Complexity
activities
(nature of skills)

Science intensity of activity
(nature of knowledge)

Guided actions.

Performing standard practice tasks in a known situation

Application

protozoa

factual knowledge based on everyday experience. Receipt

information in

the process of short-term training (instruction) at the workplace or short-term courses

Led by

with manifestation

independence only when solving well-known problems.

Individual responsibility

Solution of typical practical tasks. The choice of a method of action from known according to the instructions.

Adjustment of actions taking into account the conditions for their implementation

Application

factual knowledge based on practical experience. Getting information in the process

vocational training

The breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Science intensity of activity
(nature of knowledge)

Led by

with manifestation

independence only when solving well-known problems or similar ones.

Planning

own

activities,

based

abandoned

leader

Individual

a responsibility

Solution of typical practical problems.

Choice of ways

actions from known on the basis of knowledge and practical experience.

Correction of actions

conditions for their implementation

Application

practice-oriented professional knowledge based on experience.

Receipt

information

in the process

vocational training

The breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Science intensity of activity
(nature of knowledge)

Activity

led, combined

autonomy in choosing

ways of its implementation from the known ones.

Planning

own

activities and / or activities of others, based on the tasks.

Mentorship.

Responsibility for solving assigned tasks

An activity involving the solution of various types of practical problems that require an independent analysis of the working situation and its predictable changes.

The choice of ways to carry out activities from the known.

Current and final control, evaluation and correction of activities

Application

professional knowledge

and information

getting them

in the process

professional education and practical professional experience

The breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Science intensity of activity
(nature of knowledge)

Independent activity.

Setting goals

divisions.

in management

implementation

tasks within

divisions.

A responsibility

at the level

divisions

Activities involving the solution of practical problems based on

choice of solutions

under various working conditions

situations.

and final control, evaluation

and activity correction

Application

professional knowledge,

received

in the process

vocational education

and practical professional experience.

Independent search

information,

necessary

for solutions

delivered

professional tasks

The breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Science intensity of activity
(nature of knowledge)

Independent professional activity,

suggesting

goal setting own work and/or subordinates.

Security

interactions

employees

and related

divisions.

A responsibility

for the result

performance of work at the level

divisions

or organizations

Activity aimed at solving problems

technological or methodological nature, involving the choice

and a variety of solutions.

Development, implementation, control, evaluation

and correction of components of professional activity

professional knowledge and experience

(including,

innovative).

self search,

analysis and evaluation

professional information

The breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Science intensity of activity
(nature of knowledge)

Definition

strategy,

control

processes

and activities

(including

innovative)

with the adoption

solutions at the level of large institutional structures and their divisions

Activities that involve solving problems of development, development

approaches,

using a variety of methods

(including innovative ones)

Synthesis of professional knowledge and experience. Creation of new applied knowledge in a certain area and / or at the intersection of areas.

Definition

sources and

search for information necessary for the development of activities

Definition

strategies, process management

and activities

(including

innovative)

with the adoption

decisions and responsibilities

at the level of large institutional structures

Activities that involve solving research problems

and project nature related to improving the efficiency of managed processes

Creation and synthesis of new interdisciplinary knowledge

character.

Evaluation and selection of information,

necessary for the development

activities

The breadth of authority and responsibility (general competence)

Complexity
activities
(nature of skills)

Science intensity of activity
(nature of knowledge)

Definition

strategy,

control

complex

social,

industrial, scientific

processes.

A responsibility

for the result

across the industry, country,

on the international level

Activities that involve solving the problems of methodological, research

and project nature

related

with development

and improving the efficiency of complex

social, industrial, scientific processes

Creation and synthesis of new

fundamental knowledge

interdisciplinary and

intersectoral

character.

Evaluation and selection of information,

necessary

for development

activities.

Control

information flows

Qualification level

Ways to achieve qualification

appropriate level

Practical experience / or professional training(courses on the basis of an educational institution on vocational training programs up to one year or corporate training) with a general education not lower than secondary (complete) general or primary vocational education without obtaining secondary (complete) general education on the basis of basic general education

Initial vocational education with or on the basis of secondary (complete) general education and practical experience or vocational training (courses on the basis of an educational institution for vocational training programs up to one year and additional vocational educational programs), practical experience

Secondary vocational education with or on the basis of secondary (complete) general education or primary vocational education, practical experience

Qualification level

Ways to achieve qualification

appropriate level

Usually a bachelor's degree. In some cases, secondary vocational education is possible with obtaining or on the basis of secondary (complete) general education, practical experience

Master (based on the mastered bachelor's program), practical experience. Specialist (based on the mastered program of secondary (complete) general education), practical experience. Undergraduate and additional professional education (MBA programs, etc.), practical experience

Training for the teaching profession is received in structures similar to the current system of advanced training of teaching staff, although significantly updated.

In conclusion, let us highlight the main trends in the development of lifelong teacher education in Russia, which are characteristic of the late 20th - early 21st centuries: the expansion of the structure and the complication of the content of the social order placed on teacher education by educational structures; gradual transition from the "specialized" model of teacher training to the "university" model; deemphasis

traditional teacher education and at the same time increasing the role of additional teacher education and advanced training of teachers; intra-regional integration of institutions of teacher education; growing confrontation between student-centered and traditional "knowledge" paradigms of teacher education; strengthening the importance of the block of psychological and pedagogical disciplines in the structure of the content of pedagogical education; raising the level of problems, the solution of which is envisaged in the process of development of teacher education

Literature

1. Lobanov I.V. Technological support for the translation of an innovative product in education // Education in the XXI century: experiment and innovation: Sat. scientific-practical. materials / Comp. and scientific ed. A.S. Sidenko. M., 2004.

2. Kogan E.L. The system of advanced training of teachers requires modernization / E. Kalmykova, December 24, 2003 // http://news.samaratoday.ru

3. Ushakov K.M. From denial to engagement. Behavioral model of an administrator implementing innovations // Principal of school. 1996. No. 5.

4. Sergeev I.S. Fundamentals of shadow pedagogy. Introduction to pedagogical imitation // Lyceum and gymnasium education. 2001. No. 4.

IN AND. pancakes

NATIONAL QUALIFICATIONS FRAMEWORK AND QUALITY OF VOCATIONAL EDUCATION

Center for Vocational Education Federal State Institution "Federal Institute for the Development of Education"

During a joint meeting of the commissions of the Public Chamber on competitiveness, economic development and entrepreneurship and on the intellectual potential of the nation on May 29, 2006, a resolution was passed, which, in particular, noted that the situation in the development of vocational education is accompanied by a number of alarming trends. Among the most serious was the problem of the general decline of the system of professional training for the labor market. The system has defects at all levels - university and applied science, vocational education, schools. To solve a whole range of problems, active position, assuming comprehensive analysis situation and the development on its basis of a practice-oriented system of measures.

First of all, according to the participants of the meeting, it is necessary to take into account the changing requirements of the labor market. The dynamics of the labor market is characterized by a change in the composition and different demand for mass specialties and is unfolding against the backdrop of a very difficult demographic situation.

Unbalancing the needs of the labor market in the new economic conditions requires reflection, which can only be effective if it is carried out in a dialogue between employers and manufacturers educational services. The meeting participants noted the need to develop specific tools for business participation in the development of the Russian education system. Representatives and experts of the Commissions of the Civic Chamber of the Russian Federation on Competitiveness, Economic Development and Entrepreneurship and on the Intellectual Potential of the Nation draw attention to the need for priority development of a system for assessing the qualifications of labor market participants.

The challenge is to build a modern national qualifications system to ensure transparency, comparability, comparability and recognition of qualifications, diplomas and certificates of education and training. As the first project of a new generation, the creation of the National Development Agency on the basis of the Russian Union of Industrialists and Entrepreneurs was supported

IN AND. Blinov. National Qualifications Framework and Quality of Vocational Education

qualifications and centers for assessing professional competencies. Their activities will contribute to the development of labor market flexibility, improving the connection of qualifications with the knowledge and skills of employees. In the future, it is possible to build a national system of qualifications, including the assessment and certification of competencies and qualifications.

One of the most important tasks in today's conditions of acute underfunding Russian education- to strengthen the emerging dialogue between the educational and business communities. The dialogue between education, business and society today lays the foundation for creating a competitive educational environment that will allow Russia to strengthen the national market labor resources, and allow a partnership of professionals to work together for the good of the country.

In order for such a dialogue to be constructive, and social interaction- effective, special tools are needed to ensure that the requirements for professional activity, a specialist, are reduced “to one denominator” different levels qualifications, vocational education - from the side of the employer and from the side of education. The task of developing such tools is fundamentally new and, consequently, very difficult for domestic science and practice. It is no secret that the available tools poorly meet the indicated requirement. Thus, the educational standards of vocational education are far from always “transparent” and understandable for the employer; in turn, professional standards are either “opaque” for the education system, or are completely absent.

An effective tool designed to promote the process of conjugation of the sphere of work and the sphere of education in modern Russia, is one system qualifications of the Russian Federation (ESK RF), the development of which is carried out by order of the Ministry of Education and Science of the Russian Federation by the Center for Vocational Education of the Federal Institute for the Development of Education.

The ESC of the Russian Federation is a national qualifications framework, or a national qualification system of the Russian Federation. According to the definition adopted in the European Union, the National Framework of Qualifications is a description of the national education system that unambiguously defines the essence and interconnection of all qualification levels and other possible learning outcomes in a unique scheme for a given country. Thus, the ESC of the Russian Federation is a tool that allows you to create and classify qualifications based on

a new set of criteria comparable to the level of education, taking into account the peculiarities of Russian education. At the same time, the ESC of the Russian Federation acts as the main instrument that determines the quality of vocational education by levels and in accordance with the requirements modern economy, being a kind of "standard of standards", i.e., a framework document, in accordance with which all State educational standards for vocational education should be brought - the main documents that determine the quality of vocational education in certain areas, specialties, professions.

Thus, in the foreseeable future, it is the ESC of the Russian Federation that is intended to become the basis for the development or modernization of a number of documents that determine the development of general and vocational education and training. The ESC of the Russian Federation is interfaced with the All-Russian Classification of Educational Programs (OKOP), the Classifier of Occupations and industry qualification systems, which should be developed or modernized based on the requirements of the ESC of the Russian Federation. This will entail the modernization of the State Educational Standards, Federal and industry professional standards. As a result, significant progress is expected in terms of bringing the format of the vocational education standard to a new, universal format, which should be equally understandable both for the sphere of education and science, and for the sphere of economy and production - and, ultimately, the process of training a specialist should make more open and transparent to society.

Since the main task of the ESC of the Russian Federation is to combine the sphere of labor and the sphere of education, its construction is carried out on the basis of a competency-based approach. This, as expected, should have a positive impact on educational standards, training programs, the system of work of teachers, lead to significant changes necessary to improve the quality of educational outcomes, since the use of a competency-based approach inevitably requires a change in the nature of the content of education from knowledge to activity. Such significant change will allow:

Harmonize learning objectives at different levels of the education system;

Prepare students for a conscious and responsible choice of the learning path in the framework of the strategy "education throughout life";

To form the ability of students to navigate in rapidly changing conditions of life and the labor market;

Ensure the competitiveness of graduates in a market economy;

Increase the motivation of citizens for self-education and self-improvement and strengthen the idea of ​​such motivation as the key to success in life.

The ESC of the Russian Federation is built on the basis of principles inherent in framework structures and other European countries: continuity of levels and transparency of qualifications; hierarchies of qualifications (levels) associated with the infrastructure of the education system of the Russian Federation; comparability with the European qualification system.

As European practice shows, qualifications frameworks have a number of advantages, as they:

Help the government to compare qualifications and set reliable standards;

Allow to provide mobility (possibility of transfer) of qualifications;

Provide clarity on the competencies, skills and qualifications demanded by the world of work;

Contribute to the establishment of quality assurance mechanisms, for example when used for accreditation purposes;

Allow to provide efficient work training structures by providing uniform, understandable to all criteria for describing qualifications and quality assurance mechanisms;

Help employers through common clear criteria for describing qualifications and mechanisms for quality assurance and ways to determine the difference national qualifications from qualifications that do not have this status;

Help citizens describe the broad level of their competencies when hiring.

In its structure, the EQF RF is a descriptor-based (describing template) qualifications framework, which is a tool for the development and classification of qualifications in accordance with a number of criteria established to determine the levels of training received. This set of criteria is embedded in the content in the form of qualification descriptors. Due to the descriptors, a succession is established between the qualifications of different levels that exist at different levels of the education system.

Descriptors are developed on the basis of generally accepted rules for them:

The descriptor of each level must be independent of other descriptors, except for the transition points to a higher level, in which case the descriptor must clearly correspond to the descriptors of the upper and lower levels;

Descriptors must be formulated in the affirmative form;

Should be specific and clear, without words with an abstract lexical meaning(“narrow”, “good”, “acceptable”, etc.);

Should not contain professional jargon so as to be understandable to the layman;

Should be formulated as briefly as possible to ensure a clear understanding of the essence of this level.

As terms that define the content of the level descriptors, the following are distinguished: "application of skills", "application of knowledge", "professional and personal competencies". At the same time, the description of qualification levels is built as a description of the actual activity, and not the qualities of a person. It is precisely because of this that it is proposed to put the column "application of skills" in the first place in the system of descriptors, as the dominant characteristic of the activity. In the wording of descriptors, the description of the activity itself as a process comes first, therefore, in accordance with the peculiarities of the Russian language, the descriptors are written with the help of verbal nouns, which best characterize the concept of "process", "activity".

To compile the descriptors, 10 most significant indicators of a person’s professional activity were previously identified: work with information, reflection, cognition and the ability to learn, business conversation, responsibility, motivation, goal setting, independence, ability to teach, breadth of vision. The development of these indicators from level to level of education is the main content of the descriptors.

Thus, the proposed structure of the ESC of the Russian Federation is a two-dimensional matrix compiled in the coordinates "Level of education" (1-9) - "Descriptors for the main results of education" (application of knowledge, application of skills, professional and personal competencies). At the same time, each level of education corresponds, on the one hand, to the European Qualification System, on the other hand, to one or another stage of the system of continuous education of the Russian Federation (1, 2 and 3 - primary, basic and complete secondary education; 4 and 5 - primary and secondary vocational education ; 6 - bachelor's degree; 7 - master's degree; 8 and 9 - two stages of postgraduate education). This corresponds to the infrastructure of the education system of the Russian Federation, as defined in the Law "On Education", contributes to ensuring the continuity of all qualifications and gives the ESC of the Russian Federation a national character.

At the end of each level of education, the graduate receives a diploma or certificate of qualification. However, the system of diplomas and certificates does not close the possibility for Russian citizens to

N.P. Galtsova, T.I. Mezentseva, I.A. Shvadlenko. The use of electronic...

opportunities to build other learning trajectories. It is assumed that the development of the ESC of the Russian Federation will be continued for industry level. Thus, specialists in individual industries, taking into account the specifics of the professions included in the industry, will be able to develop their industry qualification systems taking into account the ESC of the Russian Federation, which will clearly define which competencies, the degree of their development can be considered corresponding to a certain level of qualification. It is understood that sufficiently high levels of qualification can be achieved by citizens not only on the basis of the education received, but also on the basis of practical experience, self-development and self-improvement. By the decision of the expert commission, they can be awarded the appropriate qualification. Obviously, this will also require the development legislative framework and new samples of diplomas and certificates corresponding to the individual learning path.

As you can see, the role of the ESC is by no means limited to solving purely departmental tasks of the education system. On the contrary, the development of the RF ESC provides an opportunity for systemic reforms and links with other

areas of national politics. Thus, on the basis of the ESC of the Russian Federation, many tasks of educational policy can be solved in the foreseeable future:

Establishment of national standards of knowledge, skills and broad competencies;

Improving the quality of education and training;

Organization of a system of coordination and comparability of qualifications by establishing links between different qualifications;

Providing a guaranteed opportunity to implement the principle of "lifelong learning" to any citizen of the Russian Federation, including the choice of a learning path and the possibility of moving from one path to another;

Contribute to the investment attractiveness of the education system for social partners;

To ensure the competitiveness and mobility of graduates of different levels of the education system of the Russian Federation in the global labor market;

To serve as the basis for the integration of the Russian Federation into the global educational space.

N.P. Galtsova*, T.I. Mezentseva**, I.A. Shvadlenko*

USE OF ELECTRONIC INFORMATION AND EDUCATIONAL RESOURCES TO SUPPORT SCIENTIFIC RESEARCH OF YOUNG SCIENTISTS

* Tomsk State Pedagogical University

** Tomsk Polytechnic University

One of the main tasks higher education in Russia is the involvement of talented youth in scientific and pedagogical activities, the formation of highly qualified specialists with knowledge foreign languages, as well as every possible assistance in strengthening the departments and scientific laboratories, around which are usually formed scientific schools. Great prospects are opening up for Russian education in expanding the academic mobility of students, graduate students, the teaching corps, the scientific community for the purpose of learning, exchanging experience, establishing intercultural and scientific contacts. These processes, on the one hand, mean the strengthening of relations with other European countries, on the other hand, they allow us to jointly create conditions for the development of both society as a whole and the individual.

In connection with the concept of modernization of Russian education, automation and informatization of higher education, the implementation of the idea of ​​forming a unified information and educational environment is carried out through the creation of conditions for

professional education of students, graduate students, young scientists and advanced training of the teaching staff. Activation and strengthening of these trends contributes to the introduction and application in educational structures new technologies, accompanied by radical changes in teaching methods, in the organization of work of teachers and students, in the methodology of modern education.

In the course of the creation, development and dissemination of innovations in the field of education, a new modern educational system of open, flexible, individualized, creative knowledge, continuous education of a person throughout his life is being formed. Technological innovations contribute to a significant expansion of the multitude of pedagogical methods and techniques that have an impact on the development of the entire pedagogical system as a whole and significantly affect the nature of teaching.

Computer systems and networks have radically changed the way information is accessed and

Currently, the process of developing or implementing national qualifications frameworks (NQF) covers more than 120 countries of the world. When analyzing trends in a given area, one should first of all note the conceptual purpose of the idea. The catalyst for the creation of uniform standards in the field of vocational education was economic processes. Namely, the processes of economic unification, better known as globalization.

The presence of different standards in vocational training makes it difficult for workers to move within the framework of a regional, and even more so transnational market. Consequently, economic development itself also slows down, since the sphere of production does not receive the human resources of a certain qualification it needs in a timely manner and in sufficient quantities. In other words, one economic market requires uniform qualification of the working personnel.

But if the economic standards of the transnational market are being introduced quite quickly, since they are understandable and generally recognized - at least within the regional scale - then the standards in the field of education are more nationally oriented. Cause of less mobility educational sphere regarding the economic is that it is more significantly tied to tradition and national mentality. Thus, the process of unification of the sphere of education at the regional level is long and requires a phased approach 1 .

An example of such a sequence is the experience with the implementation of the European Qualifications Framework (EQF), which is a generalized reference framework that allows European countries to link their national qualifications frameworks to each other. In practice, the EQF appears to us as a kind of tool for translating national qualifications into a format that is simpler and more understandable for the perception of national subjects, erasing national specifics, and hence national boundaries in the field of education and, ultimately, professional qualifications. This simplification helps trainees and workers to move freely within the scope of the EQF: change jobs and educational institutions and gives mobility and flexibility to the educational system as a whole. The search for a language for describing the European qualifications system was carried out within the framework of the Bologna and Copenhagen processes, as well as at the level of national states (for example, Great Britain, Poland and others).

It should be noted that on present stage The EQF does not replace national qualifications systems and is not an automatic mechanism for comparing qualifications with each other. Meanwhile, in the future, as national qualifications frameworks become more and more focused on the EQF due to increased economic integration, the issue of creating a modified, expanded EQF, mandatory for all members of the single European community, will certainly be updated. Consider, for example, the national qualifications frameworks of Russia, Kazakhstan, Poland and the UK, while highlighting their main similarities and differences, comparing the main ways to achieve qualification levels.

The National Qualifications Framework of the Russian Federation is a tool for linking the fields of labor and education and is a generalized description of the qualification levels recognized at the federal level and the main ways to achieve them in the country.

The NQF was developed on the basis of an agreement on cooperation between the Ministry of Education and Science of the Russian Federation and the Russian Union of Industrialists and Entrepreneurs, taking into account the experience of building a European qualifications framework, national frameworks of the countries participating in the Bologna and Copenhagen processes. Subsequently, at the initiative of the coordinating commission formed by the parties to the agreement, the text of the NQF may be amended to reflect the experience of its practical use 2 .

The NQF is an integral part and basis for the development of the national qualifications system of the Russian Federation, which, in addition to it, should include sectoral qualifications frameworks, professional and educational standards, a national system for assessing the results of education and certification, which provides for uniform mechanisms for accumulating and recognizing qualifications for all levels of vocational education at the national and international levels.

Consideration of the draft Kazakhstani qualifications framework shows that they allow citizens of the country to build different learning paths to obtain a specific qualification and/or improve their qualifications. Earlier in the Republic of Kazakhstan, attempts were made to introduce such a level, but they did not have practical success. However, in connection with the accession of Kazakhstan to the Bologna process, it became necessary to use this level of qualification in the country's labor market. It is required to correctly describe this qualification level and give the appropriate name for the qualification: for example, a certificate of incomplete higher education. The social effect of the introduction of the 5th skill level is obvious. Persons with incomplete higher education will not be discriminated against, as they used to be when they had to be content with qualifications of the 3rd (when entering a university after high school) or 4th level (when entering a university after college).

So, the Kazakhstani qualifications framework is a system in which the levels of qualifications and the levels of education achieved at each stage are clearly interconnected. educational process learning outcomes, qualifications obtained and the main ways to achieve qualification levels, that is, possible educational trajectories.

The proposed draft Kazakhstan qualifications framework is in line with the European qualifications framework adopted by the European Parliament and the EU in 2008 3 . A broad discussion, revision and adoption of the draft Kazakhstan qualification framework will increase the recognition of the education system of Kazakhstan in other countries and thereby significantly improve the academic mobility of students and the recognition of their qualifications.

Both Russia and Kazakhstan are interested in the experience of Great Britain in reforming the system of vocational education, the government of which has set a goal by 2020 to raise the country in the world competitiveness ranking from 13th to 8th place. For this, the national idea should be the transition from management by human resourses to the management of human capital, since it is the person - the "owner" of the qualification - that becomes the key factor in the development of the knowledge economy.

According to experts, in a situation of limited access to natural resources and rapidly changing economic conditions, one of the most important conditions for the growth of competitiveness is to increase the efficiency of the system of training and continuous improvement of the skills of the workforce. To solve this problem in the UK at the national level, a system for ensuring the quality of the workforce has been developed, which includes:

• national professional standards (National Occupational Standards);
• a network of councils for the development of sectoral qualifications (Sector Skills Councils);
• vocational education and training programs (for age groups aged 14 and over) that link different levels and types of training;
• a national qualifications framework, consisting of eight levels and describing all possible types of education, as well as ways to obtain vocational training;
• a system for assessing and recognizing the results of previous education;
• network of autonomous colleges and private educational institutions implementing programs vocational training in close cooperation with regional employers' organizations.

In industries where councils have not yet been established, this activity is taken over by special working groups on the development of standards (standards setting bodies). Today, there are 23 such councils in the UK, covering 90 percent of the national economy.

As a rule, the councils create influential associations of employers that enjoy authority in their field and have the opportunity to conduct research and analyze the problems of vocational training, develop and practically implement recommendations for improving the policy in the field of human development of the industry. Practitioners in the field of human resource management, experts from the authorities are actively involved in the work of the councils. government controlled, trade unions, educational institutions. Councils actively interact with governments at the national and regional levels. The recommendations prepared by them are used in the formation of state policy in the field of improving the quality of the workforce.

The qualification regulator (national qualification agencies) establishes the requirements for professional qualifications, accredits the qualifications awarding bodies and monitors their activities, determines the criteria for the national qualifications framework and checks the compliance of the declared qualifications (professional standards) with the requirements of employers.

Bodies for awarding qualifications (there are more than 100 in total) conduct an examination professional qualifications and accreditation of qualifications for the national framework.

The State Commission for Employment and Qualifications is formed with the participation of employers' organizations. It coordinates research, analysis and development of professional standards and qualifications, licenses industry councils for the development of industry qualifications, and makes recommendations to improve employment, skills and productivity.

Particular attention is paid to the evaluation and qualification of the final learning outcomes. The control of these results plays a very important role in the system of ensuring the quality of the labor force, since the level of their financing depends on the quality of educational services provided by educational institutions.

The system of credits (units for assessing the acquired qualifications) allows you to record learning outcomes, which are recorded in special documents, and "accumulate" qualifications. For success in learning (achieving specific results), students are assigned a certain number of credits - as a rule, upon completion of a certain educational block. The growth of qualifications is reflected in the accumulation of credits, since the unified grading system ensures the transfer of credits between qualifications and awarding bodies.

The accumulation and transfer of credits are governed by the rules for combining qualifications. The assigned credits are recognized by all institutions, and the recognition of the institutions themselves is ensured through the accreditation procedure by the qualification regulator, which is a state body.

In order to develop a national qualifications framework, in 2006 the Ministry of Higher Education of Poland created a working group consisting of experts from the Bologna process, representatives of the state commission for accreditation, the main council for higher education, and the parliament of students. In preparing the national qualifications framework, it was taken into account that each level qualification structure should reflect as closely as possible the qualifications that are part of the framework in terms of the amount of work done, the level, quality, outcomes and focus of the training.

In this regard, when preparing the project, special attention was paid to the learning outcomes at one level or another and is aimed at obtaining:

• comprehensive information regarding the competencies of graduates within the boundaries of individual learning paths;
• information regarding the possibility of continuing lifelong learning;
• comparability of learning outcomes (in the domestic and international dimensions);
• defining learning standards for proposed programs based on learning outcomes 4 .

The group, together with interested structures, began work on such issues as professional qualification standards, training standards for doctoral students, new standards for accreditation of educational institutions, new program foundations for general education 5 .

The development of a national qualifications framework in the EU countries will continue for some time, during which, first of all, it will be necessary to make appropriate changes to national laws on higher education, after which the NQF projects will be presented for discussion by the general academic community.

The adoption of national qualifications frameworks will serve as an important means of harmonizing the demand for qualifications of workers from employers on the basis of present and future market requirements. This harmonization will be carried out on the basis of effective mechanisms of legal and institutional interaction between higher education and the labor market. The structure of qualifications and adherence to it in practical activities will make it possible to more fully realize the four main goals of higher education: preparation for the labor market, preparation for life of active citizens of a democratic state and Europe, personal development, development and maintenance of a wide range of foundations of advanced knowledge of a modern high-tech society.

1. Batrova O.F., Blinov V.I., Voloshina I.A., Yesenina E.Yu., Leibovich A.N., Sazonov B.A., Sergeev I.S. National Qualifications Framework of the Russian Federation: Recommendations / M.: Federal Institute for the Development of Education, 2008. - 14 p.
2. Oleinikova O.N. Modular technologies: design and development of educational programs: tutorial/HE. Oleinikov. - M.: Alfa-M, INFRA-M, 2010. - 247 p.
3. Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning. // Official Journal of the European Union. S. 111/5, 05/06/2008.
4. Chmielecka E. Europejskie Ramy Kwalifikacji // Forum academickie, nr 1/2009.
5. Batrova O.F., Blinov V.I., Voloshina I.A., Yesenina E.Yu., Leibovich A.N., Sazonov B.A., Sergeev I.S. National Qualifications Framework of the Russian Federation: Recommendations / M.: Federal Institute for the Development of Education, 2008. - 14 p.

B. BLINOV, Professor Federal Institute for the Development of Education

One of the most serious problems of modern Russian vocational education is the inconsistency between the spheres of labor and education, which indicates a general decline in the quality of training personnel for the labor market. In today's conditions of acute underfunding of Russian education, the most important task is to strengthen the emerging ties between the educational community and employers' communities. The dialogue between education, the sphere of work and society today lays the foundation for the formation of a competitive educational environment that will create a national labor market.

At the same time, it should be borne in mind that Russia, together with other countries participating in the Bologna process, expressed its readiness to implement measures that ensure the quality of education at the institutional, national and European levels, using common criteria and methodologies for this.

The development of systems of qualifications based on competencies, which is being carried out in a number of European countries and in Russia, indicates that a paradigm shift is taking place in education systems, due to general objective reasons, primarily of an economic nature. It was the economic sphere that began to largely determine the assessment of the quality of training of specialists. Russian employers are interested in hiring a highly qualified employee who is able to perform their duties with high quality immediately after graduation.

Participation of employers - necessary condition in the development of federal state educational standards

National Qualifications Framework in the Russian Federation

Comrade (FGOS). The new standards should contain the ideology of interpreting the content of education formed “from the result”: from the characteristics of professional activity to goals - the results of vocational education and then to the choice of appropriate organizational forms, teaching methods. The formation and implementation of the new content of education is facilitated by the competence-based approach to learning, which has become one of the leading innovations in modern system general and vocational education.

Before today the education system and the sphere of labor in Russia existed quite isolated. At the “subconscious level”, almost any citizen of the Russian Federation can say what kind of education a person needs for professional activity of a certain level in a particular workplace. At the same time, the requirements for graduates by levels of education are determined in state educational standards, and there is a system of certificates, certificates and diplomas corresponding to a particular level of education. Meanwhile, we do not have an exact description of the levels of professional activity that their owners are ready for, and the functions of professional standards are performed according to the tradition that has developed in our country, the Unified Tariff and Qualification Directory (ETKS) and the Unified Qualification Directory of Managerial Positions (EKSDR). Russian legislation is focused on these directories.

The level of qualification in them is determined by the tariff category. Tariff scale serves as the basis for organizing the increase

qualifications from grade to grade. However, in modern conditions definition of the level of qualification through the category is outdated. Tariff category does not make it possible to establish differences in the level of qualifications of workers with the same categories in different types of professional activity, does not allow determining the growth of qualifications, is unstable due to changes made to the tariff scales.

In Russia, in 1995, an attempt was made to find a clearer basis for streamlining all types of activities (and their descriptions) and to create their single classifier - the All-Russian classifier of occupations (OKZ). “The classification unit of the OKZ is the type of labor activity (occupation), the basis of which is the qualification ( professional excellence) and professional specialization. In contrast to a profession that implies compulsory professional training, an occupation is understood to mean any type of activity, including one that does not require special training, that brings earnings or income. The classifier consists of 9 enlarged groups

From managers to unskilled workers. When classifying occupations, it was taken into account that a certain level qualifications can be achieved not only by vocational education or special training, but also by experience practical work. An attempt was made to describe the activity using the set professional functions. This OKZ is fundamentally different from ETKS and ESKDR. But the OC also has a number of disadvantages.

The criterion for qualification in the OKZ was still the level of education (professional training) and experience (length of service) of practical work, which in themselves do not determine the level of qualification of an employee. Four levels of qualification are distinguished, but the first level combines basic general and secondary complete education, and the fourth - higher and postgraduate

professional, which inevitably leads to a mixture of different skill levels. In the qualification characteristics of the OKZ, a too long (up to 15-18) list of professional functions is given, which are often not aligned or repeated and can be combined.

On the diagram in general view the mechanism of development of normative-legal support of vocational education that meets modern international requirements is shown. This development involves a counter movement both from the side of labor market representatives (development of professional standards carried out in professional communities) and from the educational sector (development of a classifier of educational programs, a list of areas of training, specialties and professions, State educational standards for vocational education). It is important that at the same time, the National Qualifications Framework of the Russian Federation - the NQF of the Russian Federation - is a single document that acts as a kind of regulator for the development of regulatory support both from the professional and educational spheres.

Thus, in the layouts of the Federal State Educational Standard for primary, secondary and higher vocational education, in the section “Requirements for the results of mastering the main professional educational program”, a subsection is provided that reflects the requirements for general competencies that a graduate must possess and which correspond to the level of qualification. The NQF of the Russian Federation is called upon to act as a direct source of the content of these general competencies. This mechanism allows:

♦ firstly, to harmonize the requirements for general competencies within the same qualification level within the framework of the Federal State Educational Standard for various professions, specialties, areas of training;

♦ secondly, to ensure the continuity of different levels of professional

education within the same direction (one specialty) at the same time with a clear distinction between skill levels. This moment turns out to be especially significant and relevant in a situation where it is required to separate the requirements for the results of bachelor's and master's training in the same direction.

Now in Europe and in Russia there are

processes aimed at streamlining all types of activities (and describing them according to general principles) on the basis of the requirement of responsibility and independence of the employee, which is a criterion in determining his level of qualification. The descriptors of the framework of the European Qualifications Framework characterize the activity as a whole, which is achieved even at the lecture

sic level - through the use of the combination "work or study" (literally - "work or study"). The most accurate and correct translation of the combination "work or study" would be "activity". This word incorporates all types of activities in the fields of physical and mental labor.

The objectives of the development of the European Qualifications Framework (ESQ) - European Qualifications Framework - were set in a joint report of the Council for Education and the European Commission (2004), dedicated to the implementation work program"Education and Training 2010".

In the Maastricht Communiqué (December 14, 2004) on the development priorities of European cooperation in the field of vocational education and training, Ministers of Education from 32 EU countries decided to develop as a matter of priority an open and flexible European Qualifications Framework covering both vocational (primary, secondary and higher) and general secondary education, in order to ensure the recognition and transfer of qualifications.

In the field of higher education, the decision to develop an integrated system of qualifications was taken at the conference of European ministers of education on the development of the Bologna process (Berlin, September 2003). At the Conference of Ministers of Education in Bergen (2005) the document “Principles of the Qualifications Framework for the European Higher Education Area” was adopted, which pointed out the need to ensure the relationship and complementarity between the European Qualifications Framework for Higher Education and the European Qualifications Framework.

The development of the EQS is largely driven by the need to implement a lifelong learning strategy in the light of ongoing technological, economic and demographic changes, as well as the need to remove barriers that exist between countries and

institutions and impeding the effective use of knowledge and competencies of citizens due to the lack of transparency of qualifications.

Over the past three years, European countries have been actively developing national qualifications systems aimed at streamlining the existing diversity of forms of education. The goal of national qualifications systems is to enable multiple learning paths leading to specific qualifications and qualifications, and to define clear procedures for the formal recognition of acquired qualifications.

The main tasks of the ESC:

■ to establish a common frame of reference for learning outcomes and competency levels, for which levels and their descriptions are formulated in a general way, which ensures coverage of the whole variety of qualifications that exist at the level of national systems and industries;

■ become a “translation tool” (key) that makes it possible to compare learning outcomes in various systems;

■ define a common coordinate system for quality assurance and development of education;

■ set a common coordinate system for the structures responsible for the recognition of the results of education and training;

■ choose a common frame of reference for education authorities and educational institutions in terms of comparing the proposed training with training in other countries.

Thus, the ESC is a methodological and conceptual approach aimed at optimizing the reform of education at the national level, where appropriate systems of qualifications should also be developed.

The documents announcing the ESC emphasize that it does not replace national qualifications systems and is not

It is an automatic mechanism for comparing qualifications with each other. The EQF aims to support and change national qualifications systems. Thus, it is expected that the reform of national qualifications frameworks will be strengthened by having a single structure of higher status, recognized by all partners.

It is important to emphasize that Russia is not faced with the task of developing some new national system of qualifications (NQF). The national system of professional qualifications in our country, which had a planned economy in the recent past, has been formed, rigidly set and formalized. In Russia, the following are strictly defined: the conditions for conferring certain qualifications, their hierarchy, documents uniform for the whole country confirming the qualification level, etc.

As part of the international harmonization of educational systems and labor markets, Russia is faced with the task of developing a national qualifications framework (NQF RF), one of the tasks of which is to ensure the conditions for comparability of the NQF RF and the EQF. This does not exclude, but rather presupposes the necessary changes to be made to the system of qualifications of the Russian Federation itself, which has been constantly developing and improving before. The development of the NQF of the Russian Federation will set guidelines for the further development of the national system of qualifications in Russia, ensuring its international harmonization.

A serious problem of modern Russian vocational education is the growing mismatch between the structure and quality of training of workers and specialists and the demand of the labor market. In this regard, the task of conjugating the sphere of labor and education is becoming one of the leading ones. To solve it, special tools are needed to ensure the unity of the requirements for a specialist of different skill levels on the part of employers and on the part of the public.

education. An effective tool designed to promote the process of linking the sphere of work and the sphere of education in the conditions of modern Russia can be the National Qualifications Framework of the Russian Federation associated with the European one, which is being developed within the framework of the Federal Target Program for the Development of Education for 2006-2010.

The development of the National Qualifications Framework for the Russian Federation is updated by the following circumstances:

1) the need to legally formalize the system of qualifications that has historically developed in Russia, taking into account the new socio-political and economic conditions of the country's development as a basis for improving the quality of education and training for the labor market;

2) the need for a tool that provides the interface between the sphere of education and labor as the basis for the standardization of professional activity and education, the methodological and methodological basis for the development of professional and educational standards;

3) the development of integration trends within the framework of the Bologna Process, the completion (2006) of the development of the draft European Qualifications Framework and the beginning of the development by the countries participating in the Bologna Process of national qualifications frameworks associated with it.

So, the RF NQF is normative document designed for:

Unambiguous definition and clear dilution of qualification levels when carrying out procedures for assessing the qualifications and certification of employees, as well as graduates of vocational education institutions;

Formation of a vertical subsystem for the classification and coding of educational programs in All-Russian classifier educational programs (OKOP) and their qualitative assessment from the standpoint of the competence-based approach;

Updates to the content of the unified tariff qualification handbook positions of workers and employees and a qualification directory of positions of managers, specialists and other employees;

Ensuring the unity of methodological (competence-based approach) and methodological (use of a system for describing qualification levels when formulating general and professional competencies) approaches in the development of professional and educational standards;

Determining the goals and results of all levels of vocational education, taking into account the requirements of employers and the needs of the individual;

Establishing the continuity of all levels of the education system of the Russian Federation;

Implementation of the principle of "lifelong learning" by any citizen of the Russian Federation, including the choice of a learning path and the possibility of moving from one path to another;

Ensuring the competitiveness and mobility of graduates of different levels of the education system of the Russian Federation in the global labor market and the integration of the Russian Federation into the world educational space.

The conceptual basis for the development of the National Qualifications Framework of the Russian Federation is a competency-based approach: the description of qualification levels is based on the description of differences in learning outcomes, expressed in the terminology of responsibility, independence and the degree of complexity of the working situation (context).

One of essential functions NRK RF

Ensuring the comparability of national qualifications with the qualification levels of the ESC and through them with the qualification levels of other countries.

The RF NQF is a descriptor-based qualifications framework that is a tool for classifying qualifications according to a set of criteria established to determine the levels of professional attainment.

noah preparation. The NQF of the Russian Federation is interfaced with the OKOP, the classifier of professions, sectoral qualification systems, which should be developed or modernized based on the requirements of the NQF of the Russian Federation.

RF NQF descriptors are formulated in accordance with general principles characteristic of qualifications frameworks in other European countries:

■ continuity of levels and transparency of qualifications;

■ the hierarchy of qualifications (levels) associated with the infrastructure of the RF education system;

■ comparability with ESC.

An important place in the descriptors of the NQF of the Russian Federation

is given to the description of the levels of responsibility and independence. It is the degree of their development that makes it possible to most clearly distinguish various levels competencies. These levels determine the ability to cope with complex, unpredictable situations and changes without outside help.

The key difference between qualifications of different levels is determined by the degree of development of responsibility and independence in the management of learning and the activity itself in more complex situations and contexts.

The complexity of work as a criterion for assessing the level of qualification corresponding to the positions of employees and working professions is filled with various content and includes: the degree of standardization of work, mental effort (for employees), monotony, the severity of work, the level of attention (for working professions). The indicator of responsibility is close to the indicator of the cost of an error and the scale of the forces involved to correct it. But the indicators are not identical, since at a sufficiently high price of an employee’s mistake, his actions can be controlled by the manager, who will be responsible for the final result of professional activity (for example,

measures, for actions nurse the doctor is responsible for monitoring how she fulfills his prescriptions).

Thus, to describe competencies (activities) in the descriptors of the NQF of the Russian Federation, 12 most significant indicators of a person's professional activity were identified. The numbering (order of presentation) of indicators is not of fundamental importance. Logically they can be grouped as follows:

Indicators of independence and responsibility, reflecting the vector of development of professional activity (including mental / physical) and a person (indicators "independence" and "responsibility", "price of error", "complexity of work");

Indicators of motivation and goal-setting as guiding and system-forming factors of any activity (“goal-setting”, “motivation”);

Indicators of the development of cognitive activity ("work with information", "analysis of the results of one's own activity", "knowledge and ability to learn", "ability to teach", "breadth of vision");

Indicator of the development of the communicative component (“business communication”).

The NQF of the Russian Federation is intended to become one of the documents of the new system of legal and regulatory support for conjugation of the spheres of labor and education, focused on the conditions of the market status of the Russian economy and its harmonization with the pan-European labor and educational services markets. Restructuring the professional and qualification structure of personnel training, taking into account the new socio-economic

The economic conditions of Russia demanded a comprehensive revision of the system of documents regulating relations between the state and the economy in the sphere of labor, the protection of citizens' rights, the rights to social insurance and pensions, and related rights. Among these documents are lists of positions of workers and employees, tariff and qualification reference books, new classifiers of the sphere of labor (employment, professions, types of activity).

Thus, the NQF in the Russian Federation can be used for the following purposes:

■ systematization of all qualifications existing on the territory of the Russian Federation, regardless of subject area taking into account both formal and non-formal education, advanced training, self-improvement of the employee and his practical experience;

■ methodological and methodological basis for the standardization of professional activities and education, and therefore,

■ ensuring the quality of education and training.

The NQF of the Russian Federation is one of the key elements of the innovative system of standardization in Russian vocational education and includes a systematic description of the differences in qualifications depending on their level and professional orientation. Descriptions of the requirements for knowledge, skills and competencies of graduates of the vocational education system are the conceptual basis of the developed Federal State Educational Standards. The task of the NQF of the Russian Federation is to ensure systemic contingency and continuity of the Federal State Educational Standards at all levels of vocational education.