FGOS SPO 3 approved standards. Federal state educational standard of secondary vocational education

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* Regardless of the applied educational technologies.

** Educational organizations that train middle-level specialists on the basis of basic general education implement the federal state educational standard of secondary general education within the PPSS, including taking into account the received specialty of secondary vocational education.

The terms for obtaining a secondary vocational education system for basic training, regardless of the educational technologies used, are increasing:

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

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

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

b) for disabled people and people with disabilities health - no more than 10 months.

IV. Characteristics of the professional activity of graduates

4.1. The area of ​​professional activity of graduates:

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

4.2. The objects of professional activity of graduates are:

goods produced and / or sold in production, 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 implementation of economic and marketing activities.

4.3.3. Assortment management, quality assessment and product safety assurance.

4.3.4. Execution of work in one or several professions of workers, positions of employees (annex to the FSES SPO).

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

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

OK 1. Understand the essence and social significance of your future profession, show a steady 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 be responsible for them.

OK 4. Search and use the 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, consumers.

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

OK 8. News healthy image life, to apply sports and health-improving methods and means for the correction of physical development and physique.

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

OK 10. Logically correct, reasoned and clearly state oral and written speech.

To 11. Ensure the safety of life, prevent man-made disasters in professional activities, organize, conduct and control measures to protect workers and the population from the negative effects of emergencies.

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

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

5.2.1. Organization and management of trade and marketing activities.

PC 1.1. Participate in establishing contacts with business partners, conclude contracts and monitor their implementation, submit claims and sanctions.

PC 1.2. At your site of work, manage stocks and flows, organize work in the warehouse, place stocks for storage.

PC 1.3. Accept goods in terms of quantity and quality.

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

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

PC 1.6. Participate in the preparation of the organization for voluntary certification of services.

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

PC 1.8. To use the basic methods and techniques of statistics for solving practical problems of commercial activity, to determine statistical quantities, indicators of variation and indices.

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

PC 1.10. Operate trade and technological equipment.

5.2.2. Organization and implementation of economic and marketing activities.

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

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

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

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

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

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

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

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

PC 2.9. Apply methods and techniques for analyzing financial and economic activities in the implementation of commercial activities, carry out cash settlements with buyers, draw up financial documents and reports.

5.2.3. Assortment management, quality assessment and product safety assurance.

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

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

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

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

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

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

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

PC 3.8. Work with documents on confirmation of conformity, take part in control activities.

5.2.4. Execution of work in one or several professions of workers, positions of employees.

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

6.1. The KSSP provides for the study of the following training cycles:

general humanitarian and socio-economic;

mathematical and general natural science;

professional;

and sections:

educational practice;

industrial practice (according to the profile of the specialty);

industrial practice (pre-diploma);

intermediate certification;

state final certification.

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

General humanitarian and socio-economic, mathematical and general natural science study cycles consist of disciplines.

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

6.3. A compulsory part of the general humanitarian and socio-economic educational cycle of the PPSP of basic training should include the study of the following compulsory disciplines: "Fundamentals of Philosophy", "History", " Foreign language", "Physical education".

An obligatory part of the professional educational cycle of the PPSS of basic training should include the study of the discipline "Life Safety". The volume of hours for the "Life Safety" discipline is 68 hours, of which 48 hours for mastering the basics of military service.

Vii. Requirements for the conditions for the implementation of the training program for mid-level specialists

7.1. The educational organization independently develops and approves the CSPP in accordance with the FSES SPE and taking into account the corresponding exemplary CSPP.

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

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

When forming a PPSS, an educational organization:

has the right to use the amount of time allotted for the variable part of the training cycles of the PPSS, 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 the development of students within the framework of the professional module the profession of a worker, the position of an employee (one or several) in accordance with the appendix to the FSES SPO;

is obliged to update the KSPP annually, taking into account the requests of employers, the peculiarities of the development of the region, culture, science, economy, technology, technology and social sphere within the framework established by this GEF SPO;

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

is obliged to ensure the effective independent work of students in combination with the improvement of its management on the part of teachers and masters of industrial training;

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, contribute to the development of the educational component of the educational process, including the development of student self-government, participation of students in the work of public organizations, sports and creative clubs;

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

7.2. When implementing the PPSS, students have academic rights and obligations in accordance with the Federal Law of December 29, 2012 N 273-FZ "On education in Russian Federation"*(1) .

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

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

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

7.6. The maximum amount of classroom teaching load per year in correspondence courses 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 winter.

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

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

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

7.11. Receiving secondary vocational education on the basis of basic general education is carried out with the simultaneous obtaining of secondary general education within the PPSS. In this case, the PPSS, implemented on the basis of basic general education, is developed on the basis of the requirements of the corresponding federal state educational standards of secondary general education and secondary vocational education, taking into account the specialty of vocational education received.

The term for mastering the PPSS 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 education 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 consultation (group, individual, written, oral) are determined by the educational organization.

7.14. Practice is a mandatory section of the CSPP. It is a type of educational activity aimed at the formation, consolidation, development of practical skills and competence in the process of performing certain types of work related to future professional activities. The following types of practices are envisaged in the implementation of the CSPP: educational and industrial.

The industrial practice consists of two stages: practice according to the profile of the specialty and pre-diploma practice.

Educational practice and industrial practice (according to the profile of the specialty) are carried out by the educational organization when students master professional competencies within the framework of professional modules and can be implemented both concentratedly in several periods and dispersed, alternating with theoretical lessons 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, the direction of activity of which corresponds to the profile of training of students.

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

7.15. The implementation of the PPSS in the specialty should be provided by teaching staff with a higher education corresponding to the profile of the taught discipline (module). The experience of working in organizations of the relevant professional field is mandatory for teachers who are responsible for mastering a professional educational cycle by students. 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. The KPHP should be provided with educational and methodological documentation for all disciplines, interdisciplinary courses and professional modules of the KPHP.

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

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

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

The library fund should be completed with printed and / or electronic editions of basic and additional educational literature on disciplines of all educational cycles published over the past 5 years.

The library fund, 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 the library collection sets, which consist of at least 3 titles of Russian magazines.

The educational organization should 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 the PPSP at the expense of budgetary allocations from the federal budget, the budgets of the constituent entities of the Russian Federation and local budgets is publicly available, unless otherwise provided by part 4 of Article 68 Federal law of December 29, 2012 N 273-FZ "On education in the Russian Federation" * (3). Funding for the implementation of the CSPP should be carried out in an amount not lower than the established state normative costs for the provision of public services in the field of education for a given level.

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

List of offices, laboratories, workshops and other premises

Offices:

socio-economic disciplines;

foreign language;

mathematics;

the economics of the organization;

statistics;

management;

marketing;

documentation support of management;

legal support of professional activity;

accounting;

finance, taxes and taxation;

standardization, metrology and conformity assessment;

life safety;

organization of business and logistics;

interdisciplinary courses.

Laboratories:

information technology in professional activities;

technical equipment of trade organizations and labor protection;

commodity research.

Sports complex:

gym;

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

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

Halls:

library, reading room with Internet access;

Assembly Hall.

Implementation of the KSPP should ensure:

performance by students of laboratory work and practical exercises, including practical tasks using personal computers as an obligatory component;

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

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

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

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

The implementation of the PPSS by an educational organization located on the territory of the 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 the PPSSP by an educational organization in the state language of the Republic of the Russian Federation should not be carried out to the detriment of state language 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 PPSP should include ongoing monitoring of progress, intermediate and state final certification of students.

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

8.3. For attestation of students for the compliance of their personal achievements with the stage-by-stage requirements of the relevant PPSP (current monitoring of progress and intermediate attestation), funds of assessment tools are created to assess skills, knowledge, practical experience and acquired 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, they are developed and approved by the educational organization after a preliminary positive opinion 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 make the programs of intermediate certification of students in professional modules as close as possible to the conditions of their future professional activities, the educational organization 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 mastering disciplines;

assessment of the competencies of students.

For young men, it is envisaged to evaluate the results of mastering the basics of military service.

8.5. A student who does not have academic debt and who has fully completed the curriculum or individual curriculum is admitted to 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 the final qualifying work (thesis, thesis project). An obligatory requirement is the correspondence of the subject of the final qualifying work to the content of one or several professional modules.

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

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* (1) Collected Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; 23, Art. 2878; No. 27, Art. 3462; No. 30, Art. 4036; 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 service 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, article 1; No. 8, article 709; No. 27, article 2700; No. 46, article 4437; 2004, No. 8, article 600; No. 17, article 1587; No. 18, article 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; No. 26, Art. 3124; No. 48, Art. 5735, Art. 5736; 51, Art. 6149; No. 52, art. 6404; 2010, N 11, Art. 1167, art. 1176, art. 1177; 31, Art. 4192; 49, Art. 6415; 2011, N 1, Art. 16; No. 27, Art. 3878; No. 30, Art. 4589; 48, Art. 6730; 49, Art. 7021, art. 7053, art. 7054; N 50, Art. 7366; 2012, N 50, Art. 6954; 53, Art. 7613; 2013, N 9, Art. 870; 19, Art. 2329; Art. 2331; 23, Art. 2869; No. 27, Art. 3462, art. 3477; 48, Art. 6165).

The list of professions of workers, positions of employees, recommended for development within the framework of the training program for secondary ...

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

The passions for the Unified State Exam have not yet died down, there has not yet been an unequivocal attitude in society towards this innovation, and the education system is already facing new challenges - the transition to training according to the new third generation FSES.

What does the transition to new educational standards mean? How do FSES differ from the old educational standards, and what tasks do a professional college face in this regard?

The building block of the old educational standards was the subject (discipline). The educational area, presented in the form of professional modules designed for the development of specific types of professional activity, becomes a structural element of the third generation educational standards based on competencies. In turn structural elements professional modules become professional and general competencies, the totality of which in any type of professional activity is considered as integral quality index its development.

Thus, at present, the attitude to learning outcomes and, accordingly, to the forms and methods of their assessment is radically changing. If previously the assessment of learning outcomes was limited 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 of a complex, integrative 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 a dialogue, receive and transmit information in various ways. The assessment of the formation of these qualities was reflected in the assessment indicators and, accordingly, in the tasks developed on the basis of these indicators. When developing assignments, product approach, when the result of a completed assignment is a finished product or service. The tasks are designed in such a way that the assessment of the formation of competencies is carried out in stages in accordance with the logic of the professional tasks 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 allows them to be subdivided by different forms control: current, intermediate and final. This was done in order to avoid duplication in both forms and assessment methods for different stages of control. The most relevant in modular competence-based training were identified shape assessment of the formation of professional and general competencies: exam (oral, written, practical, etc.), defense of a portfolio, certification, defense of a project (individual, group), final qualification work (FQP), business game. And in accordance with the selected forms, methods, those that best meet the tasks of a comprehensive assessment of the formation of professional and general competencies: these are expert observation, expert assessment, interview (interviewing), questionnaires, testing, presentation.

In the Technological College No. 14 of Moscow in the 2010-2011 academic year, in the course of an experiment on the implementation of professional modules programs on the basis of the restaurant business faculty, approaches were developed to assess the formation of professional and general competencies. 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 a mentor (tutor) and by the student himself (self-assessment).

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

At the same stage great importance is assigned to the formation of skills to make self-assessment and assessment of the work performed by colleagues in training pairs, small groups.

Great importance is attached to keeping a diary of achievements, which the student receives at the beginning of training. It contains all the groups of skills that must be mastered. Therefore, from the first day of training, students, seeing the entire volume of 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 formation 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 the formation of professional and general competencies - takes place in the form of an exam or credit upon completion of the development of the program of each MDC. 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 professional activity - allows you to assess the degree of formation of practical skills. This type of control is carried out before entering production practice, and the tasks are of a practice-oriented nature and show the degree of the student's readiness to perform tasks in production, directly at the workplace.

At the third stage, final grade the formation of PC and OK during the qualification exam (EC), which is complex 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, the development of assessment tools and exam procedures (see Fig. 1). In our case, we have chosen a combination of two forms: a practical exam - comprehensive demonstration of practical skills in the workplace(or in an environment that simulates a workplace) and protection portfolio achievements.

Figure 1. Structure of the qualification exam.

At the moment, a set of requirements has already been formed both for the procedure for assessing the formation 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, practical experience of the PC included in the professional module;
• clear formulation of evaluation criteria (indicators);
• maximum objectivity of forms and methods of assessment;
• transparency of the assessment procedure;
• participation of highly qualified specialists and employers in the assessment procedure;
• an unambiguous conclusion based on the results of the assessment (VPA mastered / not mastered).

Figure 2 shows the logic and sequence of the selection of forms and methods for assessing the formation of PC and OK. First, we analyzed a set of requirements for the level of knowledge, skills, 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 due to 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 the assessment indicators were developed corresponding to point 5 of the PM program for each PC and OC. And already on the basis of them, complex assessment indicators have been developed, which made it possible to form a fund of assessment tools that most fully reflects the entire range of both professional and general competencies.

Figure 2. The logic of the development of forms and methods for assessing the formation of PC and OK.

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

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

The portfolio of educational and professional achievements includes evidence of the development of PC and OK (photos, videos, examination sheets, assessment sheets for laboratory and practical work, a diary of achievements with the assessment of a mentor / tutor).

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

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

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

Our experience in implementing professional module programs, conducting a qualification exam, student questionnaire results, and social partners' assessment showed that the technology of modular competence-based training is accepted positively by both students and employers. But the implementation of the Federal State Educational Standard on a modular-competence basis requires a great deal of effort from the teaching staff of professional colleges to develop a comprehensive methodological support for professional modules programs, master innovative forms and methods of organizing the educational process and form a practice-oriented educational environment.

What is GEF SPO?
FGOS SPO is a regulatory document in the field of secondary vocational education that defines a set of requirements that are mandatory for the implementation of basic vocational educational programs in a particular specialty.
Distinctive features of FGOS SPO
Differences with previous generations of educational standards are obvious: the main component of the SES SPE was the requirements for a minimum of training content, i.e. a fixed amount of educational material was determined, which was mandatory for presentation by the teacher, the development of requirements for educational results was in their correlation with the didactic units of the obligatory minimum of educational content, updating the material was reduced to replacing "outdated" didactic units. Thus, the really effective goals of education were reduced to the assimilation of subject knowledge and skills, which did not sufficiently allow graduates to master professional activities.
The new generation of federal state educational standards of secondary vocational education is based on the ideology of the formation of the content of education "from the result" and the characteristics of the professional activity of graduates are becoming its system-forming component.
Basic requirements of FSES SPO
1. To the content of education:
The characteristics of the professional activities of graduates in the third generation FSES SPE include a description of the field, objects and main types of professional activities of a specialist, which are relatively autonomous professional functions, each of which has specific objects, conditions, tools, the nature and results of work and is determined by the employer as a necessary component of the content ... On the basis of these components, the structure of the content of educational programs for each specialty was developed, and the educational institution develops separate educational programs of disciplines, modules and control and measuring materials. 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 main professional educational program in certain specialties of secondary vocational education should be provided by pedagogical personnel with higher education (with the exception of only some specialties, for example, "Design (by industry)", where 10% of the teaching staff with secondary vocational education, having state honorary titles in this professional field), corresponding to the profile of the taught disciplines. For teachers of the professional cycle, there is a mandatory requirement for experience in the relevant professional activity, systematic advanced training and internships at the leading operating enterprises of the industry.
3. To the organization of state (final) certification (GIA) of graduates
State final certification of graduates in all specialties includes the preparation and defense of the final qualifying work (thesis, thesis project). An obligatory requirement is the correspondence of the subject of the final qualifying work to the content of one or several 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 GIA, approved by the federal government body that carries out the functions of developing public policy and legal regulation in the field of education. Additionally, a state examination may be introduced at the discretion of the educational institution.

Which one conceptual framework compiled by the Federal State Educational Standard for vocational education in 2016? Are the declared principles being successfully implemented in practice? What difficulties do managers and teachers of secondary vocational education face? This is briefly discussed in a new article.

Features of the 4th generation FSES for SPO

In the context of 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, to train specialists in demand in the domestic and world market. FGOS of the 4th generation for open source software is being developed with the aim of providing professional training for middle-level specialists in full compliance with current economic and production requirements. What is the difference between the concept of new versions of the Federal State Educational Standard for open source software?

• A new look at education and professional qualifications. Education - the need for constant updating of knowledge, the ability to find and assimilate new information. The qualification is formed on the basis of professional standards.
• Adaptability of educational programs. Requirements and standards are developed not for individual specialties, but for large groups of professions. Thanks to this, new specialties that appear on the market can be quickly included in the curriculum.
• Less theory, more practice. The total workload on students decreases by 45-47 hours a week (among them the classroom load is no more than 36 hours), 60% of the study 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 direction.

You can view and download the new FSES SPO, approved in 2016, here.

Concept and implementation are not the same

The practical implementation of any innovation requires the effort, flexibility and creativity of all participants in the process. Even the most perfect concept has a long way to go 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 is not fully developed at the legislative level. Training requests come mainly from large corporations, and even these often prefer to invest in their corporate educational programs, rather than in university-based training. In addition, there are industries dominated by small and medium-sized businesses. For the time being, interaction with them is possible through the system of personal connections of managers.

The situation is aggravated by the fact that the academic educational community is not ready for dynamic changes in education. The process of retraining personnel requires significant efforts and financial support. The outdated material and technical base also needs funding. To "restart" the education system new version it takes time and money.

FSES of the 4th generation, approved according to the new concept, propose to provide the student with effective independent work under the guidance of teachers and masters. But it is still not clear how to properly coordinate different shapes independent work in all disciplines, not exceeding the maximum hourly load. In addition, the organization of independent work requires verification and methodological support, but at the same time it is not paid for the teacher.

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

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

Federal State Educational Standard - a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and direction of training, approved by the federal executive body responsible for the development of state policy and legal regulation in the field of education.

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

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

Functions of the standard: 1) focus on teachers and students who fulfill the requirements of the standards. 2) focus on heads of administration and employees of the education system, ensuring the formation of mechanisms for planning, regulation and control in the field of education. 3) focus on external users in order to form a "learning for life" system.

40. Curriculum as a model of a specialty: concept, structure, types. The concept of an academic subject. Cycle of academic subjects.

Syllabus is a document that determines the composition of academic subjects, the sequence of their study and the total amount of time allotted for this. If we have in mind a general secondary school, then the following data are defined in its curriculum: 1) a complete list (list) of academic subjects by years of study; 2) the number of hours (lessons) allocated for each subject for a week, academic year and for all years of study, 3) periods of industrial practice, camp fees; 4) the duration of study quarters and vacations.

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

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

Basic curriculum is a 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 (daytime, evening, with Russian native language of instruction, with native (non-Russian) language of instruction, etc.), basic regional school curricula. In the basic plan, fundamental and technological (pre-vocational) training are distinguished. Subjects are grouped by educational area: philology, mathematics, social studies, natural science, art, physical education, technology.

The basic curriculum covers the following range of standards:

- the duration of study (in academic years) is general and for each of its levels;

- weekly workload for basic areas at each level of general secondary education, compulsory classes of student's choice and extracurricular activities;

- the maximum compulsory weekly study load of the student, including the number of hours devoted to compulsory elective classes; - the total number of study hours funded by the state (the maximum compulsory study load of students, extracurricular activities, individual and extracurricular work, dividing study groups into subgroups). The basic curriculum serves as the basis for the development of regional, model curricula and the source document for funding the school. Typical curricula are advisory in nature. They are developed on the basis of the state basic curriculum and are approved by the Ministry of General and Professional Education of the Russian Federation.

School curriculum compiled in compliance with the standards of the basic curriculum. There are two types of school curricula: the actual school curriculum, 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); working curriculum, developed taking into account the current conditions and approved by the pedagogical council of the school 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 ZUN, the assimilation of which ensures the acquisition of qualifications in the profession. It is included in the curriculum for the preparation of the profession and belongs to a specific cycle of disciplines. Each discipline has its own scientific (scientific and technical basis): it follows from the scientific direction. The discipline has its own objects of study, the goals of studying the form and methods of studying the discipline; has its own systematized content, which is recorded in various media educational information and information teaching aids (textbooks, manuals, educational texts); has its curriculum, for which the textbook is created; the discipline serves industrial training and precedes it in the class schedule.