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Ministry of Education and Science of the Republic of Kazakhstan

Kazakh University of Economics, Finance and International Trade

Department of "Banking"

Report

Opassing pedagogical practice

Completed by: master student 1k / 2g

Zharkesheva A.R.

Practice leader:

Doctor of Economics, Professor Sadvokasova K.Zh.

Astana - 2013

« I approve »

actinghead of department

"Banking"

_________________________

Candidate of Economics, Acting Associate ProfessorAlina G.B.

Internship Plan

date
	Meeting with the head of the practice, Doctor of Economics, Professor Sadvokasova K.Zh. familiarization with the administrative, managerial and methodological activities of the educational institution, drawing up a work plan in accordance with the group's schedule.
	Discussion with the head of practice of the topics of upcoming lectures, drawing up a plan. Search for materials for compiling lecture notes. Attending classes to get to know the group and observe the behavior of the group.
05.03.13 (11:00-11:50)	Conducting a lecture on the topic "Mortgage lending" in the discipline "Financing and lending investments" in groups Banking - 308,309,310

07.03.13 (11:00-11:50)	Conducting a lecture on the topic "Project financing and securitization" in the discipline "Financing and lending investments" in groups Banking - 308,309,310
	Meetings with the head of the practice, discussion of the lecture, positive and negative aspects of the work.
	Summing up for the week. Approval of the topic of the next lecture, drawing up a plan for the upcoming lesson. Preparation for lectures, preparation of lecture notes.
	Meeting with the head of the practice, Doctor of Economics, Professor Sadvokasova K.Zh. familiarization with the work of the department: The study of filling in the journals of the individual and pedagogical workload of the teacher, Familiarization with the preparation of minutes of the meetings of the department, filling in and execution according to the points of the minutes, etc. Familiarization with the administrative, managerial and methodological activities of the educational institution, drawing up a work plan in accordance with the group's schedule, etc.
	Preparation of reporting documentation on the passed teaching practice.

Supervisorpractice, doctor of economics, professoropK.Zh.Sadvokasova

INTRODUCTION

1. Topics of lectures on the discipline "Financing and lending investments"

1.1 Mortgage lending

1.2 Project finance and securitization

2.1 Types of work and requirements for their implementation

2.3 Student assessment system

2.4 Organization and conduct of control in the learning process

CONCLUSION

LIST OF USED SOURCES

INTRODUCTION

The development of market relations in the Republic of Kazakhstan makes higher demands on the level of education and qualifications of specialists. The transformations taking place in society necessitate constant updating of the education system, methodology, technology and methods of organization educational process. The optimal ratio of fundamental and special training is promoted by a two-level system: bachelor's and master's programs. Two levels of training economic education meet the requirements of a market economy.

Continuing fundamental training in the master's program is already directly associated with the target specialization, enshrined in the master's program. The specificity of the training of undergraduates in the scientific and pedagogical direction requires pedagogical competence, which was not previously considered in the structure of the bachelor's degree. Successful preparation for the implementation of new functions, and, consequently, for a dynamic professional self-development, career growth, hinders the lack of development of a scientific understanding of the pedagogical competence of a specialist in the economic sphere as the goal of his vocational education at the university.

The course of undergraduate scientific and pedagogical practice is designed to fill this gap. In the structure of this course of practice, the principles and essence of teaching methods, forms and methods of the educational process of the university, the specifics of credit education, management independent work students and other issues. A good teaching methodology ensures the unity of interests of the teacher and students on the basis of combining the need to study any discipline with positive motivation.

From the standpoint of modern tasks of the educational process, a special course of the program of scientific and pedagogical practice has been developed.

Practice provides an opportunity to implement knowledge, skills, methods of pedagogical activity in the educational process. In practice, three planes of student qualification as a teacher are realized - subject, methodical, interpersonal.

Pedagogical practice is an important link in the system of training undergraduates of the scientific and pedagogical direction for pedagogical activity.

Purpose of practice - to form a system of basic skills and abilities for the preparation of the necessary documentation (the main types of plans for educational work, methodological developments, certain types of tasks for students), as well as the ability to analyze, keep records and observations, prepare and conduct trial training sessions.

Practice objectives :

Consolidate knowledge in psychological, pedagogical and special disciplines, learn how to apply them in practice in a higher educational institution;

Determine the correct choice of profession and professional suitability;

To get acquainted with the specifics of the university and the system of work for the comprehensive training of specialists;

To form the basis for the development of pedagogical abilities;

Master the pedagogical ethics and aesthetics of relations in the teaching staff;

Development of pedagogical abilities (expressive-speech, didactic, perceptive, etc.), as well as professionally significant qualities of the teacher's personality (self-control, pedagogical tact, justice, etc.);

Fulfillment of individual tasks provided for by the program of pedagogical practice;

Mastery of teaching methods.

Individual internship plan includes :

1. General acquaintance with the educational institution.

2. Acquaintance with educational work:

Attendance at lectures and their analysis;

Attendance at seminars and their analysis.

3. Independent educational work:

Preparation for training sessions (work planning, studying the basic and additional material topic, choice effective methods teaching, etc.);

Conducting lectures and laboratory classes;

4. Making a report on the practice.

The head of pedagogical practice is Dr. E. in Economics, Professor of the Department of Banking Sadvokasova Kulyash Zhabykovna.

During the internship, she attended lectures and seminars, got acquainted with the educational process at the faculty, with the order of work of the departments of the university.

Participation in the real teaching process during lectures and practical classes at the university, the use of active teaching methods made it possible to consolidate and validate the acquired knowledge.

Among the motives learning activities students were identified three main ones: a professional-cognitive motive (which is based on both broad cognitive needs and interest in knowledge specific to the future profession); the motive for obtaining a diploma (as a desire for a certain status in society); motive interpersonal communication(which is based on the need to communicate with like-minded people - a circle of people united by common interests and professional orientation).

In general, the group is efficient, purposeful, actively participates in the learning process. Students in this group are aimed at obtaining knowledge, capable of logical and creative thinking. All students have their own vision of a particular situation.

Thus, a portrait of a bachelor's student is formed: mostly working people from 20 to 22 years old who received a secondary general education. The leading motives of educational activity are self-knowledge and self-improvement. That is, they reflect the needs of an active person striving for maturity.

The educational process at the university contains three essential components, the features of which actively influence the processes of career guidance: 1) the personality of the student; 2) specific features, environment and organization of activities; 3) relations between students and teachers. These three components of the educational process, by their content and mutual influences, turn out to be the forming principles of the main characteristics of the future specialist. Every part of this threefold unity must be analyzed. The educational process is based on the independence and consciousness of students. After lectures and lessons, you can study in the classroom, library, laboratory, or in your room on your own schedule. Much more work has to be done than in a regular school, and therefore students are required to good health on the one hand, and great organization in the work - on the other.

The educational process includes theoretical and industrial training, physical and initial military training, as well as educational and cultural work with students.

The entire educational process, according to the supporters of free education, should be built only in accordance with the laws of student development in close relationship with the environment. This also corresponds to the principle of conformity to nature, making it possible to ensure the development of the personality in accordance with its inner essence.

Since the educational process is extremely multifaceted, many departments are involved in its organization. Because of this, several positions of vice-rectors can be provided for in the educational vice-rectorate - the vice-rector for academic work, the vice-rector responsible for informatization and computerization of the educational process and university management, the vice-rector responsible for the educational process, extracurricular work with students. At the same time, coordinating functions may be assigned to one of these vice-rectors.

Rationalization of the educational process contributes to the assimilation of educational material, facilitates and makes more accurate and objective control of student knowledge, improves their quality.

Optimization of the educational process is not an innovation.

Optimization of the teaching and upbringing process is possible only if teachers possess basic pedagogical knowledge and skills, know the leading laws and principles of pedagogy. They understand the tasks of education, upbringing and development of students, they master the technologies for organizing collective, group and individual activities.

In the educational process, it is necessary to combine mental activity with practical activities, during which 80 - 85% of knowledge is acquired.

The main document of the educational process at the university is the curriculum, which contains a list of all disciplines and determines their ratio throughout the training. The plan provides for lectures, seminars, practical, laboratory classes, practical training, the content of tests and examinations of students. The curriculum is specified in the schedules for the passage of academic disciplines and class schedules. Preparation for classes and the time of thematic communication are also included in the calculated ratios of subjects curriculum university.

The management of the components of the educational process in higher education is subordinated to the general structure of the organization and is distributed - hierarchically and subordinately (by departments of the university) - in accordance with its general and specific tasks. The detailing of this management, if it is made without sufficient justification, enhances the interference potential of the so-called turnover in the daily activity of teachers and students, leading to the spontaneity of the process of training specialists. The main goal of the processes of upbringing and education is the optimal combination of levels of exposure and upbringing among future specialists, since a high degree of special training can be achieved without an adequate level of upbringing. The relative predominance of upbringing over special and professional training is observed less frequently. Achieving high levels of upbringing and learning is impossible with such aspect effects on the student's consciousness, as it is required, teaching to educate and educating to teach - in the classroom and extracurricular work, in activities and communication.

During my internship, I studied Training and metodology complex discipline for the student (EMCD) in the discipline "Financing and lending investments". Lectures and seminars were attended by Doctor of Economics, Professor Sadvokasova K.Zh. The topic of the lesson is Mortgage lending. Room 205, full-time bachelor's group.

1. Topics of lectures on the discipline "Financing and lending investments"

1.1 Mortgage credit lending

The purpose of the lecture: the study of mortgage lending as a way of long-term investment financing.

Key words: investments, mortgage, lending, financing,

1. The essence of mortgage lending, objects and subjects

2. Types of mortgage lending

3. Foreign mortgage financing systems

1. The essence of mortgage lending. Mortgage - This is a long-term loan provided by banks as a pledge of real estate. In the classical sense mortgage - this is not only the issuance of a loan, but also a way to attract resources related to the issue of securities - mortgages and bonds.

The legal meaning of the concept of mortgage lies in the encumbrance of property rights of ownership of the property. Real estate is a piece of land, buildings or structures that are so firmly connected to the land that they cannot be separated from it without significant damage. This encumbrance occurs in two ways: either the creditor receives the pledger's rights to the pledged object with its subsequent transfer to the borrower with the possibility of redemption, or the mortgage itself is used - the pledger remains the owner of the object, and the creditor receives only the right to claim the pledge.

The objects of mortgage lending are: land; residential premises, buildings and structures of enterprises.

The subjects of mortgage lending are: renter; lender, investor. It should be noted that the subjects of mortgage lending listed above pursue different goals.

Consider goals of mortgage lending entities. main goal borrower is to maximize the volume of attracting cheap financial resources for the organization or reconstruction of the existing production of goods. If a loan for the purchase of housing is carried out for individuals, then the main objective of the borrower is to acquire the best possible and cheaper housing, while the borrower must make monthly payments on the loan. Target creditor, is to maximize the profits and dividends of its shareholders. Thus, the goals of the bank in mortgage lending are to maximize the profitability of active operations and limit risks, and ensure the return of loan capital. Investor also seeks to obtain the greatest profit by investing its funds in mortgages or mortgage-backed securities.

According to its economic content, the mortgage performs the following features:

1. a mechanism for creating and attracting additional funds to maintain and develop material production;

2. an additional tool for ensuring the turnover and redistribution of property in the case when the use of other turnover mechanisms (for example, sale and purchase and privatization) is legally impossible or economically inexpedient;

Z. creation of a multi-order multiplied fictitious capital based on mortgage and industrial and mortgage securities, as well as institutions of the secondary market for mortgage loans.

Considering mortgage as an element of the economy, it is necessary to highlight its three most characteristic features:

First- pledge of real estate acts as a tool to attract the necessary financial resources for the development of production.

Second- a mortgage is able to ensure the realization of property rights to objects, when other forms (for example, a sale) do not.

Third- creation of fictitious capital on the basis of a security with the help of a mortgage (when the owner of a real estate object issues primary, secondary, etc. mortgages, working capital increases by the amount of fictitious capital formed).

Consider the main features of the mortgage:

1) A mortgage loan is a loan against a strictly defined security. In contrast, a bank loan may not be secured by collateral. In case of non-payment of the loan, the mortgaged property is sold - and the debt to the creditor is repaid from the proceeds. The fact that real estate acts as collateral makes it much easier for the pledgee to control the safety of the collateral, but complicates the implementation of the pledge in the event of default on the loan, since real estate is not a highly liquid asset.

2) Most mortgage loans have a strictly designated purpose. They are used to finance the acquisition, construction and redevelopment of both residential and industrial premises, as well as the development of land. In countries with developed market economies, housing mortgage loans are most widespread. For example, in the US, they account for more than 60% of all loans secured by real estate.

3) Mortgage loans are provided for a long period, usually for 10-30 years, which allows you to reduce the amount of monthly payments, since the repayment of the loan is stretched over time.

Repayment terms. the size of the loan, the means of securing it, require a significant amount of analytical work. Thus. Mortgage lending is a special form of credit - it combines both general fundamentals credit relations, as well as specific features peculiar only to this form of credit.

2. Types of mortgage lending. In world economic practice, mortgages can be classified according to several criteria. The most common types of mortgages are:

1.negotiable mortgage - This is a mortgage with the issuance of a pledge certificate. which facilitates the circulation of such mortgages in a commercial company.

2.Security (book) mortgage is not accompanied by the issuance of a certificate, but is recorded in the Land Register.

3. Second mortgage This is a loan against an already mortgaged property.

4.Mortgage payable - interest and principal which is paid gradually over a certain number of years.

5. Mortgage closed - a mortgage loan, in which early redemption of bonds, secondary use of the same security is prohibited.

6. Mortgage "junior" is a mortgage that is inferior in rights to the first and therefore has a higher interest rate.

7. Mortgage "zero" - This is an early commercial mortgage with a zero coupon, that is, with interest and principal payments at maturity.

8. Reverse mortgage - a mortgage loan, under which the borrower periodically receives the agreed amounts from the lender, depending on the value of the real estate that is the collateral for the loan; the schemes also make it possible to replenish the income of pensioners who own property. There are several types of such mortgages: a lifetime annuity, a one-time sale of a house for cash, in which the seller receives only the right to live in it for life, the sale of a house and its simultaneous lease.

9. Reverse rental mortgage is a mortgage instrument that allows a person (elderly) to receive a lifetime annuity in exchange for the gradual loss of rights to their own home.

10. Mortgage open - a mortgage with the following feature: collateral, under which an additional loan can be obtained, provided that the ratio between the value of pledged assets and the amount of funds raised remains at an acceptable level.

11. Primary mortgage - mortgage in the form of a long-term security (primary mortgage bond giving a priority right to assets provided as security)

12. Mortgage subsequent - a pledge of a real estate object or a land plot, in relation to which a mortgage already existed. The total amount (for the pledged or re-mortgaged object) of two loans, as a rule, does not exceed 80% of the sale value.

13. Permanent mortgage - a mortgage loan, on which only interest is paid during the entire period, and the principal amount is paid at a time at the end of the loan period.

14. Roll over mortgage - periodic loan with a floating rate or periodic refinancing.

15. Mortgages with differentiated payments - a mortgage loan with a fixed rate, payments for which the repayment is increased annually; the repayment schedule as a whole does not change, but payments gradually increase.

Another classification of mortgages is the classification by the subject of pledge. According to the subject of pledge, there are: mortgages of land plots, mortgages of enterprises and mortgages of residential buildings and apartments.

Mortgage of land from the composition of agricultural purposes is allowed only to ensure the execution of loan agreements directly related to the implementation or development of agricultural production, urban lands on which, in accordance with urban planning rules, the construction of buildings and structures is prohibited, cannot be the subject of mortgage as a separate land plot. Buildings, structures that are or will be erected on the pledged plot and belong to the pledgor may be pledged simultaneously with the plot under the same mortgage. If a mortgage is established on a land plot on which there are buildings or structures that belong not to the pledgor, but to another person, then when the pledgee levies execution on this plot and sells it at a public auction, all the rights and obligations that he had in relation to this person are transferred to the buyer of the plot. pledger.

Subjectenterprise mortgage is the enterprise as a whole as a single property complex. The structure of the pledged property of the enterprise includes all tangible and intangible assets belonging to it as a legal entity on the right of ownership or full economic management, including buildings, structures, equipment, inventory, raw materials, finished products, claims, patents and other exclusive rights, and as well as corporate debt. Mortgaging an enterprise is allowed with the consent of the owner of the property, the enterprise, or a body authorized by him, or on the basis of a decision of a body authorized by the founding documents of the enterprise. Mortgage of the enterprise may be secured by a monetary obligation, the amount of which is not less than half of the value of the assets of the enterprise. Mortgage of an enterprise in respect of which a bankruptcy case has been initiated or a decision on liquidation or reorganization has been made is not allowed; , if this does not entail a decrease in the total value of its assets indicated in the mortgage, and does not violate other conditions of the mortgage agreement.

Mortgage of a house or apartment allowed to repay the collateral for a loan granted for the construction, reconstruction or overhaul of a residential building (apartment). A dwelling house (apartment) may also be subject to mortgage if the citizen, its owner and members of his family live in another dwelling house. A dacha, a garden house and other buildings not intended for permanent residence may be subject to mortgage on a general basis. Living rooms that make up part of a house (apartment) cannot be subject to mortgage. Only a residential house (apartment) owned by the mortgagor on the right of ownership can be transferred to the mortgage. Only banks and other credit institutions that have a special license can be mortgagees of a residential building and an apartment.

3. Foreign mortgage financing schemes. Mortgages are the most common type of financial transactions in developed countries. The majority of the population of these countries participates in it, and investments in mortgage lending for housing construction can be attributed to the most liquid banking assets. Mortgage lending schemes are different, but two are mainly used: American and German.

American Mortgage Lending Scheme is built on the basis of a bank loan and is not associated with a specific construction project. In practice, it looks like this. A citizen goes to the bank and notifies him of the desire to receive a targeted loan for the purchase of housing. The bank, in turn, checks the citizen's credit history, paying special attention to the fulfillment of previously assumed loan obligations. In the event that the bank is satisfied with the client, the latter receives a bank loan for the purchase of housing. When determining the loan amount, the age of the client, his education, work, current income and possible prospects for changing it play an important role.

German mortgage scheme less flexible. It is based not on attracting bank capital, but on using the funds of the mortgage participants themselves. For this purpose, societies for collective investment in real estate are being created. In classical, German option, in order to obtain an apartment, it is necessary to regularly pay social contributions for a number of years. This is a kind of test of consistency and purposefulness. Having accumulated half the cost of future housing, a member of the society receives the right to move into the chosen apartment. He will repay the rest of the cost of housing within, as a rule, ten years. Having fully paid off the cost of the apartment, a member of the society of collective investments in real estate becomes the owner of the housing.

The program of housing mortgage lending in Kazakhstan contains, in the opinion of the borrowers, attractive conditions. There are several schemes for providing loans for the purchase of housing.

A. Lending scheme with the execution of a Pledge Agreement. This scheme was the main one in the creation of the entire mortgage lending program. The Client concludes the Loan Agreement and the Pledge Agreement, as security for it, with the bank and on the terms of the bank. Upon full repayment of the loan, the collateral is removed, the housing remains the property of the client. If the client fails to repay the loan, the bank, after a court decision, returns the required amount by selling at a public auction, or with the consent of the pledgor, without bringing it to court, sells housing through a real estate company at a price prevailing on the market (taking into account interest on the loan, penalties and other costs). However, the disadvantage of this lending scheme is that the mortgagors and members of his family living in the mortgaged apartment are obliged to vacate the apartment after foreclosing it only if two conditions are met simultaneously:

a) the apartment was pledged as security for the repayment of a loan issued for the purchase or construction of this apartment;

b) family members living with the mortgagor gave before the conclusion of the mortgage agreement, and if they were moved into the mortgaged apartment later - before they moved in, a notarized obligation to vacate the mortgaged apartment in case of foreclosure.

B. Lending scheme with the execution of a Purchase and Sale Agreement and a tripartite agreement with the participation of the Bank, the client and the real estate company. This scheme for the recall of bank specialists is by far the most realistic. She has several stages of passage.

Option 1. The loan is issued to a real estate company. A loan agreement is concluded between the bank and a real estate company (a loan is issued to a company), for this loan it purchases housing under a Purchase and Sale Agreement with a client and concludes a Pledge Agreement with the bank for this housing (to secure the Credit Agreement). If the firm is a “subsidiary”, then in order to reduce costs, the Pledge Agreement may not be registered. The firm repays the loan and interest on it with the client's funds. Upon full repayment of the loan, the pledge agreement becomes invalid, then the Sale and Purchase Agreement and the client again becomes the owner of the home.

If the client has not repaid the loan, then the real estate company sells housing on the real estate market and returns the loan.

Option 2. The loan is issued to the client. A loan agreement is concluded between the bank and the client (a loan is issued to the client), while at the same time a contract for the sale of housing is concluded between the client and the real estate company, and it acts as a pledger under the pledge agreement to secure the loan agreement. The client returns the loan and interest on it directly to the bank. Upon full repayment of the loan, the Pledge Agreement becomes invalid, then the Sale and Purchase Agreement and the client again becomes the owner of the home.

If the client has not repaid the loan, then in accordance with the terms of the Pledge Agreement, the real estate company sells housing on the real estate market and returns the loan. In this case, it is possible to conclude a contract of agency between the bank and the real estate company for the sale, if necessary, of mortgaged housing.

The positive in this scheme is the following. The fact that the apartment is owned by a related real estate company guarantees that, if it is necessary to sell it, the apartment will be free from obligations and will not fall in price. The sale of an apartment can be carried out relatively quickly. The risk of invalidating a sale and purchase transaction at the request of the borrower is insignificant, since the transaction is really aimed at creating legal consequences corresponding to it, and the use of a bill as a means of payment is widely used in civil circulation. This risk will be reduced if the sale price of the apartment by the borrower to the realtor is close to the market price.

B. Mortgage lending scheme developed by the Central Bank through the issuance of mortgage bonds by banks. This scheme is as follows:

1. The client takes a mortgage loan from the bank and mortgages the property with a mortgage, which goes to the bank;

2. The bank issues mortgage bonds that operate on the secondary market;

3. The proceeds from the sale of the bond can be used by the bank to issue another mortgage loan, etc.

4. The client repays the loan to the bank, and the bank repays the corresponding bond to its current holder;

5. Mortgage bonds, in the event of bankruptcy of the issuing bank, will not be included in the bankruptcy estate, and real estate becomes the property of investors (current bond holders) or its owner upon full redemption of the bond.

1.2 Project finance and securitization

The purpose of the lecture: the study of project financing as a way of financing investment projects.

Key words: investments, project financing, securitization, project.

1. Project finance

2. Types of project financing

3. Securitization

1. Project finance (project lending) is a long-term financing of individual independent investment projects without additional attraction of funds from project participants. The basis of project financing is the idea of financing investment projects at the expense of income, which will be brought by a newly created or reconstructed enterprise in the future. In practice, banks carefully check investors to find out how they are able to support the project in the long term. In addition to financial indicators, we consider guarantees for the commissioning of the facility, the start of its operation and subsequent development, subsidies on the stratum, obligations to provide everything necessary, guarantees for the supply of necessary products by third parties.

An important role in project financing is assigned to the services of engineering, marketing and legal companies, guarantee credit agencies, the possibility of attracting long-term sources of financing and co-financing.

Other major project requirements may relate to risk management. Sometimes founders can find a guarantor who is willing and able to take on the financial risks and associated costs.

The above criteria provide a basis for identifying the following principles necessary for the success of project lending:

the viability of the project;

participation in the project of experienced, strong and conscientious partners;

accounting and distribution of all project risks;

regulation of all legal aspects;

· development of specific coordinated action plans and the availability of a high-quality business plan for the implementation of the project.

Features of project financing are:

1) the basis for the repayment of the loan debt and the payment of interest on the loan here are the income from the implementation of this project;

2) subjects of various forms of credit (banking, commodity and commercial organizations) can act as creditors;

3) the possibility of using several sources of borrowed capital, which is often a necessary condition for the implementation of large projects. student lending financing securitization

4) involvement of a wide range of creditors facilitates the organization of a consortium by them, where one of the large and reputable creditors acts as a creditor-agent representing the interests of the entire consortium;

5) borrowed funds are transferred to a specially created independent management company;

6) the ability to transfer part of their risks to other project participants;

7) the possibility of obtaining a loan without reflecting the debt on its balance sheet, since it is attributed to the balance sheet of a special company;

8) the cost of project lending is higher than the cost of conventional lending.

9) the bank has the right to request various information about the project.

The issuance of investment loans is associated with the problem of its provision. The types of security that a lender can take into account when making a decision on issuing a long-term loan to an enterprise form two groups.

First group- traditional for banking practice property types of security.

Second group- information types of support. Within this group, two subgroups can be distinguished:

Competitive advantages acquired by the enterprise during its work in the market and which are considered in the business world as a guarantee of its future new achievements;

· information on the implementation of the investment project, namely information on the qualitative substantiation of the feasibility study, the results of the examination of the borrower by the bank's specialists, the results of the analysis of the business plan for the implementation of the project.

Thus, the main advantage of project financing is that it allows you to concentrate significant financial resources on solving a specific economic problem, significantly reducing the risk due to the significant number of project participants.

2. Types of project financing. Depending on how much risk the lender takes on, there are 3 forms of project financing:

With full recourse to the borrower;

Without any recourse to the borrower;

With limited recourse to the borrower.

A recourse is a claim to repay a loan. Financing with full recourse to the borrower - the most common form of project financing. This form is preferred due to the speed and ease of obtaining the necessary funds to finance the project, and, in addition, the cost of this form of financing is lower than the other two.

This form of financing is used in the following cases:

1. Providing funds for financing low-profit or non-commercial projects, the customers of which have the opportunity to repay loans at the expense of other income of the borrower. These include, for example, projects that have a social orientation;

2. Providing funds in the form of an export credit. Many specialized export credit agencies are able to assume the risks of projects without additional guarantees from third parties, but are willing to provide funds only in this form;

3. Insufficient reliability of guarantees issued for the project;

4. Providing funds for small projects that are highly sensitive to even small increases in costs.

In project financing without any recourse to the borrower the lender has no guarantees from the borrower and assumes almost all the risks associated with the implementation of the project. This form of financing has a high cost to the borrower, as the lender hopes to be appropriately compensated for the high risk.

Without recourse to the borrower, projects are usually financed that have high profitability and, as a result of the sale, provide competitive products.

Currently, project financing with limited recourse to the borrower is widely used. In this case, in the course of project financing, all risks associated with its implementation are assessed and distributed among all project participants in such a way that everyone can take on the risks that depend on him.

The popularity of the form of project financing with limited recourse to the borrower is explained by the lower impact on the financial position of the borrower compared to other forms.

Unlike traditional types of lending, project financing not only allows you to assess the solvency of the borrower, consider the entire investment project, the risks associated with it, but also allows you to predict the result. All this makes it possible not only to create a viable enterprise, but also to attract investors. When lending to projects, a mechanism is usually developed to control the intended use of loans. The project manager is responsible for the correctness of the decisions made and their implementation. It should be remembered that the effectiveness of control decreases at later stages of the project.

3. Securitization is the issuance by an enterprise or bank of securities secured by some kind of assets. Initially, the securitization mechanism was developed for mortgage-backed securities. The scheme was quite simple: banks form a pool of mortgages and issue debt obligations on its basis. The obligations are structured in such a way that the holder receives a certain share of the income generated by the pool of mortgages. At the same time, the pool itself is transferred to the management of the so-called "company special purpose”, which exists independently of the bank. This isolation of the pool of mortgages saves holders of debt securities from the risk of bank failure. In turn, the bank gets the opportunity to withdraw long-term assets from its balance sheet and thereby increase its liquidity.

A securitization transaction consists of the following main stages:

1) Creation of a special financial enterprise (SFP). Its founders are usually not associated with the company - the primary owner of the assets (originator).

2) The originator sells the rights of claim on its assets to the SFP, completely alienating these assets in its favor. The SFP pays the primary owner the full (or at a discount) cost of the sold rights of claim. The transaction may contain additional collateral received by the SFP from the originator or third parties in order to increase the investment attractiveness of the financial instruments issued by it.

4) SFP issues securities and places them among professional investors.

5) The SFP uses the income from the acquired rights of claim to pay interest and principal, as well as for loans, if a loan was raised to acquire the rights of claim. As a rule, the originator acts as an administrative agent for collecting payments on claims.

6) SFPs can structure the issue into several tranches. Moreover, each subsequent tranche is subordinate to all the previous ones.

A securitization transaction makes it possible to issue certain types of securities for each asset class. Consider such types as project bonds, municipal bonds, mortgage bonds, infrastructure bonds, commercial paper.

One of the instruments of such financing is project bonds. Under project bonds refers to bonds issued to finance a specific infrastructure project. At the beginning of February 2005, the draft law “On Making Amendments and Additions to the Law “On the Securities Market” was approved. The law proposes the introduction of a new instrument on the securities market, which is one of the types of project bonds. Concept introduced "infrastructure bonds" - bonds under which the performance of the issuer's obligations is guaranteed by the state under a concession agreement for the implementation of an infrastructure project concluded between the state and the issuer, in the amount of the value of the object transferred to the state.

There are also bonds based on income from an industrial project with the permission of local authorities, these bonds are not subject to taxes on interest. Such securities are called municipal bonds. mortgage bond - a bond secured by a pledge of rights of claim under mortgage loan agreements (including pledge of mortgage certificates), as well as other highly liquid assets, the list of which is established by the regulatory legal act authorized body. One of the promising financial instruments is commercial paper, which is short-term payment unsecured obligations issued by companies with a high credit rating to finance current expenses. Commercial paper helps to minimize the cost and time of debt servicing when financing current assets. Commercial paper combines the best qualities of bonds and bills and can be widely used as a mechanism for raising working capital for industrial enterprises.

The most developed markets for project bonds are located in the USA, England and Europe. Among European countries, the most successful is the Italian securitization model, which meets industry standards, is easy to use and provides for the possibility of securitization of universal types of assets in both the financial and non-financial sectors. Following the European model, Kazakhstan seeks to systematically and consistently introduce such forms of structured financing as securitization and project financing. The project to create legal conditions and introduce the practice of securitization and project financing in Kazakhstan was approved by the National Bank in September 2003. The Kazakh draft law "On Securitization" was prepared by the working group of the Agency of the Republic of Kazakhstan for Regulation and Supervision of the Financial Market and Financial Organizations (AFS) and is to be approved in 2005.

At present, such securitization mechanism as mortgage lending in the construction industry has already become widespread in Kazakhstan. In addition, banks have the opportunity to securitize consumer loans, lending to small and medium-sized enterprises. Taking into account the huge potential of financial instruments issued as a result of securitization transactions, in the republic, SFP papers play a large role in the ongoing work to create a regional (international) financial center in Almaty.

Securitization and project finance as forms of structured finance contribute to understanding new role Kazakhstani development institutions, primarily the Development Bank of Kazakhstan JSC. Development institutions do not have high enough own ratings and capital to independently provide cheap borrowed funds to finance capital-intensive projects. That's why contemporary role development banks in countries with developing and transitional economies is to provide access to capital markets, reduce the cost and increase the duration of financing for cost-effective companies and projects that are not able to receive such financing on their own due to high risks and high cost of capital.

A structural form of financing can expand domestic investment opportunities for the accumulative sector of the financial market, investment funds, banking intermediation and the public sector, accelerate structural reforms by increasing investment in basic industries and infrastructure.

Control questions

1. What are the sources of project financing?

2. Why is it necessary to conduct social, economic, environmental, technical, financial analyzes of an investment project?

3. What is the essence of financial analysis?

4. What role does the basic concept of financial management play?

2 . Mmethodicalrecommendations for the implementation of practical and independentx works

2 .1 Types of work and requirements for their performance

2.1.1. Presentation of the issue of the topic - a carefully prepared performance of the student outside of school hours, holistically covering the issue of the topic under study (using diagrams, tables, office equipment and other interactive techniques).

2.1.2. Oral answer - the answer to the question posed by the teacher during the lesson, requiring both special knowledge and the ability to logically substantiate one's point of view.

2.1.3. A competent question is a demonstration by a student of interest in an extended and in-depth study, which entails a constructive analysis of the problem posed.

2.1.4.Prepared written answer - preparation for passing the missed topics by the student - "working out", characterized by a concise independent presentation of the material covered.

2.1.5. Control work - a creative independent written material presented in the classroom with a limited time, reflecting the current issues of the topic or cycle of topics under study.

2.1.6. Prepared business project - an extracurricular, independently or in a group prepared project (analysis), based on real business practice, reinforcing the student's practical skills.

2.1.7.Esse - a short essay presenting a subjective opinion on a specific topic.

2.1.8. Test - providing open and closed questions designed to consolidate materials.

2.1.9. Control test - providing open and closed questions to assess knowledge on the material covered.

2.2.1. Requirements for the abstract

The abstract should have the following structure: title page, plan, main part, conclusion - own opinion on the topic (indicate your personal attitude to the problem, and possible solutions), a list of used literature and Internet sites.

The information presented in the abstract must be meaningful, the topic is fully "revealed", otherwise, the abstract is returned for "revision". The essence of the topic of the abstract is set out in the process of defending the abstract. At the presentation of the abstract, one should speak for no more than 3 minutes, do not read out or transmit the material verbatim. You must be prepared to answer questions from your opponent and classmates.

Evaluation criteria: information content and content on the research topic, consistency of presentation, scientific style of presentation, ability to analyze available information in the literature, Internet resources, oratorical skills.

2.2.2. Essay writing requirements

Essay on topics(sections contained in the topic) is performed by each student independently. The essay is written in writing, which reflects reflection, individual position an author who can freely express his agreement or disagreement with different authors.

Evaluation criteria: own point of view and informativeness on the research topic, logical presentation, ability to analyze the available information in the literature, Internet resources.

2 .3 Student Assessment System

Grading Policy.

Principles: Objectivity, transparency, flexibility, differentiation

Types of control

The general scale for assessing knowledge is the general one for the university.

The final grade in the discipline.

The final grade in the discipline as a percentage is determined by the following formula:

I% \u003d P1 + P2 x 0.6 + E x 0.4,

where: P1 - percentage 1st rating scores;

E - the percentage of the examination mark (test-exam).

Criteria for assessing students' knowledge.

Knowledge and clear use of discipline terminology

Constant attendance of lectures and practical classes

Continuous preparation for practical training according to the questions of the seminar.

Ability to work in established teams.

Answer questions asked. Solution of a complex problem.

Below is a multi-point alphabetic system for assessing the knowledge of students in credit technology.

Grading by letter system	Digital equivalent of points	Percentage	Assessment according to the traditional system





			satisfactorily




			unsatisfactory

Criteria for assessing students' knowledge

"A", "A-" ("excellent") - the student has deeply and firmly mastered all the program material, exhaustively, consistently and logically outlines it, does not find it difficult to answer when modifying the task, freely copes with the tasks set, has his own point of view and gives convincing arguments in its defense, possesses the skills of analysis artistic text, can compare, generalize, draw conclusions, does not allow grammatical and stylistic errors in written works.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Introduction

1. Goals and objectives of pedagogical practice

2. Topic and type of lesson

3. Development of a training program

4. Analysis feedback

Conclusion

Bibliography

Introduction

Pedagogical practice is a mandatory part of the main educational program vocational training masters.

During the practice, students study the basics of educational and methodological pedagogical work in a higher educational institution, get acquainted with modern methods of educational work at a higher educational institution, with the content and features of the pedagogical activity of teachers, master the skills of conducting classes, master the methodology of teaching academic disciplines in a higher educational institution, gain experience preparation and conduct of economic disciplines, as well as experience in communicating with undergraduate students and teachers.

The main goal of the teaching practice of masters is to form the competencies of a university teacher who is able to carry out educational and educational work. It is important to note that the educational program of the master's level of training does not aim to form a ready-made teacher, but it provides a basis for the development of the necessary teaching skills, creates conditions for acquiring pedagogical experience.

Based on this, the main tasks of the teaching practice of masters are:

1. Consolidation of knowledge, skills and abilities acquired by masters in the process of studying the disciplines of the master's program.

2. The study of methods and techniques for preparing and conducting lectures, seminars and practical classes.

3. Development of skills of methodical analysis of training sessions.

4. Formation of ideas about modern educational technologies, active teaching methods at the university.

5. Development of skills of independence, self-education and self-improvement in the implementation of scientific and pedagogical activities.

1. Goals and objectives of pedagogical practice.

The place of passing the scientific and pedagogical practice is the master's program of the Russian State Agrarian University of the Moscow Agricultural Academy named after K.A. Timiryazev.

The pedagogical practice of undergraduates studying under the educational program for the preparation of masters is an integral part of the main educational program of higher professional education in the areas of master's training. The pedagogical practice of undergraduates is aimed at acquiring practical skills in conducting training sessions. Pedagogical practice focuses students on the implementation of the following types professional activity: teaching, scientific and methodological, consulting; organizational, research.

The main requirements from pedagogical practice are to gain an understanding of:

* the basic principles, methods and forms of organization of the pedagogical process in the university;

* systems of competencies and professionally significant qualities of trainees and teachers;

* requirements for a university teacher in modern conditions.

In addition, the undergraduate must master the skills:

* implementation of methodological work on the design and organization of the educational process;

* public speaking in front of an audience and creating a creative atmosphere in the course of classes;

* analysis of the difficulties that arise in pedagogical activity and the adoption of an action plan to resolve them;

* self-control and self-evaluation of the process and result of practice

The tasks of scientific and pedagogical practice include creating work program conducting a lesson in the discipline "Project Management", which includes:

Prepare practical material on the topic "Risk assessment by the method of mathematical statistics"

Determine the place of the discipline in the structure of the main educational program (determine which target group the course is designed for)

Organize the time allocation for the lesson.

Prepare and use in practice educational and methodological materials (presentations, case studies)

· Prepare information support for the discipline (includes lists of basic and additional literature, software).

· Determine the audience with the most appropriate material and technical support for the lesson (projector, computers).

· Prepare a feedback questionnaire “Teacher through the eyes of students”.

Based on the results of the training work, a self-analysis of the conducted classes should be carried out. It is based on:

1) analysis of problem situations

2) results of self-observation;

3) data of an intermediate test of knowledge on the analyzed topic;

4) student survey data.

pedagogical practice master teacher

2. Topic and type of lesson

Topic of the lesson - Assessment of investment risk by the method of mathematical statistics.

The purpose of the lesson is to familiarize the target group with the theoretical foundations and norms for assessing investment risk using the method of mathematical statistics. Apply the learned material in a practical lesson. Before the practice, the supervisor developed an individual task. In accordance with the individual task, I studied the special literature on the topic, as well as the methodology for conducting practical exercises.

Lesson objectives:

1. To acquaint the audience with theoretical material on this topic.

2. To consolidate the information provided in a practical lesson in the form of a group assignment.

3. Answer the audience's questions on this topic.

Target group - masters of the 1st year of study in the direction of "project management", group No. 117, seven people attended the lesson.

Lesson time: from 14:45 to 15:30.

Lesson duration 45 minutes

Lesson plan

The method of teaching students is a practical lesson by means of demonstration, exercises.

The information material for the lesson was prepared in the form of case studies for practical application and theoretical aspects on a separate file, as a handout.

Required technical means and equipment is an auditorium equipped with computers.

3. Development of a training program

Introduction: definition of basic concepts:

Risk assessment is a set of analytical measures that make it possible to predict the possibility of obtaining additional business income or a certain amount of damage from a risk situation that has arisen and untimely taking measures to prevent risk. The degree of risk is the probability of a loss occurring, as well as the amount of possible damage from it. The risk may be:

admissible - there is a threat of complete loss of profit from the implementation of the planned project;

Critical - non-receipt of not only profits, but also revenues and coverage of losses at the expense of the entrepreneur's funds are possible;

catastrophic - possible loss of capital, property and bankruptcy of the entrepreneur.

Quantitative analysis is the determination of the specific amount of monetary damage to individual subspecies of financial risk and financial risk in the aggregate. Sometimes a qualitative and quantitative analysis is carried out on the basis of an assessment of the influence of internal and external factors: an element-by-element assessment of the share of their influence on the work of a given enterprise and its monetary value is carried out. This method of analysis is quite laborious in terms of quantitative analysis, but brings its undoubted results in a qualitative analysis. In connection with this, more attention should be paid to the description of methods for quantitative analysis of financial risk, since there are many of them and some skill is required for their competent application. In absolute terms, the risk can be determined by the amount of possible losses in material (physical) or cost (monetary) terms. In relative terms, risk is defined as the amount of possible losses related to a certain base, in the form of which it is most convenient to take either the property state of the enterprise, or the total cost of resources for this type of entrepreneurial activity, or the expected income (profit). Then we will consider losses as a random deviation of profit, income, revenue in the direction of decrease. compared to expected values. Entrepreneurial loss is primarily an accidental decrease in entrepreneurial income. It is the magnitude of such losses that characterizes the degree of risk.

Hence, risk analysis is primarily associated with the study of losses. Depending on the magnitude of probable losses, it is advisable to divide them into three groups:

Losses, the value of which does not exceed the estimated profit, can be called admissible;

Losses, the value of which is greater than the estimated profit, are classified as critical - such losses will have to be compensated from the pocket of the entrepreneur;

Even more dangerous is the catastrophic risk, in which the entrepreneur risks incurring losses in excess of all his property.

Basic theoretical information on the topic:

The most widely used in assessing the risk of investment projects are such quantitative methods as: - statistical method; - sensitivity analysis (parameter variation method); - method of checking stability (calculation of critical points); - method of scenarios (method of formalized description of uncertainties); - simulation modeling (method of statistical tests, Monte Carlo method); - method of adjusting the discount rate. Often, the production activities of enterprises are planned according to average indicators of parameters that are not known reliably in advance and can change randomly. At the same time, a situation with sharp changes in these indicators is highly undesirable, because this means the threat of losing control. The smaller the deviation of indicators from the average expected value, the greater the stability. That is why the most widely used in assessing investment risk is the statistical method based on the methods of mathematical statistics. The calculation of the average expected value is carried out according to the weighted arithmetic mean formula:

where x is the average expected value;

xi is the expected value for each case;

ni - the number of cases of observation (frequency) Y - the sum of all cases. The average expected value is a generalized quantitative characteristic and does not allow making a decision in favor of any investment option. To make a final decision, it is necessary to determine the degree of fluctuation of a possible result. Variability is the degree to which an expected value deviates from the mean. To evaluate it in practice, either the variance is used

or standard deviation (RMS):

The standard deviation is a named value and is indicated in the same units in which the varying trait is measured. To analyze the results and costs of an innovative project, as a rule, the coefficient of variation is used. It represents the ratio of standard deviation to the arithmetic mean and shows the degree of deviation of the obtained values: (in percent). The larger the coefficient, the stronger the volatility. The following qualitative assessment of various values of the variation coefficient was adopted: up to 10% - weak variability, 10-25% - moderate, over 25% - high.

For the same values of the level of expected income, investments that are characterized by a lower RMS value are more reliable. Preference is given to those investment projects for which the value of the coefficient of variation is lower, which indicates a better ratio of income and risk. Despite the simplicity of the formulas, the use of the statistical method requires a large amount of data over a long period of time, which is its main drawback. In addition, the characteristics described above are intended to apply to normal law probability distribution, which is widely used in risk analysis, because it the most important properties(symmetric distribution relative to the mean, negligible probability of large deviations random variable from the average value, etc.) allow to significantly simplify the analysis. However, project parameters (cash flow) do not always follow the normal law. Therefore, the use of only the above characteristics in risk analysis can lead to incorrect conclusions and the use of additional parameters is necessary).

The use of a more complex mathematical apparatus (regression and correlation analysis, simulation methods) allows for a deeper analysis of the risk and its causes. In investment design, when assessing risk, the method of sensitivity analysis is widely used. In this method, risk is considered as the degree of sensitivity of the resulting project indicators to changes in the operating conditions (tax payments, product prices, average variable costs, etc.). As the resulting indicators of the project can be: performance indicators (NPV, IRR, PI, payback period); annual indicators of the project (net profit, accumulated profit). The analysis begins with the establishment of the base value of the resulting indicator (for example, NPV) with fixed values of the parameters that affect the result of the project evaluation. The percentage change in outcome (NPV) is then calculated when one of the performance conditions changes (other factors are assumed to be unchanged). As a rule, the limits of parameter variation are ± 10-15%. The most informative method used for sensitivity analysis is the calculation of the elasticity index, which is the ratio of the percentage change in the resulting indicator to the change in the parameter value by one percent.

where x1 is the base value of the variable parameter,

x2 - changed value of the variable parameter,

NPV1 - the value of the resulting indicator for the base case,

NPV2 - the value of the resulting indicator when changing the parameter. In the same way, the sensitivity indicators for each of the other parameters are calculated. The higher the value of the elasticity index, the more sensitive the project is to changes in this factor, and the more the project is exposed to the corresponding risk.

Sensitivity analysis can also be carried out graphically, by plotting the dependence of the resulting indicator (NPV) on the change in this factor. The greater the slope of this dependence, the more sensitive the NPV value to parameter changes and the greater the risk. The intersection of the direct response with the abscissa shows at what percentage change in the parameter the project will become ineffective. Based on these calculations, an expert ranking of the parameters according to the degree of importance (high, medium, low) and the construction of the so-called "sensitivity matrix" is carried out, which makes it possible to identify the least and most risky factors for the project.

Sensitivity analysis allows you to determine the key (in terms of project sustainability) parameters of the initial data, as well as calculate their critical (maximum allowable) values. The main disadvantage this method is the premise that the change in one factor is considered in isolation, while in practice all economic forces correlated to some extent. The method of checking sustainability involves the development of scenarios for the implementation of the project in the most likely or most "dangerous" conditions for any participants. For each scenario, it is investigated how the organizational and economic mechanism for the implementation of the project will operate under appropriate conditions, what will be the income, losses and performance indicators for individual participants, the state and the population. The influence of risk factors on the discount rate is not taken into account. The project is considered sustainable and effective if in all considered situations - NPV is positive; - the necessary reserve of financial feasibility of the project is provided. The degree of stability of the project to possible changes in the conditions of implementation can be characterized by indicators of the marginal (critical) level of production volumes, prices of manufactured products and other parameters of the project. The limiting value of the project parameter for some t-th year of its implementation is defined as the value of this parameter in the t-th year, at which the net profit of the participant in this year becomes zero.

This method does not make it possible to conduct a comprehensive risk analysis for all interrelated parameters, since each indicator of the limit level characterizes the degree of sustainability depending only on a specific project parameter (production volume, etc.). To some extent, the disadvantages inherent in sensitivity analysis can be avoided by the scenario method, in which a set of factors of the project under study is subjected to simultaneous consistent change, taking into account their interdependence. The scenario method involves the description by experienced experts of the entire set of possible conditions for the implementation of the project (either in the form of scenarios or in the form of a system of restrictions on the values of the main technical, economic and other parameters of the project) and the costs, results and performance indicators that meet these conditions. As options it is advisable to construct at least three scenarios: pessimistic, optimistic and most probable (realistic, or average).

The next step in the implementation of the scenario method is to convert the initial information about the uncertainty factors into information about the probabilities of individual implementation conditions and the corresponding performance indicators. Based on the available data, indicators of the economic efficiency of the project are determined. If the probabilities of the occurrence of one or another event reflected in the scenario are known exactly, then the expected integral effect of the project is calculated by the mathematical expectation formula:

where NPVi is the integral effect in the implementation of the i-th scenario,

pi is the probability of this scenario. At the same time, the risk of project inefficiency (Re) is estimated as the total probability of those scenarios (k) in which the expected project effectiveness (NPV) becomes negative:

The average damage from the implementation of the project in case of its inefficiency (Ue) is determined by the formula:

A probabilistic description of the conditions for the implementation of the project is justified and applicable when the effectiveness of the project is due, first of all, to the uncertainty of natural and climatic conditions (weather, the possibility of earthquakes or floods, etc.) or the state of fixed assets (decrease in strength as a result of wear of building structures and structures, equipment failures, etc.).

The practical aspects were provided as demonstration exercises in an excel case.

4. Feedback analysis

Feedback analysis was made based on the results of 7 questionnaires provided by me students of group No. 117, after a training session on the topic “Assessment of investment risk by the method of mathematical statistics. Copies of the questionnaires are attached to the report. The survey was confidential, meaning the survey was anonymous.

Questioning of students was carried out in order to identify their opinions about the quality of the lesson, to identify shortcomings for subsequent introspection. The questionnaire allows you to assess the accessibility of the perception of the studied material for students.

The main evaluation parameters are:

Correspondence of the content to the topic;

Relevance of the topic;

The novelty of the topic;

interest in the material;

Availability of perception of the received information;

Contact with the audience

As well as additional suggestions, comments and wishes.

A scale from 1 to 5 points, it is worth noting that the minimum value makes sense the lowest score, the maximum high.

According to the results of the questionnaire, all the students who filled out did not reveal a score below 4 points in all respects, which may indicate a general positive perception of the studied material.

Six out of seven people rated 5 points, such a criterion as “Relevance of the content to the topic”, one rated it 4 points.

Six out of seven people rated 5 points, such a criterion as "Relevance of the topic", one rated 4 points, it should be noted that 4 points were given for these two criteria different people. This indicates a scatter of opinions among students and their general competence.

According to such a criterion as "novelty of the topic", the votes were divided, almost equally four rated 5 points and three - 4 points. I can assume that some students have already familiarized themselves with the topic provided or found it less interesting than they expected.

The situation is the same for the “interest in the material” parameter - four rated 5 points and three 4 points, but 4 points were given by those students who considered 5 points for all of the above parameters. More interested in the material turned out to be those who may have already begun to work on this material or were familiar with it earlier. This gives us the right to assume that the interest in the material may overlap with its possible practical application students in their scientific papers(course projects, dissertations).

The more problematic parameter was "Accessibility of perception of the received information", four students out of seven put 4 points and three 5 points. Perhaps the material should have been presented not by the method of demonstration and exercise, but in the form of a business game with dividing the group into teams, since I believe that this approach would cause more interest in the educational process and, as a result, would be more accessible for perception.

According to the parameter "contact with the audience", the students unanimously gave a score of 5 points. As a result of the lesson, the students were asked a number of questions, which shows their interest in the work. On my part, answers were given to all the questions posed by the students.

In the feedback questionnaire, below the table with the main parameters of the assessment, space was allocated for additional suggestions, comments and wishes. Four students expressed a desire to leave their personal impressions of the lesson. What will most colorfully and fully help me to compose an introspection of the lesson.

Two students noted that there was excitement and lack of confidence in my speech, as was noted by the students, this was expressed in the speed of speech.

One of the students expressed one of the wishes for more seriousness, although he noted at the same time that "in such an environment, this is normal." It can be assumed that the “frivolity”, or rather a more friendly atmosphere, was the result of excitement in order to win over the students, thereby giving a positive perception of the prepared material.

There were also positive comments.

Based on the results of the questionnaire and my own impression of the preparation and conduct of the lesson, I tried to conduct an introspection of pedagogical practice.

5. Self-analysis of the lesson

Interaction with the audience

During the lesson, it was possible to establish psychological contact with the audience and work effectively with all students. After analyzing my speech from the negative points, I can notice that, most likely, at this stage I had barriers with insufficient methodological development of the psychological analysis of a public speech. To do this, I think one should get acquainted with the special literature on the methods of psychological contact with the audience, overcome psychological barrier by experience.

What worked and what didn't work out

The lesson was held at the proper methodological and organizational level, which accompanied the achievement of the goal. In the course of work, the main aspects of risk assessment were touched upon and discovered. statistical method. During the lesson, a good working environment, mutual understanding was created, students' interest in this topic was aroused, which was supported by high organization and discipline. In preparation for the lesson, the teaching method was used by means of demonstration, exercises.

The choice of methods, techniques and teaching aids corresponds to the content of the educational material, the set goals of the lesson, the educational opportunities of this group, corresponds to the methodological apparatus of the lesson, each of its stages and the tasks of activating students.

Mistakes made during classes and possible ways to prevent them

After analyzing my speech, I wanted to improve it, work out oratorical skills, overcome strong excitement in front of the audience. In my opinion, my speech lacked psycho-emotional confidence, this was manifested in the speed of speech, sometimes in the inconsistency of words.

Based on the results of the analysis of the questionnaires, it can be concluded that the biggest problem for students was related to the availability of perception of the information received.

Possible solutions are to present the educational material in a simpler form, possibly in a game version, for the greatest involvement in the educational process.

Conclusion

The main objective of the practice is to gain experience in pedagogical work in an educational institution. Pedagogical practice in the system of professional training of the master of engineering and technology is of great importance, since the master can be engaged in both research work and teaching activities in any of the educational institutions, up to the university. This practice is a link between theoretical training and future independent work of masters of engineering and technology, both in teaching and scientific work.

Based on the results of pedagogical practice, the knowledge gained in the learning process and the skills of a creative approach to solving pedagogical problems, for designing and conducting training sessions, were consolidated and put into practice.

The specifics of the teacher's activity in the direction of "Project Management" and the formation of skills to perform pedagogical functions were studied.

It was acquired in the practice of pedagogical skills, skills and competencies in the direction of "Project Management".

It has been mastered:

Conducting practical classes with students on the recommended topic of the curriculum.

Skills have been developed:

1. Formulate research goals and objectives for students;

2. Organize their activities;

3. Plan research work;

4. Conduct self-analysis of the effectiveness of their own work as a potential supervisor;

5. independent search and study of special literature;

6. Development of skills to correctly and fully state the state of a scientific problem based on the analysis of literature;

7. Development of skills to set research goals, formulate tasks of practical work;

8. Acquaintance with research methods, development of practical skills for their application;

9. Development of skills for working with people.

Bibliography

1. Aleksanov D.S. Development of business plans for investment projects for agribusiness enterprises: guidelines. - M.: Publishing house of FGU RTsSK, 2006. - 187 p.

2. Aleksanov D.S., Koshelev V.M. Economic evaluation of investments - M.: Kolos-Press, 2002. - 382 p.

3. Aleksanov D.S., Koshelev V.M., F. Hoffman “Economic consulting in agriculture» Moscow Kolos. 2008

4. Accounting statements of CJSC Agrofirma Optina for 2009 and 2010.

5. Bocharov V.V. Investments: Textbook for universities. - St. Petersburg: Peter, 2008.

6. Blyakhman L.S. Economics, management organization and planning of scientific and technological progress: textbook. allowance. - M.: Higher School, 2007 - 176 p.

7. Vasiliev G.A., red. Marketing Basics: Tutorial. - M.: UNITI, 2005. - 543 p.

8. Vilensky, P.L., Livshits, V.N., Smolyak, S.A. Evaluation of the effectiveness of investment projects. - M.: Economics, 2001. - 855 p.

9. Galitskaya S.V. Financial management. The financial analysis. Enterprise finance: textbook. allowance. - M.: Eksmo, 2008. - 652 p.

10. Goldstein G.Ya. Innovation management. - Taganrog: TRTU, 2000. - 132 p.

11. Egorov I.V. Commodity Systems Management: Textbook "Publishing and Bookshop Center "Marketing"", 2001.-644 p.

12. Nikolaeva M.A. Theoretical foundations of commodity science: Textbook for universities. - M.: Norma, 2006.

13. Ershova S.A. Analysis and diagnostics of the financial and economic activities of the enterprise: textbook. allowance. - St. Petersburg: SPbGASU, 2007. - 155 p.

14. Zell, A. Investments and financing, planning and evaluation of projects / Per. with him. - M.: Os - 89, 2001. - 240 p.

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Report on teaching practice

Master Program _________________________________________________________________

DIRECTION 05.04.06 "ECOLOGY AND NATURE MANAGEMENT"

Master student: Izkeev S.S.__________________ (signature)

Scientific adviser: Sibirkina A.R.________________ (signature)

Date of registration at the department: _____ ___________________

Chelyabinsk, 2015

INTRODUCTION……………………………………………………...…………..…….3

1. Plan of pedagogical practice ………………………………………..…..….....4

2. Characteristics of the discipline………………………………..………………...5

3. Plan-summary of classes…………………………………………………………...6

3.1. Conducting a practical lesson in the group EE-201……..…...….….........6

3.2. Conducting a lecture in the group EE-201……………………....... 8

CONCLUSION..………………………………….…………………………........9

LIST OF USED LITERATURE……………………………..10

APPENDICES…………………………………………………………………….11

Introduction

From November 23 to December 21, 2015, I had a teaching practice at the Faculty of Ecology, Department of General Ecology, Chelyabinsk State University.

The purpose of pedagogical practice is to consolidate the theoretical knowledge on general ecology that I received while studying at the university, and to acquire skills and qualities that contribute to my professional development.

gaining experience in pedagogical work in a higher educational institution;

the formation of a comprehensive psychological and pedagogical, socio-economic and information-technological readiness of the master for pedagogical activity;

mastering the skills and abilities to conduct educational and methodological work in the aspect of the formation of environmental thinking.

As the discipline taught, "General Ecology" was chosen, read by Associate Professor of the Department of General Ecology, Candidate of Biological Sciences - Yulia Alexandrovna Serebrennikova.

During the passage of pedagogical practice, 2 classes were held, with a total duration of 4 academic hours. Attended classes taught by a teacher. Participation in the development of methodological support for examinations and tests. Checked test papers and tasks.

Plan of pedagogical practice.

November 23: Consultation with the head of the practice. Determining the type of classes, agreeing on the timing of the classes.

November 23: Attending a practical lesson conducted by Associate Professor of the Department of General Ecology, Candidate of Biological Sciences - Yulia Alexandrovna Serebrennikova. Entry into the topic.

November 24: Attendance at a lecture held by Associate Professor of the Department of General Ecology, Candidate of Biological Sciences - Yulia Alexandrovna Serebrennikova.

November 25-27: Searching for material on the topic of the lesson and determining the place of the selected topics in the course of the discipline.

November 30: Conducting a practical lesson in the group EE-201. Conducting a quiz on topics covered. Solution test items and tasks for students.

December 1-4: Verification of test tasks and tasks that act as a final control in the discipline "General Ecology", completed by students of the EE-201 group. Schedule of errors, shortcomings and remarks. Grading.

December 14: Clarification of questions with students who are not satisfied with grades. Checking additional tasks.

December: Preparation of a report on pedagogical practice.

REPORT

On production (scientific and pedagogical) practice

Federal State Budgetary Educational Institution of Higher Education "CSU named after I.N. Ulyanova

(name of the place of internship)

Practice dates:

period from " 1 » September 2016 by " 29 » September 2016 G.

undergraduate _____________________ groups ______________

Head of practice from the university

________________________________

(assessment, full name, signature, date)

Head of practice for the department

(position, full name, signature, date)

The report is protected by "__" _________ 2016. with an estimate of ________

Head of department

public law

A.Yu.Aleksandrov

"__" _________ 20___

Cheboksary 2016

INTERNSHIP DIARY

FULL NAME. undergraduate ________________

Direction of training: 40.04.01- "Jurisprudence"

Master Program: ______________________

Form of study correspondence Well 2 Semester 3

Scientific director Associate Professor of the Department of Public Law, PhD in Law, Associate Professor Ivanova O.A.

Day and month	Short description work done	Practice leader's signature
1. Study of legal acts and other documentation that ensure the educational process at the university
09/01/16 - 09/03/16	Familiarization with federal legislation that ensures the educational process in educational institutions of higher professional education
09/04/16	Familiarization with the Federal State Educational Standard of Higher Professional Education of the direction of training 030900.62 "Jurisprudence", 030900.68 "Jurisprudence"
09/05/16	Familiarization with the local acts of the Federal State Budgetary Educational Institution of Higher Professional Education “ChSU named after A.I. I.N. Ulyanov"
09/06/16 - 09/08/16	Studying the features of the organization of the educational process at the Faculty of Law, schedules of the educational process, schedules of training sessions
09.09.16	Acquaintance with the documentation of the Department of Public Law
09/11/16 - 09/13/16	Studying the work programs of methodological support of academic disciplines of the Department of Public Law
2. Implementation of an individual plan issued by the head of practice
09/14/16 - 09/16/16	Educational and methodical work in accordance with the direction scientific interests
09/17/16 - 09/19/16	Academic work
09/21/16 - 09/26/16	Preparation of a report on production (scientific and pedagogical) practice

INDIVIDUAL PLAN

SCIENTIFIC AND PEDAGOGICAL PRACTICE OF THE MASTER STUDENT

FULL NAME. undergraduate ___________________

Direction of training: 40.04.01 - "Jurisprudence"

Master Program: ______________________

Form of study correspondence Well 2 Semester 3

Scientific director Associate Professor of the Department of Public Law, PhD in Law, Associate Professor Ivanova O.A.

Types of activity (works)	Deadline	Supervisor's note on completion	Note
1. Educational and methodological work: - participation of a master student in the preparation of a lecture on the discipline "Constitutional Law" on the topic "The constitutional system of state bodies of the Russian Federation"; - Preparation teaching materials in accordance with the chosen specialization: - plans for seminars in the discipline "Constitutional Law" on the topic "The constitutional system of state bodies of the Russian Federation"; - tests in the discipline "Constitutional Law".	09/14/16 - 09/14/16 09/15/16 - 09/15/16 09/16/16 - 09/16/16
2. Educational work: - attending a lecture on the subject "Constitutional Law" on the topic "The constitutional system of state bodies of the Russian Federation" (teacher: Ph.D., Associate Professor Ivanova O.A., 2nd year, training area "Jurisprudence" , extramural studies); - preparation and conduct of a seminar on the discipline "Constitutional Law" on the topic "The constitutional system of state bodies of the Russian Federation" (group YuF-11-15)	09/07/16, 3 pairs 09/07/2016 2 pairs of YuF-11-15

LESSON PLAN-SUMMARY

1.Teacher:

2. Master student_______________________

Constitutional law

practical lesson

)

6. Topic of the lesson

7. Learning tasks:

1. Consider the institution of elections, identify its social purpose and political role.

2. Analyze the electoral system and its constitutional and legal regulation.

3. Reveal the features of the majoritarian and proportional electoral systems.

4. Study the electoral process and its stages.

4. Electoral process.

____________

11.Self-assessment of the undergraduate (difficulties, successes) ____________________________________________________________________

Date of the lesson ___________

ANALYSIS (ASSESSMENT) OF THE CLASSES

1.Teacher: PhD in Law, Associate Professor Ivanova Olga Andreevna

2. Master student____________________

3.Name academic discipline Constitutional law

4. Form of the lesson (seminar, practical lesson, etc.) practical lesson

5. Contingent (faculty, course, group ) legal, 2nd year, YuF-11-15

6. Topic of the lesson Electoral law and the electoral process in the Russian Federation”

7. Learning tasks:

5. Consider the institution of elections, identify its social purpose and political role.

6. Analyze the electoral system and its constitutional and legal regulation.

7. Reveal the features of the majoritarian and proportional electoral systems.

8. Study the electoral process and its stages.

5. To instill in students the skills of working with legal acts and solving situational problems.

1. Elections: concept, social purpose and political role.

2. The electoral system and its constitutional and legal regulation.

3. Majoritarian and proportional electoral systems.

4. Electoral process.

5. Stages of the electoral process.

9.Methods and forms of the lesson quiz, Socratic dialogue, problem solving

10. The activity of the work of students average

11. General impression of the lesson __________

Signature of the teacher of the discipline ___________________________

Undergraduate Signature _______________________________________________

Date of class attendance _________

REPORT

MASTER STUDENT IN SCIENTIFIC AND PEDAGOGICAL PRACTICE

Work done

1. The study of the regulatory and legal support of the educational process in the areas of training and specialties of the Faculty of Law of the Federal State Budgetary Educational Institution of Higher Professional Education "ChSU im. I.N. Ulyanov, incl. federal legislation, Federal State Educational Standards of Higher Professional Education, local acts of the University, providing the department, schedules, work programs of the disciplines of the department and other methodological material.

2. Participation of a master student in the preparation of a lecture on the discipline "Jurisprudence" on the topic " The constitutional system of state bodies of the Russian Federation».

3. Attending lectures and seminars of the supervisor and other teachers of the assigned department.

4. Preparation and conduct of the seminar