Federal State Standards of Secondary Special Education year. Federal State Educational Standard of Secondary Vocational Education

On what conceptual basis are the Federal State Educational Standards for secondary vocational education by profession compiled in 2016? Are the declared principles successfully implemented in practice? What difficulties do managers and teachers of secondary vocational education have to face? This will be discussed briefly in a new article.

Features of the 4th generation Federal State Educational Standard for secondary vocational education

With the rapid development of new technologies, new professions and specialties are constantly emerging. The education system must have the property of adaptability and effectively perform its functions, that is, prepare specialists in demand in the domestic and global markets. The 4th generation Federal State Educational Standard for secondary vocational education is being developed to provide professional training for mid-level specialists in full compliance with current economic and production requirements. How is the concept of new versions of Federal State Educational Standards for open source software different?

  • A new look at education and professional qualifications. Education is the need for constant updating of knowledge, the ability to find and assimilate new information. Qualification is formed on the basis of professional standards.
  • Adaptability of educational programs. Requirements and standards are developed not for individual specialties, but for enlarged groups of professions. Thanks to this, new specialties that appear on the market can be quickly included in curricula.
  • Less theory, more practice. The total load on students is reduced to 45-47 hours a week (among them, the classroom load is no more than 36 hours), 60% of the teaching time is practical training.
  • The specifics of specific professions are taken into account. 50% of the curriculum is variable, which makes it possible to organize the learning process taking into account all the features of a particular specialty. Theoretical disciplines, common to many professions, will be taught taking into account the specifics of the field.

You can view and download the new Federal State Educational Standards for Secondary Professional Education, approved in 2016, here.

Concept and implementation are not the same thing

The practical implementation of any innovation requires effort, flexibility and creativity of all participants in the process. Even the most perfect concept must go a long way before it becomes a proven scheme or guide to action. The same is true for the new concept of federal standards. The idea of ​​their creation is an almost unlimited opportunity for the development of pedagogical and methodological creativity. But implementation in practice makes its own adjustments, shows shortcomings and requires improvement.

One of the difficulties is that employers must play a significant role in assessing the quality of education. In principle, this is good and correct, but the interaction between the academic education system and employers has not been fully developed at the legislative level. Requests for personnel training come mainly from large corporations, and even those often prefer to invest in their corporate educational programs rather than in university-based training. In addition, there are industries in which small and medium-sized businesses predominate. Interaction with them is still possible through a system of personal connections among managers.

The situation is aggravated by the fact that the academic educational community is not ready for dynamic changes in learning. The process of personnel retraining requires significant effort and financial support. The outdated material and technical base also needs financing. It takes time and money to “restart” the education system with a new version.

The 4th generation Federal State Educational Standards, approved according to the new concept, offer to provide students with effective independent work under the guidance of teachers and masters. But it is still not clear how to properly coordinate different forms of independent work in all disciplines, without exceeding the maximum hourly load. In addition, organizing independent work requires verification and methodological support, but the teacher is not paid for it.

These are not all the difficulties of introducing a new concept. The conclusion is obvious - government support (methodological, financial, regulatory) is needed. Without it, the future of Federal State Educational Standards, if not doomed to failure, will drag on indefinitely.

You can prepare for changes in the open source software sector at the International Design and Analytical Seminar “Ensuring the quality of education in the secondary vocational education system in accordance with international standards. We are constructing a new type of college" . Register now. Stay one step ahead.

Microsoft office 2016 product key is a word handling program that is a piece of the Microsoft Office suite. This program enables you to make excellent, proficient looking reports utilizing the most excellent record arranging apparatuses. It assists you to make, alter, spare, share, and get to records online from any web program.

You will discover that the Microsoft Windows 2016 for both frameworks is very comparable, despite the fact that there are some Mac-just components, which we’ll go top to bottom later. There have not been any significant updates when contrasted with its forerunner, Word for Mac in 2011. After the Microsoft Windows itself, the most widely known and utilized app of Microsoft is presumably Microsoft Word, in some form. Effortlessly the most well-known Word Processor since its first beginning more than 30 years back, you would be unable to locate a home or office without it. Although at no time in the future free with Microsoft's working frameworks (just a free trial is packaged now because of more up to date rivalry laws), its commonality to general society and organizations similarity with files of billions of reports – guarantees that those requiring a Word Processor.

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Microsoft Office 2016 Product Key

Microsoft Office 2016 Product Key is the newest publication of the company’s well-known production collection. This brand fresh segment in the long-running authorization comes with new hard and new structures. There are substantial and numerous improvements featured in this latest release. Some of these signs of progress include the user interface and the unstable of preceding efficiency workspace purpose to that of the most active and capable level.

Key Features of Microsoft Office 2016 Product Key Generator

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This production set structures both the best facilities in the previous forms and some new and better competences as well. Collected, they make this publication the best concerning actual user practice. Within the production, set is Word 2016, PowerPoint 2016, Excel 2016, OneNote, Outlook, Visio, and Project 2016. Between its extraordinary and notable structures are shortened and combined file sharing, huge updates to logical systems, and the current user interface.

Office staff and workers best use Microsoft Office 2016 Crack. There are numerous enhancements to core utilities used to ease document treating, formation, and management. The mathematical utilities have better and additional combined within the comparisons for use in PowerPoint, Excel, and Word. There is also the Timeline screening which has also improved, and it now derives with the choice to view various instances. The production set also structures a higher DPI presence which allows users to yield and make crisp and strong documents on more top screen determination.

Main Pros & Cons

Pros

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  • The user interface is a lot humbler to effort with. The regularly used roles accessible concluded the ribbon and can be more modified to costume user favorites.
  • The interface also structures a new look to document processing which is appropriate for the up-to-date trends.

Cons

  • Some utilities have mistreated, but these utilities are only used rarely.

Most Common Users:

Users contain document processing staff and information administration staff. The efficiency suite permits better management of papers as well as emails to additional progress the usefulness and efficiency of office workplaces and workgroups. The file-sharing choice also allows team associates to share and transfer their documents within the area freely.

Author Note:

Microsoft Office 2016 Activator is efficiency suite designed to function as competently and as capable as thinkable. This is to provide to the needs of the up-to-date document processing business. The better-quality features, as well as the new competencies, make this set worth since and installing.

HOW to ACTIVATE Microsoft Office 2016 WITH Product Key?

  • First of all, download Microsoft Office 2016 Activator key Generator
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  • Detach Internet Connection.
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  • Use whichever one of Office 2016 Product Keys to Activate MS Office 2016
  • Done?? Enjoy!

Office 2016 Product Key Working 100%

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Microsoft Office 2016 Professional Product Key

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Screenshot

Key Features of Microsoft office 2016 product key

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Office 2016 Home and Student version

  • 1 GHz processor
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  • At any rate.Net 3.5; favored 4.5 LCR
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You can find original product key from my website freeappforpc.com. Actually Microsoft does not recommend to sell original product key, so we highly recommend you to purchase it, if you have a sum of money in your purse 😛

We have bought some product key for office 2016

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Microsoft Word 2016 Product Key

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Microsoft Office 2016 product key

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Federal state educational standard – a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and area of ​​training, approved by the federal executive body exercising the functions of developing state policy and legal regulation in the field of education.

Components of the Federal State Educational Standard: 1) requirements for the structure and content of educational programs. 2) requirements for the conditions for the implementation of educational programs. 3) requirements for the results of mastering educational programs.

Structure of the standard: 1) scope of application 2) terms, definitions and designations 3) characteristics of training 4) characteristics of the prof. activities 5) requirements for results 6) requirements for the structure of educational programs 7) requirements for conditions of implementation 8) requirements for quality assessment.

Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training specialists with appropriate qualifications. Prof. educational programs are divided into: educational and variable.

Standard functions: 1) focus on teachers and students who fulfill the requirements of the standards. 2) focus on administrative leaders and education system workers who ensure the formation of planning, regulation and control mechanisms in the field of education. 3) orientation towards external users in order to form a system of “learning for life”.

40.Curriculum as a model of a specialty: concept, structure, types. Concept of educational subject. Cycle of educational subjects.

Syllabus- this is a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allocated for this. If we mean a general secondary school, then its curriculum defines the following data: 1) a complete list (list) of academic subjects by year of study; 2) the number of hours (lessons) allocated to each subject per week, academic year and for all years of study, 3) periods of practical training, camp training; 4) the duration of academic quarters and holidays.

The curriculum of secondary specialized and higher educational institutions determines the number of hours not for a week, but for a semester and for the entire duration of study (4-6 years). It specifies the types of classes in academic subjects: the number of lectures, seminars, practical and laboratory classes, and workshops. The educational subjects taken for tests and exams in each semester, different types of practice (industrial, archaeological, pedagogical, folklore, in medical institutions, etc.) are indicated.


The main types of curricula in educational institutions: basic curriculum, standard federal curricula, regional curricula and school curriculum.

Basic curriculum is part of the state educational standard and serves as the basis for the development of model curricula recommended by the Ministry of Education of Russia for different types of schools (day, evening, with Russian as the native language of instruction, with native (non-Russian) language of instruction, etc.), basic regional school curricula. The basic plan highlights fundamental and technological (pre-professional) training. Subjects are grouped by educational areas: philology, mathematics, social studies, natural science, art, physical education, technology.

The basic curriculum covers the following range of standards:

– duration of study (in academic years) total and for each of its levels;

– weekly teaching load for basic areas at each level of general secondary education, compulsory classes of students’ choice and elective classes;

– the maximum compulsory weekly study load of a student, including the number of study hours allocated to compulsory elective classes; – the total number of study hours financed by the state (maximum compulsory study load of schoolchildren, elective classes, individual and extracurricular work, division of study groups into subgroups). The core curriculum serves as the basis for the development of regional, model curricula and the source document for school funding. Model curricula are advisory in nature. They are developed on the basis of the state basic curriculum and approved by the Ministry of General and Professional Education of the Russian Federation.

School curriculum is compiled in compliance with the standards of the basic curriculum. There are two types of school curricula: the school curriculum itself, developed on the basis of the state basic curriculum for a long period and reflecting the characteristics of a particular school (one of the standard curricula can be adopted as a school curriculum); a working curriculum, developed taking into account current conditions and approved by the school’s pedagogical council annually.

Academic subject (discipline) is understood as a means of implementing the content of theoretical training. It contains part of the experience of professional activity, as a system of practical knowledge, the assimilation of which ensures obtaining qualifications in the profession. It is included in the training curriculum for the profession and belongs to a specific cycle of disciplines. Each discipline has its own scientific (scientific and technical foundations): it follows from a scientific direction. The discipline has its own objects of study, goals of studying the form and methods of studying the discipline; has its own systematized content, which is recorded in various educational information carriers and educational information tools (textbooks, manuals, educational texts); has its own curriculum, for which a textbook is created; The academic discipline serves industrial training and precedes it in the class schedule.

What is the Federal State Educational Standard for Secondary Education?
The Federal State Educational Standard for Secondary Professional Education is a regulatory document in the field of secondary vocational education, defining a set of requirements mandatory for the implementation of basic professional educational programs in a particular specialty.
Distinctive features of the Federal State Educational Standard for Secondary Education
The differences with previous generations of educational standards are obvious: the main component of the State Educational Standard for Secondary Professional Education was the requirements for a minimum of educational content, i.e. a fixed volume of educational material was determined, mandatory for presentation by the teacher, the development of requirements for educational outcomes consisted of their correlation with didactic units of the mandatory minimum content of education, updating the material was reduced to replacing “outdated” didactic units. Thus, the actual goals of education were reduced to the acquisition of subject knowledge and skills, which did not sufficiently allow graduates to master professional activities.
The new generation of federal state educational standards for secondary vocational education is based on the ideology of forming the content of education “from the result” and the characteristics of the professional activity of graduates become its system-forming component.
Basic requirements of the Federal State Educational Standard for Secondary Professional Education
1. To the content of education:
Characteristics of the professional activities of graduates in the Federal State Educational Standard of Secondary Professional Education of the third generation includes a description of the area, objects and main types of professional activity of a specialist, which are relatively autonomous professional functions, each of which has specific objects, conditions, tools, nature and results of work and is defined by the employer as a necessary component of the content . Based on these components, the structure of the content of educational programs for each specialty was developed, and individual educational programs of disciplines, modules and test materials are being developed in the educational institution. This approach makes it possible to bring the qualifications of graduates of the vocational education system as close as possible to the requirements of the labor market.
2. To staffing:
The implementation of the basic professional educational program in certain specialties of secondary vocational education should be ensured by teaching staff with higher education (the only exceptions are some specialties, for example, “Design (by industry)”, where 10% of the teaching staff with secondary vocational education and state honorary titles are allowed in a given professional field), corresponding to the profile of the disciplines taught. For teachers of the professional cycle, it is mandatory to have experience in the relevant professional activity, systematic advanced training and internships at leading operating enterprises in the industry.
3. To the organization of state (final) certification (GIA) of graduates
The state final certification of graduates in all specialties includes the preparation and defense of a final qualifying thesis (thesis, diploma project). A mandatory requirement is that the subject of the final qualifying work corresponds to the content of one or more professional modules. Requirements for the content, volume and structure of the final qualifying work are determined by the educational institution independently, taking into account the procedure for conducting the State Examination, approved by the federal government body, which carries out the functions of developing state policy and legal regulation in the field of education. Additionally, a state exam may be introduced at the discretion of the educational institution.

In the course of an experiment, at Technological College No. 14 in Moscow, new approaches to assessing the professional and general competencies of students were developed

The passion for the Unified State Exam has not yet died down, a clear attitude in society towards this innovation has not yet developed, and the education system is already facing new challenges - the transition to training according to the new third generation Federal State Educational Standards.

What does the transition to new educational standards mean? How do Federal State Educational Standards differ from the old educational standards, and what tasks does a vocational college face in this regard?

The structural element of the old educational standards was the subject (discipline). The structural element of the third generation of competency-based educational standards is the educational field, presented in the form of professional modules designed to master specific types of professional activities. In turn, the structural elements of professional modules become professional and general competencies, the totality of which in any type of professional activity is considered as integral quality indicator its development.

Thus, at present, the attitude towards learning outcomes and, accordingly, to the forms and methods of their assessment are radically changing. If previously the assessment of learning outcomes was reduced to assessing the level of knowledge, skills and abilities, then in accordance with the new educational standards, the assessment of the results of mastering a type of professional activity (VPA) is complex, integrative in nature: the formation of both professional and general competencies is assessed. General competencies are of a supra-professional nature and are expressed through such personality qualities as independence, the ability to make responsible decisions, constantly learn and update knowledge, think flexibly and systematically, carry out communicative actions, conduct dialogue, receive and transmit information in various ways. The assessment of the maturity of these qualities is reflected in the assessment indicators and, accordingly, in the tasks developed on the basis of these indicators. When developing tasks, I used product approach, when the result of a completed task is a finished product or service. The tasks are designed in such a way that the assessment of the development of competencies is carried out step by step in accordance with the logic of the professional tasks being performed and in accordance with the developed assessment criteria, which are reflected in the assessment sheets.

Since the assessment should be complex, integrative in nature, the college developed a methodology for determining assessment indicators, which makes it possible to subdivide them into various forms of control: current, intermediate and final. This was done to avoid duplication in both forms and methods of assessment for different stages of control. The most relevant ones in module-competency training were identified forms assessment of the development of professional and general competencies: exam (oral, written, practical, etc.), portfolio defense, certification, project defense (individual, group), final qualifying work (FQR), business game. And in accordance with the selected forms, they were determined methods, the ones that best meet the objectives of a comprehensive assessment of the development of professional and general competencies: these are expert observation, expert assessment, interviewing, questioning, testing, and presentation.

At Technological College No. 14 in Moscow in the 2010-2011 academic year, during an experiment on the implementation of professional module programs based on the Restaurant Business faculty, approaches to assessing the formation of professional and general competencies were developed. The experiment showed that the assessment should be done in stages.

In our opinion, the first stage is very important - accompanying assessment. It provides monitoring of the gradual formation of professional (PC) and general (GC) competencies in the process of theoretical training, educational and industrial practice and is carried out both by the mentor (tutor) and by the student himself (self-assessment).

For this stage, a fund of assessment tools for ongoing monitoring of the development of knowledge, skills, and practical experience included in the PC of the mastered HPE is being developed. The types of tasks for ongoing monitoring are compiled in such a way that they meet not only the tasks of developing professional competencies, taking into account the principle of individualization of training (of varying degrees of complexity), but are also aimed at the gradual development of personally significant qualities.

At the same stage, great importance is given to the formation of the skills to carry out self-assessment and evaluation of work performed by colleagues in study pairs and small groups.

Great importance is attached to keeping a diary of achievements, which the student receives at the beginning of training. It contains all groups of skills that must be mastered. Therefore, from the first day of training, students, seeing the full scope of the required skills, can independently or with the help of master mentors and teachers build an optimal sequence for their development. In addition, the diary allows you to monitor the development of competencies throughout the entire period of training and identify difficulties in the early stages, when it is easy for the student to carry out the correction process.

Second phase - interim assessment formation of professional and general competencies - takes place in the form of an exam or test upon completion of mastering the program of each MDK. This type of assessment is carried out, in our case, in two stages: testing allows you to quickly and accurately assess the assimilation of the entire amount of knowledge included in the PC of this interdisciplinary course, the second stage - modeling of professional activity - allows you to assess the degree of development of practical skills. This type of control is carried out before entering industrial practice, and the tasks are practice-oriented in nature and show the degree of readiness of the student to perform tasks in production, directly at the workplace.

At the third stage it is carried out final grade formation of PC and OC during the qualification exam (EC), which is comprehensive in nature, including the simultaneous assessment of both professional and general competencies. This changes the structure of the traditional exam, approaches to its methodological support, development of assessment tools and exam procedures (see Fig. 1). In our case, we chose a combination of two forms: a practical exam - comprehensive demonstration of practical skills in the workplace(or in a simulated workplace environment) and protection portfolio achievements.

Figure 1. Structure of the qualifying exam.

At the moment, a set of requirements has already been established both for the procedure for assessing the development of professional and general competencies, and for the assessment tools themselves:

  • validity of assessment materials;
  • compliance of the content of materials with the requirements for the level of knowledge, skills, and practical experience of PCs included in the professional module;
  • clear formulation of evaluation criteria (indicators);
  • maximum objectivity of assessment forms and methods;
  • transparency of the assessment procedure;
  • participation of highly qualified specialists and employers in the assessment procedure;
  • an unambiguous conclusion based on the assessment results (VPA mastered/not mastered).

Figure 2 shows the logic and sequence of selecting forms and methods for assessing the formation of PC and OC. First, we analyzed a set of requirements for the level of knowledge, skills, and practical experience for all PCs included in the assessed VPD, taking into account the requirements of the Federal State Educational Standard, the requirements included in the PM program through the hours of the variable part on the recommendations of the college’s social partners, as well as the requirements of the professional standard (for specialty 260807 “Technology of public catering products”).

Then assessment indicators were developed corresponding to point 5 of the PM program for each PC and OK. And based on them, comprehensive assessment indicators were developed, which made it possible to form a fund of assessment tools that most fully reflects the entire complex of both professional and general competencies.

Figure 2. Logic for developing forms and methods for assessing the formation of PC and OK.

Methodological support for the qualification exam (EC). To ensure transparency of the examination procedure (given the current lack of specific methodological recommendations), the college has developed a regulation on the qualifying examination. In accordance with it, the exam program is developed directly for each professional module. A package of documents on the qualification exam procedure was also developed: minutes of the meeting of the examination qualification commission, assessment sheets for PC included in the mastered professional module, a sample certificate issued to students based on the exam results. Assessment tools, in addition to exam papers, include task cards with step-by-step recommendations, which allows you to conduct a step-by-step assessment of all practical skills in accordance with the developed indicators and enter them into the assessment sheet.

In addition, recommendations were developed for the development and methods of presenting a portfolio of achievements. The portfolio includes three parts: a portfolio of educational and professional achievements, a portfolio of creative achievements and a portfolio of social achievements. This allows the expert commission to assess the maturity of the entire complex of general competencies.

The portfolio of educational and professional achievements includes evidence of PC and OK mastery (photos, video materials, examination sheets, assessment sheets for laboratory and practical work, a diary of achievements with an assessment from a mentor/tutor).

The portfolio of creative achievements contains diplomas, awards, prizes, photos of manufactured products, indicating the presence of a sustainable interest in the chosen profession, active participation in professional skills competitions at various levels, in project activities, and research work.

The portfolio of social achievements contains evidence of communicative activity (characteristics from work), evidence of participation in student government, and an active social position.

It is simply impossible to conduct a qualifying exam without using an established mechanism of mutually beneficial partnership between the college and leading enterprises in the region. The employer participates both in the development of the qualification examination program at the stage of agreeing on the examination procedure and the assessment materials themselves, and in the assessment procedure itself. The role of the employer is especially great in assessing the development of professional competencies, when assessing the skills and abilities necessary for rapid adaptation to real production conditions.

Our experience in implementing professional module programs, conducting a qualifying exam, the results of a student survey, and an assessment of social partners have shown that the technology of module-based competency-based training is accepted positively by both students and employers. But the implementation of the Federal State Educational Standard on a module-competency basis requires great efforts from the teaching staff of professional colleges to develop comprehensive methodological support for professional module programs, master innovative forms and methods of organizing the educational process, and create a practice-oriented educational environment.



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