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 stage-by-stage 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.

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.

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* Regardless of the educational technologies used.

** Educational organizations that train mid-level specialists on the basis of basic general education implement the federal state educational standard of secondary general education within the limits of the PPSSZ, including taking into account the acquired vocational training specialty.

The time frame for obtaining SVE in PPSSZ basic training, regardless of the educational technologies used, increases:

a) for students in full-time and part-time forms of study:

on the basis of secondary general education - for no more than 1 year;

on the basis of basic general education - no more than 1.5 years;

b) for disabled people and persons with limited health capabilities - for no more than 10 months.

IV. Characteristics of professional activities of graduates

4.1. Area of ​​professional activity of graduates:

Organization and conduct of commercial activities in production, trade and service organizations.

4.2. The objects of professional activity of graduates are:

goods produced and/or sold in production and service organizations;

services provided by service organizations;

primary labor collectives.

4.3. The sales manager prepares for the following activities:

4.3.1. Organization and management of trade and sales activities.

4.3.2. Organization and conduct of economic and marketing activities.

4.3.3. Assortment management, quality assessment and ensuring the preservation of goods.

4.3.4. Carrying out work in one or more occupations of workers, positions of employees (appendix to the Federal State Educational Standard for Secondary Professional Education).

V. Requirements for the results of mastering the training program for mid-level specialists

5.1. A sales manager must have general competencies that include the ability to:

OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.

OK 2. Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and take responsibility for them.

OK 4. Search and use information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team and in a team, communicate effectively with colleagues, management, and consumers.

OK 7. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.

OK 8. Lead a healthy lifestyle, use sports and recreational methods and means to correct physical development and physique.

OK 9. Use a foreign language as a means of business communication.

OK 10. Express logically, logically and clearly in oral and written speech.

K 11. Ensure life safety, prevent man-made disasters in professional activities, organize, carry out and monitor measures to protect workers and the population from the negative impacts of emergency situations.

OK 12. Comply with current legislation and mandatory requirements of regulatory documents, as well as the requirements of standards and technical specifications.

5.2. A sales manager must have professional competencies corresponding to the following types of activities:

5.2.1. Organization and management of trade and sales activities.

PC 1.1. Participate in establishing contacts with business partners, enter into contracts and monitor their implementation, make claims and sanctions.

PC 1.2. In your area of ​​work, manage inventory and flows, organize work in the warehouse, place inventory for storage.

PC 1.3. Accept goods according to quantity and quality.

PC 1.4. Identify the type, class and type of retail and wholesale trade organizations.

PC 1.5. Provide basic and additional services for wholesale and retail trade.

PC 1.6. Participate in the work to prepare the organization for voluntary certification of services.

PC 1.7. Apply methods, tools and techniques of management, business and managerial communication in commercial activities.

PC 1.8. Use basic methods and techniques of statistics to solve practical problems of commercial activity, determine statistical quantities, variation indicators and indices.

PC 1.9. Apply logistics systems, as well as techniques and methods of purchasing and commercial logistics, ensuring the rational movement of material flows.

PC 1.10. Operate commercial and technological equipment.

5.2.2. Organization and conduct of economic and marketing activities.

PC 2.1. Use accounting data to monitor results and plan commercial activities, keep records of goods (raw materials, materials, products, containers, other material assets) and participate in their inventory.

PC 2.2. Draw up, check the correctness of preparation, ensure storage of organizational, administrative, shipping and other necessary documents using automated systems.

PC 2.3. Apply economic methods in practical situations, calculate microeconomic indicators, analyze them, as well as resource markets.

PC 2.4. Determine the main economic indicators of the organization’s work, prices, wages.

PC 2.5. Identify needs, types of demand and corresponding types of marketing to ensure the goals of the organization, generate demand and stimulate the sale of goods.

PC 2.6. Justify the feasibility of use and apply marketing communications.

PC 2.7. Participate in conducting market research, development and implementation of marketing solutions.

PC 2.8. Implement the organization's sales policy within the limits of their job responsibilities, evaluate the competitiveness of goods and the competitive advantages of the organization.

PC 2.9. Apply methods and techniques for analyzing financial and economic activities when carrying out commercial activities, carry out cash settlements with customers, draw up financial documents and reports.

5.2.3. Assortment management, quality assessment and ensuring the preservation of goods.

PC 3.1. Participate in the formation of the assortment in accordance with the organization’s assortment policy, determine the range of product quality indicators.

PC 3.2. Calculate product losses and implement measures to prevent or write them off.

PC 3.3. Evaluate and interpret markings in accordance with established requirements.

PC 3.4. Classify goods, identify their assortment, assess quality, diagnose defects, determine quality gradations.

PC 3.5. Monitor the conditions and terms of storage and transportation of goods, ensure their preservation, check compliance with the requirements for the preparation of accompanying documents.

PC 3.6. Ensure compliance with sanitary and epidemiological requirements for goods and packaging, evaluate the quality of processes in accordance with established requirements.

PC 3.7. Take measurements of goods and other objects, convert non-system units of measurement into system ones.

PC 3.8. Work with documents to confirm compliance, take part in control activities.

5.2.4. Carrying out work in one or more worker professions or office positions.

VI. Requirements for the structure of the training program for mid-level specialists

6.1. PPSSZ provides for the study of the following educational cycles:

general humanitarian and socio-economic;

mathematical and general natural sciences;

professional;

and sections:

educational practice;

industrial practice (according to specialty profile);

production practice (pre-graduation);

intermediate certification;

state final certification.

6.2. The obligatory part of PPSSZ for educational cycles should be about 70 percent of the total amount of time allotted for their development. The variable part (about 30 percent) provides the opportunity to expand and (or) deepen training, determined by the content of the mandatory part, to obtain additional competencies, skills and knowledge necessary to ensure the competitiveness of the graduate in accordance with the demands of the regional labor market and opportunities for continuing education. Disciplines, interdisciplinary courses and professional modules of the elective part are determined by the educational organization.

The general humanitarian and socio-economic, mathematical and general natural science educational cycles consist of disciplines.

The professional educational cycle consists of general professional disciplines and professional modules in accordance with the types of activities. A professional module includes one or more interdisciplinary courses. When students master professional modules, educational and (or) practical training is carried out (according to the specialty profile).

6.3. The mandatory part of the general humanitarian and socio-economic educational cycle of the PPSSZ basic training should include the study of the following compulsory disciplines: “Fundamentals of Philosophy”, “History”, “Foreign Language”, “Physical Culture”.

A mandatory part of the professional educational cycle of basic training should include the study of the discipline “Life Safety”. The volume of hours for the discipline "Life Safety" is 68 hours, of which 48 hours are for mastering the basics of military service.

VII. Requirements for the conditions for implementing the training program for mid-level specialists

7.1. The educational organization independently develops and approves the PPSSZ in accordance with the Federal State Educational Standard for secondary vocational education and taking into account the corresponding approximate PPSSZ.

Before starting to develop the PPSSZ, an educational organization must determine its specifics, taking into account its focus on meeting the needs of the labor market and employers, and specify the final learning outcomes in the form of competencies, skills and knowledge, and acquired practical experience.

The specific types of activities for which the student is preparing must correspond to the qualification assigned and determine the content of the educational program developed by the educational organization together with interested employers.

When forming the PPSSZ, the educational organization:

has the right to use the amount of time allotted for the variable part of the educational cycles of the PPSSZ, while increasing the amount of time allotted for the disciplines and modules of the compulsory part, or introducing new disciplines and modules in accordance with the needs of employers and the specifics of the activities of the educational organization;

has the right to determine for students to master within the professional module the profession of a worker, the position of an employee (one or more) in accordance with the appendix to the Federal State Educational Standard for Secondary Professional Education;

is obliged to annually update the PPSSZ taking into account the requests of employers, the peculiarities of the development of the region, culture, science, economics, technology, technology and the social sphere within the framework established by this Federal State Educational Standard for Secondary Professional Education;

is obliged to clearly formulate the requirements for the results of their development in the work curricula of all disciplines and professional modules: competencies, acquired practical experience, knowledge and skills;

is obliged to ensure effective independent work of students in combination with improving its management by teachers and industrial training masters;

is obliged to provide students with the opportunity to participate in the formation of an individual educational program;

is obliged to form a socio-cultural environment, create the conditions necessary for the comprehensive development and socialization of the individual, preserve the health of students, promote the development of the educational component of the educational process, including the development of student self-government, the participation of students in the work of public organizations, sports and creative clubs;

in order to implement a competency-based approach, should provide for the use in the educational process of active and interactive forms of conducting classes (computer simulations, business and role-playing games, case studies, psychological and other trainings, group discussions) in combination with extracurricular work for the formation and development of general and professional students' competencies.

7.2. When implementing the PPSSZ, students have academic rights and responsibilities in accordance with Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation” * (1).

7.3. The maximum volume of a student's academic load is 54 academic hours per week, including all types of classroom and extracurricular teaching load.

7.4. The maximum volume of classroom teaching load in full-time education is 36 academic hours per week.

7.5. The maximum volume of classroom teaching load in full-time and part-time education is 16 academic hours per week.

7.6. The maximum volume of classroom teaching load per year in distance learning is 160 academic hours.

7.7. The total duration of vacations in the academic year should be 8-11 weeks, including at least 2 weeks in the winter.

7.8. Completion of a course project (work) is considered as a type of educational activity in the discipline (disciplines) of the professional educational cycle and (or) professional module (modules) of the professional educational cycle and is implemented within the time allotted for its study.

7.9. The discipline "Physical Education" provides weekly 2 hours of compulsory classroom lessons and 2 hours of independent work (through various forms of extracurricular activities in sports clubs and sections).

7.10. An educational organization has the right for subgroups of girls to use part of the educational time in the discipline “Life Safety” (48 hours), allotted for studying the basics of military service, for mastering the basics of medical knowledge.

7.11. Obtaining secondary vocational education on the basis of basic general education is carried out with the simultaneous receipt of secondary general education within the PPSSZ. In this case, the PPSSZ, implemented on the basis of basic general education, is developed on the basis of the requirements of the relevant federal state educational standards of secondary general education and secondary vocational education, taking into account the acquired specialty of secondary vocational education.

The period for mastering PPSSZ in full-time education for persons studying on the basis of basic general education is increased by 52 weeks based on:

7.12. Consultations for students in full-time and part-time forms of study are provided by the educational organization at the rate of 4 hours per student for each academic year, including during the implementation of the educational program of secondary general education for persons studying on the basis of basic general education. The forms of consultations (group, individual, written, oral) are determined by the educational organization.

7.14. Practice is a mandatory section of the PPSS. It is a type of educational activity aimed at forming, consolidating, and developing practical skills and competencies in the process of performing certain types of work related to future professional activities. When implementing the PPSSZ, the following types of internships are provided: educational and production.

Industrial practice consists of two stages: practice in the specialty profile and pre-graduation practice.

Educational practice and industrial practice (according to the specialty profile) are carried out by an educational organization when students master professional competencies within professional modules and can be implemented either concentrated in several periods or dispersed, alternating with theoretical classes within professional modules.

Goals and objectives, programs and reporting forms are determined by the educational organization for each type of practice.

Industrial practice should be carried out in organizations whose activities correspond to the profile of students’ training.

Certification based on the results of industrial practice is carried out taking into account (or based on) the results confirmed by documents of the relevant organizations.

7.15. The implementation of PPSSZ in the specialty should be ensured by teaching staff with higher education corresponding to the profile of the taught discipline (module). Experience in organizations of the relevant professional field is mandatory for teachers responsible for students’ mastery of the professional educational cycle. Teachers receive additional professional education through advanced training programs, including in the form of internships in specialized organizations at least once every 3 years.

7.16. PPSSZ should be provided with educational and methodological documentation for all disciplines, interdisciplinary courses and professional modules of PPSSZ.

Extracurricular work must be accompanied by methodological support and justification for calculating the time spent on its implementation.

The implementation of the PPSSZ should be ensured by each student’s access to databases and library funds formed according to the full list of disciplines (modules) of the PPSSZ. During self-study, students must be provided with access to the Internet.

Each student must be provided with at least one educational printed and/or electronic publication for each discipline of the professional educational cycle and one educational and methodological printed and/or electronic publication for each interdisciplinary course (including electronic databases of periodicals).

The library fund must be equipped with printed and/or electronic editions of basic and additional educational literature in disciplines of all educational cycles, published over the last 5 years.

The library collection, in addition to educational literature, should include official, reference, bibliographic and periodicals in the amount of 1-2 copies for every 100 students.

Each student must be provided with access to library collections consisting of at least 3 titles of Russian journals.

An educational organization must provide students with the opportunity to quickly exchange information with Russian educational organizations and access to modern professional databases and information resources on the Internet.

7.17. Admission to training in PPSSZ at the expense of budgetary allocations of the federal budget, budgets of constituent entities of the Russian Federation and local budgets is publicly available, unless otherwise provided by Part 4 of Article 68 of the Federal Law of December 29, 2012 N 273-FZ "On Education in the Russian Federation" * (3) . Financing for the implementation of the PPSSZ should be carried out in an amount not lower than the established state regulatory costs for the provision of public services in the field of education for a given level.

7.18. An educational organization implementing PPSSZ must have a material and technical base that ensures the conduct of all types of laboratory work and practical classes, disciplinary, interdisciplinary and modular training, educational practice, provided for by the curriculum of the educational organization. The material and technical base must comply with current sanitary and fire safety standards.

List of offices, laboratories, workshops and other premises

Cabinets:

socio-economic disciplines;

foreign language;

mathematics;

economics of the organization;

statistics;

management;

marketing;

documentation support for management;

legal support for professional activities;

accounting;

finance, taxes and taxation;

standardization, metrology and conformity assessment;

life safety;

organization of commercial activities and logistics;

interdisciplinary courses.

Laboratories:

information technologies in professional activities;

technical equipment of trade organizations and labor protection;

merchandising.

Sports complex:

gym;

a wide-area open stadium with elements of an obstacle course;

shooting range (in any modification, including electronic) or place for shooting.

Halls:

library, reading room with Internet access;

Assembly Hall.

The implementation of the HPSS should ensure:

Students perform laboratory work and practical classes, including, as a mandatory component, practical assignments using personal computers;

students' mastery of professional modules in the conditions of a created appropriate educational environment in an educational organization or in organizations, depending on the specifics of the type of activity.

When using electronic publications, an educational organization must provide each student with a workplace in a computer lab in accordance with the volume of disciplines studied.

An educational organization must be provided with the necessary set of licensed software.

7.19. The implementation of the PPSSZ is carried out by the educational organization in the state language of the Russian Federation.

The implementation of PPSSZ by an educational organization located on the territory of a republic of the Russian Federation can be carried out in the state language of the republic of the Russian Federation in accordance with the legislation of the republics of the Russian Federation. The implementation of PPSSZ by an educational organization in the state language of the republic of the Russian Federation should not be carried out to the detriment of the state language of the Russian Federation.

VIII. Assessment of the quality of mastering the training program for mid-level specialists

8.1. Assessment of the quality of mastering the PPSSZ should include ongoing monitoring of progress, intermediate and state final certification of students.

8.2. Specific forms and procedures for ongoing monitoring of progress, intermediate certification for each discipline and professional module are developed by the educational organization independently and brought to the attention of students within the first two months from the start of training.

8.3. To certify students for compliance of their personal achievements with the stage-by-stage requirements of the relevant PPSSZ (ongoing monitoring of progress and intermediate certification), funds of assessment tools are created to assess skills, knowledge, practical experience and mastered competencies.

Funds of assessment tools for intermediate certification in disciplines and interdisciplinary courses as part of professional modules are developed and approved by the educational organization independently, and for intermediate certification in professional modules and for state final certification - developed and approved by the educational organization after the preliminary positive conclusion of employers.

For intermediate certification of students in disciplines (interdisciplinary courses), in addition to teachers of a specific discipline (interdisciplinary course), teachers of related disciplines (courses) should be actively involved as external experts. To bring intermediate certification programs for students in professional modules as close as possible to the conditions of their future professional activities, educational organizations should actively involve employers as freelance experts.

8.4. Assessment of the quality of training of students and graduates is carried out in two main directions:

assessment of the level of mastery of disciplines;

assessment of students' competencies.

For young men, an assessment of the results of mastering the basics of military service is provided.

8.5. A student who does not have academic debt and has fully completed the curriculum or individual curriculum is allowed to take part in the state final certification, unless otherwise established by the procedure for conducting the state final certification for the relevant educational programs *(4).

8.6. State final certification includes the preparation and defense of a final qualifying work (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.

The state exam is introduced at the discretion of the educational organization.

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*(1) Collection of Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, N 19, art. 2326; N 23, Art. 2878; N 27, art. 3462; N 30, art. 4036; N 48, art. 6165; 2014, N 6, art. 562, art. 566; Rossiyskaya gazeta, 2014, N 101.

*(2) Clause 1 of Article 13 of the Federal Law of March 28, 1998 N 53-FZ “On Military Duty and Military Service” (Collected Legislation of the Russian Federation, 1998, N 13, Art. 1475; N 30, Art. 3613; 2000, N 33, Art. 3348; N 46, Art. 4537; 2001, N 7, Art. 620, Art. 621; N 30, Art. 3061; 2002, N 7, Art. 631; N 21, Art. 1919; N 26, Art. 2521; N 30, Art. 3029, Art. 3030, Art. 3033; 2003, N 1, Art. 1; N 8, Art. 709; N 27, Art. 2700; N 46, Art. 4437; 2004, N 8, Art. 600; N 17, Art. 1587; N 18, Art. 1687; N 25, Art. 2484; N 27, Art. 2711; N 35, Art. 3607; N 49 , Art. 4848; 2005, N 10, Art. 763; N 14, Art. 1212; N 27, Art. 2716; N 29, Art. 2907; N 30, Art. 3110, Art. 3111; N 40, Art. 3987; N 43, Art. 4349; N 49, Art. 5127; 2006, N 1, Art. 10, Art. 22; N 11, Art. 1148; N 19, Art. 2062; N 28, Art. 2974 , N 29, Art. 3121, Art. 3122, Art. 3123; N 41, Art. 4206; N 44, Art. 4534; N 50, Art. 5281; 2007, N 2, Art. 362; N 16, Art. 1830; N 31, Art. 4011; N 45, Art. 5418; N 49, Art. 6070, Art. 6074; N 50, Art. 6241; 2008, N 30, Art. 3616; N 49, Art. 5746 ; N 52, art. 6235; 2009, N 7, art. 769; N 18, Art. 2149; N 23, Art. 2765; N 26, Art. 3124; N 48, art. 5735, Art. 5736; N 51, art. 6149; N 52, art. 6404; 2010, N 11, art. 1167, art. 1176, art. 1177; N 31, Art. 4192; N 49, art. 6415; 2011, N 1, art. 16; N 27, art. 3878; N 30, art. 4589; N 48, art. 6730; N 49, art. 7021, art. 7053, art. 7054; N 50, art. 7366; 2012, N 50, art. 6954; N 53, Art. 7613; 2013, N 9, art. 870; N 19, art. 2329; Art. 2331; N 23, Art. 2869; N 27, art. 3462, Art. 3477; N 48, art. 6165).

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