Main general education Secondary general education HPE - training scientific personnel VPO - master's program VPO - bachelor's degree Secondary vocational education Primary general education Preschool education State final certification and state monitoring State accreditation State quality control Licensing control State assessmentLicensing Forms of assessment State procedures Independent assessment of the quality of education Public assessment of the quality of education Professional public accreditation educational programs Certification of professional qualifications Participation in international research, use of international experience CLASSIFICATION OF FORMS OF EDUCATION QUALITY ASSESSMENT
Public and professional accreditation of quality vocational education Certification of professional qualifications Public rating of the quality of the implementation of the PPP Accreditation of the PPP by international agencies INDEPENDENT ASSESSMENT OF THE QUALITY OF PROFESSIONAL EDUCATION Consideration of the results of an independent assessment in state procedures
INDEPENDENT ASSESSMENT OF THE QUALITY OF PROFESSIONAL EDUCATION Public accreditation of organizations providing educational activities Recognition of the level of activity of organizations engaged in educational activities, criteria and requirements FORM: PURPOSE: Professional and public accreditation of educational programs Recognition of the quality and level of training of graduates of organizations engaged in educational activities that meet professional requirements Evaluation of the activities of organizations engaged in educational activities activity
Independent assessment of the quality of vocational education External assessment Internal assessment 1.Public assessment of vocational education 2.Professional assessment of the quality of vocational education 3.Public accreditation of the quality of vocational education 4.Public and professional accreditation of the quality of vocational education 5.Rating of educational institutions, vocational education programs 1.Internal monitoring and assessment of the quality of vocational education 2. Rating of vocational education programs INDEPENDENT ASSESSMENT OF THE QUALITY OF VOCATIONAL EDUCATION
REGULATORY FRAMEWORK 6 The federal law"On Amendments to Certain Legislative Acts Russian Federation in order to grant employers' associations the right to participate in the development and implementation of public policy in the field of vocational education” from the Federal Law Agreement on Cooperation between the Ministry of Education and Science of the Russian Federation and the Russian Union of Industrialists and Entrepreneurs dated June 25, 2007 “P. 3. Employers' associations: ... form, together with the federal executive body that carries out the functions of developing state policy and legal regulation in the field of education, the federal executive body that exercises the functions of control and supervision in the field of education and science, a system of independent quality assessment vocational education". Decree of the Government of the Russian Federation of December 24, 2008 N 1015 On the approval of the Rules for the participation of associations of employers in the development and implementation of state policy in the field of vocational education:
8 Development and testing of models of expert and methodological support for the assessment and certification of qualifications within the framework of the FTPS (the goal is state support for the launch of the system, development of methods and procedures for priority areas) Activity 8.1 Establishment of a network of experts methodological centers systems of independent assessment and certification of qualifications in high-tech sectors of the economy based on a standard model Development of methodological approaches to the formation and operation of a network of expert and methodological centers and centers for assessment and certification of qualifications, coordination of their activities Development and testing of models of certification centers for professional qualifications and expert methodological center (by directions) In the nuclear industry In the railway transport industry In the metallurgy industry In the medical, biological and pharmaceutical industries In the nanoindustry In the mechanical engineering industry In the field of tourism and service In the field of jurisprudence In the pedagogical field In the aviation industry In the field of informatics and computer technology In the oil and gas processing industries In the rocket and space industry In the energy industry In the automotive industry MBA, MPA In the field of personnel management documents, infrastructure, trained personnel, (revision or new development), methods, assessment tools, a register of experts Tools and procedures for debugging and functioning of the SYSTEM as a whole Measuring tools in accordance with the requirements of professional standards for assessment and certification of qualifications Monitoring and forecasting the need of the professional community for certification of professional qualifications of specialists and graduates of educational institutions Certificate recognition system obtained by graduates of educational institutions of vocational education and the Federal segment of the information database on the activities of expert and methodological centers and centers for assessment and certification Monitoring and expert and methodological support for the formation of a certification system for professional qualifications, development and testing of an accreditation system for certification centers for professional qualifications
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION RUSSIAN UNION OF INDUSTRIAL AND ENTREPRENEURS Public and State Council Employers, their organizations and associations Rosatom UAC Soyuzmash Avtoprom ….. …. Russian Railways JSC Subjects of the Russian Federation Subject 1 Subject 2 Subject 3 Subject 4 ….. …. Subject 5 Network of certification centers for qualifications and expert and methodological centers Implement the process of certification of qualifications Network of certification centers for qualifications and expert and methodological centers Implement the process of certification of qualifications Consideration in state procedures ROSOBRNADZOR database maintenance ROSOBRNADZOR Monitors the professional qualifications of specialists and graduates on the principles of objectivity, reliability ...., the formation and maintenance of a database Prof. standards Prof. standards Recommendations on GEF
Determination of the system development strategy; use of the results of the system's activities in the development of legal documents, the formation of state programs; participation in the selection and audit of the activities of the centers - determining the strategy for the development of the system; - formation general requirements to the functioning of the centres; - organization of competitive selection of EMC, selection of TsOSK; - determination of the development strategy for the regional segments of the system; - use of the results of the system's activities in the development regulatory documents, formation of regional programs; - participation in the selection and audit of TsOSK for regional and interregional industry clusters - determination of the system development strategy; - participation in the selection and audit of centers in areas (industries); - development by prof. standards - customers and consumers of assessment and certification services; - Feedback on certification procedures - implementation of procedures for assessment and certification of qualifications; - issuance of certificates - consulting and methodological support of TsOSK; - development of procedures, methods and evaluation tools; - training of experts in assessment and certification of qualifications; - expert participation in the selection and audit of TsOSK State executive bodies of the Russian Federation ROSOBRNADZOR Associations of employers: - all-Russian (all-Russian, intersectoral, sectoral); - interregional (intersectoral and sectoral); - regional (regional, intersectoral and sectoral) Professional communities Public-State Council (PSC) Center for Assessment and Certification of Qualifications (COSK) - Expert Methodological Centers (EMC) by industry, area of activity Applicants Vocational education institutions Regional government bodies Organizational and functional scheme of the network of EMC and COSC centers Leading companies in the industry (Employers) - providing resources and services for assessment; - customers and consumers of assessment and certification services; - participation in the work of the commissions of the TsOSK; - feedback on certification procedures - audit centers; - organizing the provision of uniform forms of documents; - maintaining the register of the System (registries of issued certificates and databases) basic organization - using the results of the system's activities in assessing the quality of prof. education, the formation of recommendations on the Federal State Educational Standards and educational programs; in government procedures, in the development of regulatory documents, the formation of state programs Companies in the industry (Employers)
MINISTRY OF FOREIGN AFFAIRS OF THE RUSSIAN FEDERATION
FEDERAL AGENCY FOR THE COMMONWEALTH OF INDEPENDENTS
STATES, COMPATRIATS LIVING ABROAD,
ABOUT CHANGES
PART OF THE COMMISSION FOR RECEPTION, TRANSFER, COST EVALUATION,
REALIZATION (BUYOUT) OF GIFTS RECEIVED BY FEDERAL
GOVERNMENT CIVIL EMPLOYEES OF THE FEDERAL
AGENCY FOR THE COMMONWEALTH OF INDEPENDENT STATES,
COMPATRIOTS LIVING ABROAD,
AND INTERNATIONAL HUMANITARIAN COOPERATION
In connection with personnel changes I order the staff of Rossotrudnichestvo:
1. Include in the Composition of the Commission for the Acceptance, Transfer, Valuation, Sale (Redemption) of Gifts Received by Federal State Civil Servants federal agency Commonwealth Office Independent States, compatriots living abroad and for international humanitarian cooperation (hereinafter referred to as the Commission), approved by order of the Federal Agency for the Commonwealth of Independent States, compatriots living abroad and for international humanitarian cooperation dated May 20, 2016 N 0068-pr " On approval of the regulation on the notification by federal state civil servants of the Federal Agency for the Commonwealth of Independent States, compatriots living abroad, and on international humanitarian cooperation on receiving a gift in connection with protocol events, business trips and other official events, participation in which is associated with the execution their official (official) duties, delivery and evaluation of a gift, sale (redemption) and crediting of funds received from its sale", the following changes:
1.1. Exclude from the Commission:
Guskova Marina Vladimirovna - Head of Department social policy and personnel;
Andrey Yuryevich Makovlev - Deputy Head of the Office - Head of the Legal Support Department of the Operations Support Department;
1.2. Include in the Commission:
Chekhu Vadim Vitalyevich - Head of the Department of Legal and Personnel Support;
Shurochkova Maria Mikhailovna - Adviser of the Department of Legal Support of the Department of Legal and Personnel Support;
1.3. Assign the duties of the Deputy Chairman of the Commission to Chekha Vadim Vitalyevich - Head of the Department of Legal and Personnel Support;
1.4. Indicate the new position of Secretary of the Commission:
Eremina Ekaterina Vladimirovna - consultant of the department for the prevention of corruption and other offenses of the Office of Legal and Personnel Support;
1.5. Specify the new position of a member of the Commission:
Grishina Elena Viktorovna - Deputy Head of the Financial Department - Chief Accountant;
2. To impose control over the execution of this order on the deputy head A.V. Frolova.
Supervisor
L.N. GLEBOVA
On September 25, 2015, the Russian New University (RosNOU) hosted an international scientific and practical seminar "Development higher education as a factor in overcoming the economic crisis. The organizers of the event are the European Association of Higher Education Institutions (EURASHE) and the Regional Open social institution(ROSI).
The participants discussed optimal strategies for managing higher education during the economic crisis, effective interaction between universities and business, the formation of qualification requirements for university management personnel, and many other topics.
Innovative processes in education are an inevitable reality, but, in addition to a positive impact, they lead to increased competition between educational systems, an inevitable change in existing models of education, - Marina Guskova, Advisor to the Head of Rossotrudnichestvo, noted in her speech. - The question is, what will be more in these changes: politics, economics, humanism or social Darwinism? Standardization accompanying The Bologna Process can continue to develop successfully if the task of balanced development of the entire territory of the single European educational space is solved.
From the point of view of the President of the Association, state universities Russia, the rector of the Russian New University Vladimir Zernov, the key link "for which you can extend the entire chain of innovative development is the effectiveness of the education system."
With comparable results, the costs of the USSR for the conquest of space turned out to be an order of magnitude lower than the costs of the United States, the rector of RosNOU recalled. - It happened thanks to the developed system of education, the motivation of scientific and engineering teams to obtain world-class results. Now the example of efficiency is the leading non-state universities, whose costs per patent are 3-4 orders of magnitude lower than those of state universities, this is a difference of hundreds of millions. But when evaluating the effectiveness of universities, an article in Nature is equated to an article in the bulletin of a small provincial university that somehow managed to get into the list of the VAK. Tidying up the criteria and strengthening the verification of the effectiveness of the use of allocated public resources is the first step towards creating a competitive education system.
There are crises of growth, purification, there are crises of decay, there are crises of destruction, destruction, - said Oleg Smolin, First Deputy Chairman of the Committee on Education of the State Duma of the Russian Federation, - What character the current crisis will take depends largely on educational policy. During the economic crisis, different countries behaved differently with regard to education, in particular higher education. The first politician who realized that in a market economy during a crisis, education should not be reduced, but rather the opposite, was President Roosevelt. He proceeded from fairly simple considerations: sooner or later, the crisis is replaced by economic growth, the technical base is being updated, and more trained workers are required. Roosevelt also understood that youth deprived of the opportunity to receive an education during the crisis is combustible political material.
European and Russian experts made presentations in the second part of the meeting:
- "Higher professional education as a response to the economic crisis", speaker - general secretary European Association of Higher educational institutions(Belgium) Johan Klet;
- "Interaction between higher education and business as a development factor" - Education and Employment Adviser of the Latvian Employers' Confederation, freelancer of the Minister of Education and Science of Latvia Anita Lice;
- "Culture of quality and quality management in higher education" - Member of the Board of Directors of the Dutch-Flemish Accreditation Organization (Netherlands) Lucien Bollaert;
- “Higher Education and Business in Russia: Features of Interaction” - Head of the Department of Innovation and Strategic Development of the Russian Technologies State Corporation Alexander Kashirin;
- "Quality Management in Russian Higher Education: Status and Development Prospects" - Head Federal Service for Supervision in Education and Science (Rosobrnadzor)
Sergey Kravtsov.
Table 1
Production indexes Agriculture by categories of farms (in comparable prices; in % to the previous year)
Indicator Years
1996 2000 2003 2004 2005 2006 2007 2008 2009
Including: agricultural enterprises (organizations) 95.1 108.8 97.8 98.8 101.1 103.6 105.2 100.3 104.1
Household households 95.6 100.3 91.9 90.5 97.1 100.4 95.0 97.2 100.0
Peasant farms and individual entrepreneurs 108.2 98.6 110.4 84.5 107.3 112.5 125.7 100.8 106.0
increased from 0.8% in 2000 to 1.1% in 2009. In general, in terms of growth rates of agricultural products over the past eight years, when agro-industrial production has entered a positive growth trend, farmers have significantly outstripped both large agricultural organizations and and the economy of the population, which indicates a high entrepreneurial potential and large untapped reserves for the development of farming. Data confirming the fact are presented in Table 1.
The share of farmers in the production of grain and wool in 2009 was 1.8% and 5.9%, respectively, and the volume of production of these types of products in the same sequence increased compared to the level of 2000 by 1.8 and 4.9 times .
Thus, despite the difficult economic conditions, the volume of farm agricultural production is growing, which positively characterizes the development of the institution of farms in modern economic relations.
Bibliographic list
1. Kostroma region. Statistical Yearbook: stat. collection / Kostromastat. - Kostroma, 2010. - 450 p.
2. Kudryashov V.I. "Brakes" and "accelerators" of farm production // Problems of statistics. -2008. - No. 8. - S. 67-69.
Guskova Marina Vladimirovna
Department of Licensing, Accreditation, Recognition and Confirmation of Documents (Moscow)
Zvonnikov Victor Ivanovich
State University of Management (Moscow)
INTERACTION OF EMPLOYERS AND HIGHER EDUCATION INSTITUTIONS: YESTERDAY, TODAY, TOMORROW
The article deals with the problems of developing cooperation between higher education and the labor market. The possibilities of using professional standards and a system for assessing and certifying professional qualifications to establish cooperation between higher education and the labor market are analyzed. The main directions of work on the creation of an information database on the quality of graduate training are proposed. high school.
Key words: competencies, labor market, education quality, cooperation, federal state educational standards, professional standards, assessment and certification of qualifications, meter model.
In the period up to the beginning of the 1990s, the relationship between employers and higher education was reduced mainly to the planned distribution of university graduates, which was of a directive and formal nature, since it reflected only the numerical needs of sectors of the economy, but did not in any way connect the demand for graduates of various universities with their the quality of training. By the mid-90s of the twentieth century, the higher education of an applicant entering a job after graduation became
viewed in the labor market as optional or even often negative factor. The emphasis was placed on the personal qualities of the applicant, his general culture and on training in the process of work within the framework of corporate educational structures. The impact of this trend subsided significantly by the middle of the first decade of the 21st century, when employers in the vast majority of cases began to regard the possession of a higher education diploma as a mandatory requirement for an applicant, sometimes even for employment in those
positions that did not involve such a level of education.
The growing demand for diplomas of higher education in the labor market continues today, but in parallel with it, employers continue to grow dissatisfied with the quality of training of graduates of the system of higher professional education, which manifests itself in the form of a steady distrust of employers in the quality of diplomas. The results of the analysis of the websites of recruitment agencies, the largest enterprises and firms show that the lists of employers' requirements for applicants are still dominated by lists of personal characteristics and general cultural rather than professional competencies. Often, employers today rely on corporate universities to develop professional competencies. Unfortunately, universities, for their part, do not seriously analyze the results of employment and competitive advantages of their graduates, but, on the contrary, in an attempt to expand admission on a contractual fee basis, they create new training programs that are prestigious at first glance, but often not in demand on the labor market. .
At the beginning of the second decade of the 21st century, universities and employers began to make mutual, rather potential rather than realized, attempts to converge, since there are different barriers and restrictions on both sides. In particular, an understanding is gradually being formed among employers of the need to participate in financing (together with the state) orders for the implementation of research and development work by universities, the practice of participation of employers and professional communities in quality control of university education is expanding, and positive experience of targeted training of specialists is accumulating. commissioned by employers on the basis of tripartite agreements, there are attempts to state exams for graduates at independent external sites, a system of educational and methodological centers is being developed to develop educational programs with the participation of business and professional communities, etc.
For its part, the higher education system is gradually overcoming the closedness of the period when it set tasks for itself, then checked itself and assessed the quality of education results on its own, without using external criteria and independent tools of social and professional assessment, which increased the isolation of activities. Russian universities from the real requirements of the economy. This gap has not been fully bridged even today, although a number of areas of work have been outlined that contribute to the establishment of cooperation between the vocational education system and the labor market. To ta-
Some areas of work carried out in universities include:
Performing research work in the field of conjugation of professional and educational standards;
Changing the content and methods of teaching in accordance with the requirements of new educational standards;
Structural restructuring of the system of educational institutions by introducing new structures for interaction with employers (business incubators, employment and career centers, etc.);
Fundamental renewal of the material and technical base of universities to create conditions for imitation professional activity;
Development and implementation of state-public models of interaction between universities and interested organizations and enterprises, development of a system of social partnership;
Creation complete system professional orientation of young people for training in working professions and specialties;
Creation of a social and professional system for assessing the quality of vocational education;
Creation of an effective system of personnel management in vocational education and their material incentives on the part of employers.
The establishment of interaction between universities and employers is largely facilitated by the introduction of the Federal State Educational Standard, at least in the form that was intended by their creators. It was assumed that the formulation of the requirements of educational standards would be based on the tasks of the future activities of university graduates and the requirements of professional standards, and employers themselves would participate in the development of the Federal State Educational Standard. This plan was only partially implemented due to a combination of reasons, among which, first of all, the lack of professional standards in the vast majority of sectors of the Russian economy should be mentioned. Therefore, one should hardly expect that the professional competencies laid down in the approved Federal State Educational Standards will, in the absolute majority, justify the hopes of their developers in the status of target indicators of the quality of the results of vocational education. Although the certification of university graduates according to the new Federal State Educational Standards has not yet been carried out, it is already clear that the competencies in the standards in many areas of training have typical shortcomings: they are excessively fragmented, excessively numerous and weakly correlated with the real needs of the labor market.
Nevertheless, the introduction of the Federal State Educational Standard allows universities to take further steps to establish business partnerships between universities and the labor market. These steps include:
Working out the mechanism of interaction with employers on the principles of social partnership, creating joint professional teams and building strong and effective vertical and horizontal ties in working on common problems:
Bringing into line the professional standards of the industry and the Federal State Educational Standards in the relevant area of training;
Monitoring the needs of industries dominating in the region for specialists in the short and long term;
Development and testing of joint educational programs and professional modules;
Performing research and development work on the orders of employers.
Work on the creation of a certification system for the qualifications of specialists and graduates, which is currently progressing at an increasing pace, creates additional opportunities for establishing cooperation between universities and employers in the field of quality requirements vocational training graduates. Since 2010, in the activities of educational authorities, the National Agency for the Development of Qualifications (NARK) under the Russian Union of Industrialists and Entrepreneurs (RSPP), regional agencies for the development of qualifications (RARK) and methodological centers of various industries, considerable attention has been paid to the development of programs to create an independent systems of assessment and certification of qualifications.
On the one hand, this process encourages branches of the Russian economy to develop professional standards. On the other hand, universities receive objective information about the quality of education results obtained from the external environment acting as an evaluator. The form of its presentation is of particular value to this information. Instead of subjective feedback from individual employers and a demonstration of their growing distrust in the quality of vocational education, the databases of expert and methodological centers operating within the framework of the qualifications certification system will accumulate statistics obtained from the results of certification of graduates from various Russian universities. The whole question is how to correctly collect, analyze and interpret this information in order to improve the quality of the formation of professional competencies among university graduates.
In the event that the requirements of the Federal State Educational Standards and professional standards are presented in the same language as a set of competencies, an analysis of the assessments of specialists and graduates obtained during the certification of qualifications within each sector of the economy will allow:
Identify those competencies that have been formed in the learning process, as well as identify obvious gaps in work in each area of training specialists within industries;
Get what you need external criterion to validate the tools used in the process of certification of university graduates;
Identify the range of competencies that are relevant for each sector of the economy, optimize their composition and improve the wording in the Federal State Educational Standard, clearly linking professional competencies with the tasks of the future professional activity of graduates and on the basis of criteria external to the education system;
Draw conclusions about the course of the process of introducing a competence-based approach into the system of vocational education.
Thanks to these data, evaluating the correlation between the results of certification and assessments in the certification of qualifications, the university community will be able to select the tools that will predict the success of graduates' professional activities with high predictive validity.
Unfortunately, the analysis of existing professional standards in a number of science-intensive industries and areas of economic activity, carried out in the process of implementing the FTsPRO projects in 2011-2012, indicates a variety of forms for their presentation. Almost all of them have a different structure and are far from the competency-based approach laid down in the Federal State Educational Standard of higher education. The language for formulating the requirements of professional standards is strikingly different from educational standards in the direction of concretizing the results of professional activity.
The analysis of professional standards greatly complicates the variety of forms of presentation of the requirements of professional standards and their structure. Initially, certain efforts were made to standardize professional standards and translate them into the language of a competency-based approach. In particular, the National Qualifications Framework of the Russian Federation was developed, which is a joint recommendation document Federal Institute Development of Education (FIRO) and the National Agency for the Development of Qualifications of the Russian Union of Industrialists and Entrepreneurs. As conceived by the developers, the document was addressed to the developers of professional standards, the Federal State Educational Standards, sectoral qualification and tariff systems, procedures for assessing the results of education and certification of qualifications.
National Qualifications Framework of the Russian Federation (NQF):
It is a tool for conjugation of the sphere of labor and the sphere of education;
It is a generalized description of the qualification levels recognized at the federal level and the main ways to achieve them on the territory of Russia;
Includes characteristics (descriptors) of qualification levels presented in the form of a table, disclosed through a number of generalized indicators.
Similar to the European Qualifications Framework, the NQF includes descriptors of general competence, skills and knowledge, which are revealed through the relevant indicators of professional activity: breadth of authority and responsibility, complexity of activity, science intensity of activity.
Unfortunately, the idea of the developers of the NQF as a whole did not materialize, since professional standards, for the most part, do not take into account the recommendations of the National Qualifications Framework. Moreover, in some regions, analogues of professional standards have appeared - regional (industry) regulatory documents that define, within a specific type of economic activity (field of professional activity), the requirements for the content, qualifications and competencies of employees at various qualification levels. They are developed on the basis of industry qualification characteristics for professions/specialties compiled by the same groups of specialists that developed professional standards.
Significant work has been done in many regions of Russia (Kuban, Volgograd region, Krasnoyarsk Territory, etc.) to match the requirements of educational and professional standards, as well as to establish business contacts between the vocational education system and the labor market. Regional models for the modernization of vocational education have been built, the structural elements of which are educational and scientific institutions, business and government structures, and the functions are aimed at the interaction of all elements of the model for the implementation of the program for the modernization of vocational education. An add-on is being formed for interaction between the enterprise, educational institution and regional authorities in the form of a joint working group and / or a tripartite partnership council (enterprise - university, college - regional ministry).
Professional educational programs are being developed and implemented that are oriented to the requirements of the regional labor market and are designed to modernize the content of vocational education and educational technologies in accordance with the requirements of the regional labor market. One of the effective components of this work is the establishment
identification of a regionally significant variable component of the main educational programs within the framework of the Federal State Educational Standard and state and public control over their implementation. Regional requirements are formed in addition to the requirements of the Federal State Educational Standard, taking into account the strategic objectives of the socio-economic development of the region.
Ensuring the participation of employers in the formation and implementation of personnel policy in some regions is carried out by creating a special structure - the "Basic organization of a vocational education institution". Its purpose is to create conditions for ensuring an active position and social responsibility of the business community in the formation and implementation of personnel policy through jointly with universities solving a number of tasks:
Improving the legal framework for the activities of organizations involved in the training of personnel in the region;
Ensuring the coordination of the activities of authorities, employers, educational institutions for the training of in-demand personnel;
Establishing systemic interaction between organizations and educational institutions within the framework of contracts and agreements;
Ensuring the participation of the business community in the procedures for attesting students and accrediting universities.
In other regions, to ensure the interaction of the labor market and the system of vocational education, a multi-level system of coordinating councils for training personnel is being created. There are regional, sectoral, municipal councils under the executive state authorities and local government, trustees and supervisory boards of educational institutions, which provide a joint solution to the problems of training personnel and the tasks of developing the system of vocational education. For example, in the Kuban there is a system for assessing the personnel needs of the regional economy. It is based on the regional Coordinating Council for Vocational Education and Training of Skilled Workers. It is he who determines the strategy for the development of vocational education in the region. Its tasks are to accurately assess the economic prospects, take into account the needs of employers and determine the order for the training of professional personnel. In addition, such councils have been established in all municipalities of the region. The end result of their activities is an agreed annual forecast of the personnel needs of the regional labor market. This work also involves the department of labor and employment of the population of the region, which, on the basis of the forecast, forms the state task for training personnel.
Nevertheless, despite the existing problems, at a meeting of the Presidium of the UMO Council for Management Education, held on November 22-23 in Kostroma, it was decided to analyze the compliance with the requirements of the Federal State Educational Standards and professional standards in the field of economics and management. At the State University of Management, which is the base university of the UMO for education in the field of management, it was decided to begin work on the analysis of conjugation and the construction of adjacency tables for the requirements of the Federal State Educational Standards and professional standards, as well as qualification characteristics for groups of specialties related to three areas of training: “State and municipal government”, “Management”, “Personnel management”. The work is quite complex and voluminous. Its result will be adjacency tables, on the basis of which it will be possible to identify those GEF competencies that are really in demand by the labor market.
yes, to identify redundant competencies and outline ways to minimize their list in order to improve the Federal State Educational Standards and build competency clusters when developing meters for attesting students.
Bibliographic list
1. Glebova L.N., Guskova M.V. Approaches to the formation of an independent assessment of the quality of vocational education // Higher education today. - 2012. - No. 4.
2. Guskova M.V. Certification of students based on new standards of vocational education // Higher education today. - 2011. -№8.
3. Zvonnikov V.I., Nefedov V.A. About approaches to creation modern systems and technologies of management and management of organizations. - M: FGBUVPO "State University of Management", 2012.
Delitsyn Leonid Leonidovich
Moscow State University culture and arts
l. [email protected] com
QUANTITATIVE MODEL OF INTERNET DISTRIBUTION AMONG THE URBAN AND RURAL POPULATION OF RUSSIA
On the basis of a quantitative model of the spread of innovations, forecasts were made for the share of Internet users in the urban and rural population of Russia for 2012-2018. To identify the parameters of the models, data from mass surveys of FOM and VTsIOM were used. An optimistic scenario is considered, which assumes an increase in the availability of the Internet (technical and financial) by 12% per year, and a conservative one, which assumes that external conditions remain unchanged.
Key words: dissemination of innovations, population reproduction, urban and rural population, Internet.
Projected indicators of the spread of the Internet in Russia as well. and other countries, calculated on the basis of classical three-parameter logistic models, are often not confirmed by subsequent observational data. Even the extrapolation of the linear trend in the number of Russian Internet users turned out to be more successful than the logistic models of the spread of innovations.
It is known that the Internet penetration rates in Russian cities and villages differ quite noticeably, but in most works on forecasting the Internet in Russia, urban and rural populations were not considered separately. Neglecting regional differences in the distribution of the Web can be one of the main causes of forecast errors. In particular, the global Internet penetration forecast published by T. Modis was built on the basis of a logistic model and predicted an early completion of growth with a coverage potential of no more than 14%
the population of the earth. However, by the end of 2011 international union Telecommunications counted 2.4 billion Internet users, which accounted for 34% of the world's population. In a recent work, N.S. Matveeva showed that the parameters of the model of T. Modis were decisively influenced by the statistics of using the Web in the USA and Europe, which hid the beginning of the growth of a larger, Asian audience. About ten years ago Yu.Yu. Perfiliev proposed to consider the process of spreading the Internet in Russia as “one big “innovative wave”, gradually capturing cities of various types - from cities with millionaires to small towns. In this paper, we use to substantiate the ideas of Yu.Yu. Perfiliev, we developed a quantitative model for the dissemination of innovations. It should be noted that dynamic models for the spread of innovations, taking into account the mutual influence of regions, are mentioned in the monograph, but they do not take into account the processes of population reproduction.
