Abstract

Presidential Decree No. 204 dated May 7, 2018 “On the National Goals and Strategic Objectives of the Development of the Russian Federation for the period until 2024” defines the development directions of the education system in the medium term. The Decree sets such goals as ensuring global competitiveness of Russian education, bringing Russia into top ten countries worldwide in terms of general education, and modernization of vocational education, including through the introduction of adaptive, practice-oriented and flexible educational curricula. The “Development of Education” state program of the Russian Federation for the years 2018-2025 puts forward the requirement to improve Russia’s position in the Program for International Student Assessment (PISA) in the fields of natural science, reading and mathematical literacy, increase the number of employed graduates of educational organizations trained in secondary vocational education programs. Approved by the Collegium of the Russian Ministry of Education in October 2020, the draft Strategy for Improvement of the Workforce Training and Applied Qualifications Development System in the Russian Federation for the period until 2030 includes the improvement of the general education quality by updating teaching methods and technologies as one of the top priorities in the development of secondary vocational education (SVE) institutions, taking into account the professional orientation of vocational education programs, inclusion of intensive training methods, applied modules and the use of distance learning and electronic education technologies, networked education programs and annual Russia-wide testing works. However, the quality of general secondary education in SVE and ways to improve it still remain an issue. The aim of the preprint is to present the analysis findings of the existing general education model at Russian secondary vocational education institutions compared to their foreign counterparts. The study is based on the methodology of system analysis and uses methods of comparative analysis, interviews and expert methods. The study produced findings of comparative analysis of various approaches to the organization of general education in the vocational education system in Russia and abroad. The relevance of the study is represented by a set of proposals for building a promising general education program for students in secondary vocational education institutions, based on the analysis findings. The results of the study can be applied in organizing general education training as part of the secondary vocational education programs at the federal and regional levels.

Abstract

Professional and teaching personnel training and the staffing of the secondary vocational education (SVE) system is one of the most important tasks both in the Russian education state policy and in scientific research. The problem of the SVE digital transformation and building the corresponding teachers’ competencies, the legislative requirements for educational activities, the new requirements for SVE teachers in the framework of the federal project "Professionality" are tasks that require balanced decisions at the federal and regional levels. Significant events of the last three years (the COVID-19 pandemic, global economic crisis, challenging foreign policy situation) result in the need to focus on updating the SVE teaching staff competencies. Equally pressing are the “eternal” problems, including the aging of teaching staff and the predominance of female teachers in the secondary vocational education system, ways to rejuvenate teaching staff in the SVE institutions and ways to obtain pedagogical qualifications in secondary vocational education, ensuring targeting and personalization of the teachers’ educational trajectories through additional professional education. The purpose of the preprint is to present the analysis of staffing models for the secondary vocational education system, taking into account domestic and foreign approaches, and to develop proposals for building a perspective model for staffing the secondary vocational education system. The study is based on the methodology of system analysis, uses the methods of comparative analysis, systematization and generalization of scientific literature and educational practice, the modeling method. As a result of the study, the characteristics of the staffing models of the vocational education system were presented based on the analysis of foreign and domestic experience in building and developing staffing requirements for the vocational education and training system. The novelty is connected to the development of proposals for building a future-oriented model of secondary vocational education system staffing. The results of the study can be applied in making decisions on the formation and development of staffing system for secondary vocational education at the federal and regional levels. 

Abstract

Introduction. The relevance of the study of this problem is due to the growing burden on the secondary vocational education system, namely the increase in the number of graduates of 9th and 11th grades who choose this level of education after school. The purpose of the article was to study the problems, consequences and risks of the growth of the number of entrants to the secondary vocational education system. Methodology. The leading method of research was the analysis of statistical data in the field of vocational education, as well as a sociological study conducted by the Center for the Economics of Continuing Education of the RANEPA in August 2020 among 903 graduates of educational organizations of the secondary vocational education system, which revealed the main motives for young people to choose the next stage of education. The Results of the study are the conclusions that the secondary vocational education system is not currently ready for increased interest on the part of young people. The growing number of middle-level and skilled personnel entering training programmes is constrained by limited resources for secondary vocational education, which forces young people to enter professional educational organizations on a paid basis or choose other regions for admission. The author considered the factors limiting the possibility of the secondary vocational education system to the tendency to increase the number of people wishing to enter professional educational organizations and the associated risks. Conclusion. The materials presented in the article can be used by the executive authorities of the constituent entities of the Russian Federation to assess the dynamics of development indicators and evaluate the performance of the secondary vocational education system and educational organizations.