Abstract

In the context of fundamental changes in the economy and the labor market, the introduction of educational programs in the field of data analysis and machine learning at all levels of education with the priority of integrating mathematical, natural science and socio-humanitarian knowledge becomes important. An overview and analysis of foreign experience and main discussion topics in the development of educational modules for data science and machine learning for adolescents and adolescents is presented.

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

Relevance. The digitalization of the life of society, forced by the COVID-19 pandemic, determined a number of new processes and phenomena in the economic and social spheres. In the context of a lockdown, an educational institution had to promptly respond to challenges such as maintaining stability and accessibility of education for all categories of students. Research object: the process of introducing distance learning into the general education system. Subject: methodological foundations affecting the quality of educational results of students of a general education school in the context of the transfer of the educational process to a distance mode. Purpose: to determine the methodological grounds for the introduction of distance learning into the educational process of a general education school. Tasks: to analyze the foreign and domestic experience of transferring the educational process to a remote mode in the context of the coronavirus (COVID-19) pandemic; to conduct a study to identify methodological foundations that affect the quality of educational results of students of a general education school in the context of the transfer of the educational process to a distance mode. Methods: methodological approaches: axiological, competence, system-activity; research methods: theoretical (analysis, generalization, systematization). Results: the main foreign and domestic scientific concepts, theories, and methods of distance (blended) learning are identified, which serve as prerequisites for the digital transformation of the educational process in the general education system. Conclusions: the digitalization of all levels of education is natural, a feature of the digitalization of education is the reciprocity of the transformation of the educational process, adapting to modern conditions, and digital technologies, and the means introduced into the learning process for the most complete and comfortable solution of the assigned pedagogical tasks. Recommendations: to continue research to study the essence of the phenomenon of digital transformation, the types and structure of the processes of its implementation in the general education system, which currently remain insufficiently studied

Abstract

Digital transformation of the society, boosted by the COVID-19 pandemic, has determined new processes in the socio-economic sphere. Foreign and domestic researchers are unanimous in their opinion that digitalization is the main trend of global development, and the need for digital transformation of education is preconditioned by organizational, technological, managerial, economic, and other changes taking place in various spheres of society, economy and production. Object of the study: the digital transformation process. Subject: general education. Goal: to identify the essence and characteristics of the implementation of digital transformation processes in general education. Objectives: to analyze the essence and semantic understanding of the "digital transformation" category; to describe the types and structure of the main processes of digital transformation in general education. Methods: methodological approaches: systemic approach; research methods: theoretical (analysis of information sources; comparative study; content analysis; generalization, systematization). Conclusions: there is no unity in the scientific attribution of the concepts of "digitalization of education", "digital transformation of education"; analysis of the prospects of digital transformation of general education indicates that its main positive effects may be as follows: ensuring equality of educational opportunities and continuity of education; updating the goals and content of education; optimizing forms, methods, teaching and methodological support of the educational process and the students’ learning and cognitive activities; creating conditions for personalized learning; increasing the effectiveness of quality control and monitoring; reducing the amount of routine work for management and teaching staff, etc.; based on the analysis of scientific research, the problem of information security of electronic educational resources used in general education has been identified; an analysis of the current situation on the software market is presented, and general recommendations on the protection of data recorded in electronic educational resources are given

Abstract

Relevance. The general trends and consequences of digital transformation have touched all levels of the education system, manifested in the creation of a digital educational ecosystem, significant changes in the theory and practice of teaching and education, the introduction of electronic and network didactic means and tools, the formation of a digital culture of an educational organization, etc. Digital transformation does not mean a set of IT programs or software, but, first of all, it is a transformation of the educational process, manifested in an innovative format of teaching, education and learning, forming a new thinking and culture of the subjects of educational relations, taking into account digital transformations in the economy and society. The solution of the actual task of assessing the 'digital maturity' of organizations of various forms of ownership, spheres of production activity, including the level of higher education, will contribute to the development of a model for assessing the 'digital maturity' for the general education system. Object of the study: digital maturity assessment. Subject: approaches, methodologies, tools for digital maturity assessment. Objective: to identify and describe approaches, techniques, tools for assessing digital maturity. Objectives: to analyze the essence and meaning understanding of the category 'digital maturity'; assessment of 'digital maturity', to analyze the existing foreign and domestic methods and tools for assessing the level of 'digital maturity' of organizational systems. Methods: comparative analysis of the concept of "digital maturity"; bibliographic search; methods of systematization and generalization of data. Conclusions: there is no unity of scientific attribution of the concepts of "digital maturity"; assessment of "digital maturity"; the concept of "digital maturity" and its assessment systems in the Russian Federation are studied mainly only in the framework of higher education. In the case of general education, these problems are insufficiently represented in scientific research, as well as the number of empirical descriptions of practices of digital maturity assessment in general education schools is insignificant. In this regard, there is a need to analyze the approaches, methods and tools for comprehensive assessment of the digital maturity of organizational systems. The results of such work will serve as a source for designing profiles of digital maturity levels in the general education system. Recommendations: the assessment of the level of "digital maturity" should become a reference point not only and not so much for the transformation of the processes of functioning of the education system in the Russian Federation, but for the systemic renewal of the entire education sphere.