Marina R. Ilakavichys

The socio-economic conditions of post-industrial society determine the instability of the labor market, which affects the growing demand for short-term vocational training. Similar programs are implemented by formal education organizations in areas suffering from personnel hunger. These include professions of high social significance – paramedical personnel, ordinary and junior commanding officers of internal affairs bodies, etc. The problem of designing vocational training for such individuals is the need for scientifically based optimization of the learning process in accordance with the idea expressed by Yu.K. Babansky, that is, achieving the maximum possible learning results in the field of knowledge, skills and values of the profession while spending the necessary and sufficient resources. The purpose of this article is to describe a variant of its solution based on humanitarian-anthropological methodology. The author analyzed the theory and practice of designing short-term vocational training in Russia and abroad, and identified the main trends in their development. The chosen methodology makes it possible to determine the main way to optimize the short-term educational process using the example of training persons first recruited to serve in the internal affairs bodies of the Russian Federation. It implements the idea of an event-based topic as a syncretic construct of educational content, which combines the knowledge and emotional-value components of information new to students. Eventfulness reduces the time of its assimilation due to the emergence of impressions from culturally consistent norms of professional activity, their comprehension on the basis of existing experience and self-determination. The sequence of stages of designing short-term vocational training is presented. The diagnostic stage is aimed at collecting and analyzing data that is significant for the teaching staff to formulate ideas about both the collective and individual subjects of future educational interaction. The stage of structuring the content of education involves the creation of event supports – authentic service situations of choosing actions based on the values of the profession. At the third stage, specific methods and forms of presenting event supports are selected. Selection criteria: dialogicity, reflexive potential. The final stage involves the creation of a final educational product (mini-text, diagram, algorithm, action formula on the topic of the lesson), which will serve as a support for updating new knowledge. The difficulties of implementing the proposed design option include the presence of andragogical competence. The prospect of the study is to identify ways to optimize vocational training on other methodological grounds, using other methods of transforming content, mechanisms for combining them with andragogical didactic methods.

This article describes the general cultural practices of informal education for multi-age communities as a significant resource to bridge the gap of cultural continuity and building social understanding in contemporary Russian society.