Abstract

The object of the research is the professional qualifications of teaching staff in the Russian general and vocational education and training system in the context of qualification requests of types of professional activity, requirements of the current professional standards, and the targets of national educational development programs.

The purpose of the research is to scientifically substantiate and test in practice the technology of modeling prospective labor functions and the corresponding professional qualifications of teachers of the general education system in the context of changing demands of the labor market and customers of the education industry.

Main results and conclusions.

The qualification requirements to teachers of the general and vocational education and training system, as well as corresponding professional qualifications and characteristics, are provided in the descriptors of the Sectoral Qualifications Framework in Education.

The actual labor functions of a teacher in the vocational education and training system, a form master, a methodologist have been established, as well as a list of prospective labor functions of the teaching staff, which need to be institutionalized in the short term to ensure adequate response by educational organizations to changing requirements and demands to the processes and results of its work.

The research has revealed the value put on the relevance of actual labor functions and the demand for promising labor functions of teaching staff by the employers in the industry. The ideas of employers in the field of education about the ways of building a professional career as a teacher are summarized. Contradictions are revealed between industry employers’ recognition of the diversification of pedagogical activity context in an educational organization and the stable professional and social stereotype of a "universal teacher". The hypothesis of hybridization of labor functions as a basic way of development of the sectoral qualification system in the field of education has been confirmed

Abstract

The main aim of international comparative studies is to identify trends in the functioning and development of vocational education and training systems, to describe institutional units that ensure successful development of VET system and to identify bottlenecks and problem areas that need to be addressed. Basing on the data obtained, methodological recommendations for the implementation of best practices are usually compiled. When conducting this study, we were limited in information resources, since the topic of VET systems in developing countries of Asia are out of focus for most scientific institutions and researchers. Basing on the existing methodological approaches of international organizations, an analytical framework was developed. Its application made possible, despite scarce information resources, to conduct research of the functioning of VET systems in India, China in the context of global turbulent economic situation. The results obtained testify the great heterogeneity of VET systems. In India even today the most important task remains teaching basic literacy to the majority of population, creating acceptable conditions for students in educational institutions, expanding the availability of vocational education. At the same time, China faces the challenge of transforming the economy into innovative one, and the world's largest VET system must be adapted to the needs of this economy. The implementation of unified and standard solutions derived from the 'reference' systems of vocational education of European countries is unlikely to give a stable positive effect in developing countries. The main conclusion that can be drawn from the results of the analysis conducted is that VET systems are a product of the politics, economy and culture of their countries. Their institutional structure is unique in each case and the mechanisms that allow it to fulfill tasks and to develop require a close and rigorous study. In case of some structural changes to implement, preliminary experimental work is a necessity. The purpose of the preprint is to present the results of a carried comparative analysis of the functioning and development process of vocational education and training systems in developing countries basing on developed analytical framework that makes possible to identify and to compare fundamental institutions, to identify the main trends despite scarce information resources. The study is based on the methodology of system analysis, the method of comparative analysis, the method of systematization and generalization of scientific literature and educational practice, the method of descriptive statistics were used. As a result, the outcome of a comparative analysis of the systems of vocational education and training of "friendly" countries India, China a were presented. The main development trends were highlighted, statistical indicators and the institutional structure of VET were analyzed. The novelty of the is the synthetic methodology for conducting comparative analysis, based on the methodological approaches of the OECD, UNEVOC and the World Bank. The results of the study can be applied while developing the VET policy and implementing institutions that increase the flexibility and adaptability of the VET system to the external impacts.