations, and the ability to manage their mental state.
3 Block - personal qualities of creative professional activities.
Student knowledge is systemic. He must freely possess scientific terminology, be able to use theoretical knowledge in professional activities, be able to consciously analyze any phenomenon or process, comparing it with a sample, defending and expressing his point of view. The result of training in college is the readiness of a student to independent professional activities, the ability to design and predict the results of its work, which is solely creative.
4 Block - personal qualities of professional self-realization.
Professional and value orientations of individuals are due to the need for awareness of its importance for society. Different activities allow the student to most fully show themselves as a person, in accordance with their individual abilities. The possibilities of self-realization in the future professional activity are dependent on the revitalization of student clubs, creative teams, which allows to strengthen the motivation of students to participate in civil launches, from the organization of activities to actively connect students to educational managementprocess (creating training student councils to discuss college problems, problems of academic performance, attendance). In solving this task, student self-government plays an important role. These conditions for the implementation of creative activity and amateur activities in educational and educational and cultural relationswho are aimed at the ability to overcome the vital difficulties, the ability to present itself, self-awareness. Initiative, determination, endurance, communicativeness. Versatile education is a mandatory attribute of each human "I". And on the quality of education largely depends on the worldview, cultural and moral filling of this "I",
A coordinated claim
with the College Management Board, director of GBOU SPO "Bezhetsky
Protocol number ___ from college them. A.M. Pereslgin "
"____" ______________ 20 _____ g. _____________ Sergina L.A.
«____" ______________ 20 ____ g.
050146 "Teaching in primary grades»
1. Forms of development The main professional educational program in the specialty 050146 "Teaching in primary classes" full-time, correspondence.
2. Regulatory term of development
3. Qualification of graduate - primary school teacher.
4.
The graduate should be ready to fulfill the duties of the primary school teacher, the class teacher, the teacher of the extended day.
5. The mining activities of the primary school teacher:
1. common competencesincluding the ability:
OK 7. Set goals, motivate the activities of students, organize and control their work with the adoption of responsibility for the quality of the educational process.
OK 11. Build professional activities in compliance with the legal norms of its regulatory.
2. Primary school teacher must have
2.1. Teaching on primary general education programs.
PC 1.1. Define goals and tasks, plan lessons.
PC 1.2. Conduct lessons.
PC 1.3. Pedagogical control, evaluate the process and learning results.
PC 1.4. Analyze lessons.
PC 1.5. Maintain documentation that provides training for primary general education programs.
2.2. Organization of extracurricular activities and communication of younger students.
PC 2.1. Determine the goals and objectives of extracurricular activities and communicate, plan extracurricular activities.
PC 2.2. Conduct extracurricular activities.
PC 2.3. To carry out pedagogical control, evaluate the process and results of the activities of students.
PC 2.4. Analyze the process and results of extracurricular activities and individual classes.
PC 2.5. Maintain documentation that ensures the organization of extracurricular activities and communication of younger students.
2.3. Cool guide.
PC 3.1. Conduct pedagogical observation and diagnostics, interpret the results obtained.
PC 3.2. Define goals and objectives, plan extraxislass work.
PC 3.3. Carry out extracurricular activities.
PC 3.4. Analyze the process and results of extracurricular activities.
PC 3.5. Define goals and objectives, plan work with parents.
PC 3.6. Provide interaction with the parents of younger schoolchildren in solving tasks of training and education.
PC 3.7. Analyze the results of working with parents.
PC 3.8. Coordinate the activities of the staff of the educational institution working with the class.
2.4. Methodical support for the educational process.
PC 4.1. To choose a teaching and methodical kit, develop educational materials (working programs, educational and thematic plans) on the basis of educational standard and exemplary programs, taking into account the type of educational institution, class / group features and individual students.
PC 4.2. Create an object-developing environment in the office.
PC 4.3. Systematize and evaluate pedagogical experience and educational technologies in primary general education based on the study of professional literature, self-analysis and analysis of the activities of other teachers.
PC 4.4. Register pedagogical developments in the form of reports, abstracts, performances.
PC 4.5. Participate in research and project activities in primary education.
A graduate who mastered the main professional educational program of secondary vocational education in the specialty "Teaching in primary grades" was prepared:
The work practice of students is organized in the initial link of secondary educational institutions.
Model of graduate specialty 050144 pre-school education
1. Forms of development The main professional educational program in the specialty "Pre-school education" full-time, correspondence.
2. Regulatory term of development The main professional educational program with full-time learning form:
on the basis of the average (full) general education - 3 year 10 months;
on the basis of basic general education - 4 years 10 months.
3. Qualification of graduate - Educator of children preschool age.
4. Qualifying characteristics of graduate
A graduate should be ready to fulfill the duties of the teacher of children of preschool age in preschool education institutions.
5. The main activities of the teacher of children of preschool age:
1. The educator of children of preschool age must have competencesincluding the ability:
OK 1. Understand the essence and social significance of your future profession, to show sustainable interest.
OK 2. Organize your own activities, identify methods for solving professional tasks, evaluate their effectiveness and quality.
OK 3. Assess the risks and make decisions in non-standard situations.
OK 4. To search, analyze and evaluate the information necessary for setting and solving professional tasks, professional and personal development.
OK 5. Use information and communication technologies to improve professional activities.
OK 6. Work in the team and team, interact with management, colleagues and social partners.
OK 7. Set goals, motivate the activities of pupils, organize and control their work with the adoption of responsibility for the quality of the educational process.
OK 8. Independently identify the tasks of professional and personal development, to engage in self-education, consciously plan to plan advanced training.
OK 9. Exercise professional activities in the context of its goals, content, technology change.
OK 10. Implement the prevention of injuries, to ensure the protection of the life and health of children.
OK 11. Build professional activities in compliance with its regulatory legal norms.
OK 12. Perform military duty, including using the received professional knowledge (for young men).
2. The educator of children of preschool age should have professional competencescorresponding to the main types of professional activities:
2.1. Organization of activities aimed at strengthening the health of the child and its physical development.
PC 1.1. Plan activities aimed at strengthening the health of the child and its physical development.
PC 1.2. Conduct mode moments in accordance with age.
PC 1.3. Conduct activities on physical education in the process of performing the motor regime.
PC 1.4. To exercise pedagogical observation of the health of each child, in a timely manner informing a medical worker about changes in his well-being.
2.2. Organization different species Activities and communication of children.
PC 2.1. Plan various activities and communication of children during the day.
PC 2.2. Organize various games with children of early and preschool age.
PC 2.3. Organize satisfying work and self-service.
PC 2.4. Organize chatting children.
PC 2.5. Organize productive activities of preschoolers (drawing, modeling, applique, design).
PC 2.6. Organize and conduct holidays and entertainment for children of early and preschool age.
PC 2.7. Analyze the process and results of the organization of various types of activities and communication of children.
2.3. Organization of classes in basic general education programs for pre-school education.
PC 3.1. Define goals and objectives, plan classes with preschool children.
PC 3.2. Conduct classes with children of preschool age.
PC 3.3. Pedagogical control, evaluate the process and the results of training preschool children.
PC 3.4. Analyze classes.
PC 3.5. Make a documentation that ensures the organization of classes.
2.4. Interaction with parents and employees of the educational institution.
PC 4.1. Define goals, tasks and plan work with parents.
PC 4.2. Conduct individual advice on family education, social, mental and physical development of the child.
PC 4.3. Conduct parental meetings, attract parents to the organization and conduct of events in the group and in an educational institution.
PC 4.4. Evaluate and analyze the results of working with parents, to adjust the process of interaction with them.
PC 4.5. Coordinate the activities of employees of the educational institution working with the group.
2.5. Methodical support for the educational process.
PC 5.1. Develop methodical materials based on exemplary taking into account the characteristics of age, groups and individual pupils.
PC 5.2. Create a subject-developing environment in the group.
PC 5.3. Systematize and evaluate pedagogical experience and educational technologies in the field of pre-school education based on the study of professional literature, self-analysis and analysis of the activities of other teachers.
PC 5.4. Register pedagogical developments in the form of reports, abstracts, performances.
PC 5.5. Participate in research and project activities in the field of pre-school education.
Opportunities to continue education:
A graduate who mastered the main professional educational program of secondary vocational education in the specialty "Pre-school education" was prepared:
- By mastering the main professional educational program of higher vocational education.
Industrial practice students
The work practice of students is organized in preschool education institutions.
Model graduate specialty
230701 Applied Informatics (in Education)
1. Forms of development The main professional educational program in the specialty 230701 Applied Informatics Full-time.
2. Regulatory term of development The main professional educational program with full-time learning form:
on the basis of the mean (full) general education - 2 year 10 months;
on the basis of basic general education - 3 years 10 months.
3. Qualification of graduate - Technician programmer.
4. Qualifying characteristics of graduate
Technician programmer -this is a specialist who:
Received special education in the field of computer science and is engaged in creating, implementation, analysis and accompaniment of professional-oriented information systems;
It is a professional in the application of information systems, solves functional tasks, and also manages information, material flows using such information systems.
55 Technique - Programmer
Technician - Programmer Must carry out professional activities and be able to solve problems corresponding to its qualifications. It must have common competences that include the ability:
OK 1. Understand the essence and social significance of your future profession, to show sustainable interest.
OK 2. Organize your own activity, choose typical methods and methods for performing professional tasks, evaluate their effectiveness and quality.
OK 3. To make decisions in standard and non-standard situations and be responsible for them.
OK 4. To search and use the information necessary to effectively fulfill professional tasks, professional and personal development.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in the team and team, effectively communicate with colleagues, management, consumers.
OK 7. To take responsibility for the work of the team members (subordinates), the result of tasks.
OK 8. Independently identify the tasks of professional and personal development, to engage in self-education, consciously plan to plan advanced training.
OK 9. Focus in conditions of frequent change of technology in professional activities.
OK 10. Perform military duty, including using the received professional knowledge (for young men).
2. The programmer technician must have professional competences corresponding to the main types of professional activities:
2.1. Processing industry information.
PC 1.1. Process static information content.
PC 1.2. Processing dynamic information content.
PC 1.3. Training equipment to work.
PC 1.4. Configure and work with sectoral equipment processing information content.
PC 1.5. Control the operation of computer, peripheral devices and telecommunication systems, ensure their proper operation.
2.2. Development, implementation and adaptation of sectoral focus software.
PC 2.1. Calculate and analyze information to determine the needs of the client.
PC 2.2. Develop and publish software and information resources of sectoral focus with static and dynamic content based on ready-made specifications and standards.
PC 2.3. Conduct the debugging and testing of the sectoral reference software.
PC 2.4. Conduct the adaptation of industry software.
PC 2.5. Develop and maintain project and technical documentation.
PC 2.6. Participate in measuring and controlling product quality.
2.3. Maintenance and promotion of sectoral focus software.
PC 3.1. Allow problems of compatibility of sectoral focus software.
PC 3.2. Promotion and presentation of sectoral focus software.
PC 3.3. Conduct service, test checks, configuration of sectoral focus software.
PC 3.4. Work with customer relationship management systems.
2.4. Ensuring project activities.
PC 4.1. Provide the content of project operations.
PC 4.2. Determine the timing and cost of project operations.
PC 4.3. Determine the quality of project operations.
PC 4.4. Determine the resources of project operations.
PC 4.5. Determine the risks of project operations.
PC 5.3. Monitor and evaluate the activities of the organization's division.
Opportunities to continue education:
A graduate who mastered the main professional educational program of secondary vocational education in the specialty "Applied Informatics" was prepared:
- By mastering the main professional educational program of higher vocational education.
Industrial practice students
The work practices of students are organized in institutions related to information technologies in which they can perform the functions of a programmer, computer network appliances, office manager.
Model graduate specialty
080110 Banking
Qualification - Banking Specialist
1. Forms of development The main professional educational program in the specialty 080110 banking: full-time.
2. Regulatory term of development The main professional educational program with full-time learning form:
3. Qualification of graduate - Banking specialist.
4. Qualifying characteristics of graduate
The graduate should be ready for professional activities for implementation and accounting banking operations, compiling reports and financial and economic settlements in banks and other credit and financial institutions.
5. The main activities of the banking specialist:
financial and credit -implementation of deposit and other cash involvement operations; Collection and analysis of information about the financial condition of customers; Registration of loans for the provision of loans, control over their use and repayment, security preservation; carrying out factoring, leasing operations, operations with securities, foreign currency and other banking operations and transactions; providing cash maintenance of customers, monitoring compliance with cash discipline clients; fulfillment of financial and economic settlements used in banking operations; Registration, maintenance and storage of documentation for operations and transactions; preparation of economic information for analysis and generalization purposes;
accounting and operating -cash transactions; conducting accounts for legal entities and individuals, correspondent accounts of credit institutions, budget accounts of different levels, extrabudgetary funds; carrying out settlement operations, between banking calculations; accounting of active and passive banking operations and services; Accounting income and expenses, incl. on the internal activities of the Bank, the results of the activity; implementation of intrabank follow-up control; Conducting cash and inventory of cash and commodity values; Socuage of accounting, financial and statistical reporting of the bank.
The graduate should be able to:conduct and document the main types of banking operations (deposit, credit, operations with securities, foreign currency, precious metals and precious stones, cash-based service and other operations and bank transactions); reflect on accounting accounts banking operations and services, as well as inconomic operations of banks; accounting, financial and statistical reporting; carry out the analysis of the creditworthiness of the Bank's clients; Use regulatory documents and methodical materials of the Central Bank Russian Federation, Ministry of Finance of the Russian Federation, Ministry of the Russian Federation for Taxes and Claims and Other government agenciesgoverning the procedure for holding banking operations and transactions and their accounting, reporting and taxation; Use bank information technology.
The graduate should know:basic economic models, market management methods and principles of functioning of the banking system of the Russian Federation; Principles of Labor Organization and Professional Ethics; Regulatory and legal acts of the organs of the Government of the Government, the Central Bank of the Russian Federation on the issues of the commission and accounting of banking operations and transactions, internal operations of the Bank and reporting; Tax legislation of the Russian Federation; the procedure for co-ignition of banking operations and transactions, methods for assessing the creditworthiness and payment of customers, the methodology for calculating the basic standards of the Bank's activities; Organization and rules for conducting accounting in banks, accounting accounts plan in credit institutions; rules for maintaining and accounting accounts plan at enterprises and organizations; accounting procedure for banking and internal operations, documents and accounting registers and their document flow; Forms and methods for conducting control and statistical work; methods of processing and protecting banking information; Principles of organization and operation of integrated information and settlement systems.
5. . Opportunities to continue the education of a graduate
A graduate who mastered the main professional educational program of secondary vocational education in the specialty banking, prepared:
To master the main professional educational program of higher vocational education;
By mastering the main professional educational program of higher vocational education in the specialty "Finance and Credit".
Industrial practice students
The work practices of students are organized in the credit and financial institutions.
Model graduate specialty
030912 "Law and Organization of Social Security"
1. Forms of development The main professional educational program in the specialty 030912 "The right and organization of social security" full-time.
2. Regulatory term of development The main professional educational program with full-time learning form:
on the basis of the mean (full) general education - 1 year 10 months;
on the basis of basic general education - 2 years 10 months.
3. Qualification of graduate - lawyer.
4. Qualifying characteristics of graduate
The graduate should be ready for professional activities aimed at implementing legal norms and ensuring the rule of law in various spheres of social protection of the population as a lawyer in the social protection bodies of the population, in the Russian Pension Fund bodies, non-state pension funds.
5. The main activities of the lawyer:
organizational and legal - work on the organization and control of compliance with laws and other regulatory legal acts of the Russian Federation; informing and advising citizens on the application of legislative acts in the field of social protection of the population;
organizational and managerial - ensuring organizational and management functions in the bodies and services of social protection of the population, in the authorities of the Pension Fund of the Russian Federation, non-state pension funds; informing citizens and officials on the provisions of laws and other regulatory acts; identifying persons who need social protection and assist them in protecting their rights; control over compliance with legislative acts in the appointment, recalculation and payment of pensions, for the completeness and timeliness of payment of insurance premiums into pension funds; application of regulatory documents governing payment of contributions, paying off payments for payments; Organization and maintenance of personalized accounting for state pension insurance purposes.
Opportunities to continue education:
A graduate who mastered the main professional educational program of secondary vocational education in the specialty "Right and Organization of Social Security", prepared:
- By mastering the main professional educational program of higher vocational education.
Industrial practice students
The work practice of students is organized in institutions of law enforcement agencies, in the commercial, economic and legal departments of production associations.
Model graduate specialty
050202 Informatika
1. Forms of development The main professional educational program in the specialty 050202 Informatics full-time.
2. Regulatory term of development The main professional educational program with full-time learning form:
on the basis of the average (full) general education - 3 year 10 months;
on the basis of basic general education - 4 years 10 months.
3. Qualification of graduate - Computer science teacher general education school.
4. Qualifying characteristics of graduate
The graduate should be ready to fulfill the duties of the teacher of computer science of the main educational school, the class teacher.
5. Home Requirements for the educational level of computer science teacher:
Graduate must:
Understand the essence and social significance of your future profession, to show sustainable interest in it;
- have an idea of \u200b\u200bO. modern world as spiritual, cultural, intellectual and environmental integrity; to realize yourself and its place in modern society;
To know the foundations of the Constitution of the Russian Federation, ethical and legal norms regulating human relations to person, society and nature; be able to take them into account when solving professional tasks;
Have an environmental, legal, information and communicative culture, elementary communication skills in a foreign language;
Possess a wide range; be able to understand the vital phenomena, to independent search for truth, to the critical perception of contradictory ideas;
- be capable of systemic action in a professional situation; to the analysis and design of their activities, independent actions in the face of uncertainty;
- be prepared for the manifestation of responsibility for the work performed, able to independently and effectively solve problems in the field of professional activities;
- be capable of practical activities to solve professional tasks in organizations of various organizational and legal forms; own professional vocabulary;
- be able to scientifically organize your work, ready to use computer equipment in the field of professional activities;
- be prepared for positive interaction and collaboration with colleagues;
- be prepared for constant professional growth, acquiring new knowledge;
- have a sustainable desire for self-improvement (self-knowledge, self-control, self-assessment, self-regulation and self-development); tends to creative self-realization;
- know the foundations of entrepreneurial activities and the peculiarities of entrepreneurship in the professional field;
Have a scientific idea of healthy education Life, own the skills and skills of physical improvement.
On subject preparation disciplines should:
Have an idea of \u200b\u200bthe role of information in the modern world, about the main stages of informatics;
Know the foundations of the theory of information;
Know the elements of the theory of algorithms;
Know the arithmetic basis of the computer;
Know the logical basis of the computer;
Know the computer device, the trend of development of the architecture of the EMM;
Know ways of presenting various data in the computer;
Know the device and ways of organizing computer networks;
Know the main stages of solving problems with the help of computers;
Know the possibility of using computing technology in the management of educational institutions to create a pedagogical information bank;
Be able to program at least one of the programming languages;
Be able to work on a computer, with various auxiliary devices, with systemic and applied software for general purpose;
Be able to work in personal, local and global computer networks, telecommunications systems;
Be able to organize telecommunication portals in computer networks;
Be able to introduce new information technologies in the practice of educating work;
Own the methodology for teaching computer science in the main educational school.
- Opportunities to continue education:
- The graduate who mastered the main professional educational program of secondary vocational education in the specialty "Informatics" was prepared:
- - By mastering the main professional educational program of higher vocational education.
- Industrial practice students
- The work practices of students are organized on the middle link of secondary general educational institutions.
