Keyword: «additional professional education»

Modern realities of market relations require the introduction and active implementation of marketing principles and mechanisms. Educational services in the field of additional professional education at the present stage is not an exception. In the context of modern educational reforms, educational institutions should offer their services on the basis of marketing principles. The author of this paper conducted an analysis of existing marketing activities in the market of additional professional education, and suggest ways to improve their efficiency in order to increase the competitive market advantages of educational institutions.

The market of educational services in the sphere of additional professional education is actively saturated in the context of solving the problems of developing new programs, approaches, models and forms for the organization of the advanced training process that ensures meeting of teachers' needs and the initiation of various types of their activity in solving educational problems, implementing methodological techniques, joining the research and innovation work. However, the demand and preferences of the proposed training forms for teachers due to the development tendencies of this market remain unexplored, which causes the urgency of the research and its purposes: 1) to determine the forms of advanced professional training and qualification improvement preferred by teachers «as it is»; 2) to reveal the dynamics of the preferred advanced training forms for teachers. During the research, methods of sociological survey (questionnaire), analysis of empirical data and documents were used. The authors considered the changes in the forms of advanced professional training programs implementation in the history of the Krasnoyarsk Regional Institute of Teachers’ Advanced Professional Training. The study of additional professional education forms preferred by teachers of the Krasnoyarsk region («as it is») is presented. The research results reflect the empirical data analysis of teachers’ questionnaires who live in different territories of the Krasnoyarsk region, and have different pedagogical experience. The authors determined the preferences of groups of teachers differing in the subjects taught, the territory of residence (village / city), work experience: teachers teaching the humanities, prefer to improve their qualification using distance technologies more often than teachers of the natural-science cycle disciplines, as well as teachers of urban schools in comparison with teachers living in rural areas; teachers, who work less than 16 years, also prefer the same format as compared with more experienced teachers. Based on the results of the documents analysis, the researchers show the dynamics of selection and participation of teachers in the implementation of extra-mural programs for advanced training using distance technologies, previously claimed as preferred forms for additional professional education. They note an increase in the number of teachers who improve their qualifications using distance technologies over the past three years. However, the level of teachers’ participation (both students in the institute of advanced training, and tutors) in such programs, despite the gradual growth, is not high enough yet. The results described in the article are addressed to researchers of additional professional education for pedagogical staff who are interested in developing scientifically based strategies for improving teachers' qualifications and in rapid response of regional systems to the current changes in education. The materials presented in the article provide an opportunity to compare in historical dynamics the involvement of teachers in various regions of Russia in various forms of qualification improvement process, including distance technologies; allow to predict optimistically an increase in the level of teachers' participation in the professional development programs using distance educational technologies.

The article considers topical issues of operation and development of the system of additional vocational education, as an element of continuous vocational education, in ensuring breakthrough social and economic development of the country in modern conditions. The main problems and contradictions that impede the development of the DPO system in the context of the constant modernization of the education system and significant changes in the labour market demand for a competitive labour force have been analyzed and highlighted.

The article deals with the actual issues of supplementary vocational education system functioning, and the processes of its development are analyzed. In the modern conditions the continuous vocational education is recognized to be the main element of the educational process and provides the social-economic development of the country, in the context of forming the qualified work potential. The analysis of statistical data considered the priority areas of development of the system of additional vocational education and the main possible consumers of this sector of services, as well as the age distribution of potential consumers. The main problems and contradictions hindering the development of VET system under the conditions of constantly modernizing education system and significant changes in the labor market demands for a competitive workforce were analyzed and highlighted. The considered assessment of the consumption sphere will provide the purposeful and demanded approach to the program complex. The received conclusions, will allow to reveal the shortcomings on which elimination it is necessary to work and to define advantages which development is capable to provide economic development of the given direction. The results obtained in the study can be used in the development of strategic and program documents, as well as in the formation of measures and directions of development of the sphere of education, in particular the system of additional professional education.

The relevance of the study on the topic of retraining and advanced training of teachers is due to the need for lifelong education to adapt to rapidly changing conditions. There is a need to improve the system of further professional education for teachers of foreign languages because of the rapid development of science, technology and the growing role of a foreign language as a means of intercultural communication and transferring of professional information in the modern world of globalization, integration and digitalization. Teachers of foreign languages working in a higher professional school must periodically undergo retraining or advanced training in accordance with the need to meet the current requirements of the methodology of foreign languages teaching and have information on the students’ specialization. The purpose of the article is to identify the needs of the system of retraining and advanced training of foreign languages teachers of the military higher school and present practical recommendations to novice teachers of a higher military school to overcome the difficulties of adaptation. Scientific methods of analyzing the literature on the problem of research, extrapolation of pedagogical experience and expert survey were used. Both domestic and foreign researchers recognize the need to modernize the system of additional professional education, develop professional autonomy of teachers, preserve the continuity of classical ideas of the methodology of foreign languages teaching and introduce innovative technologies into teaching practice, primarily information and communication ones. The survey, in which 45 foreign languages teachers of military higher school took part, showed the need for language courses for special purposes for teachers of higher education, and demonstrated that universities differently solve the problem of adapting new teachers to the educational environment of a specialized non-linguistic university. Adaptation options are offered such as mentoring, a novice teacher's school, additional training and retraining courses, and independent adaptation. Recommendations are given on the organization of advanced training courses for teachers of foreign languages in the higher military school. It is preferable to include the relevant topics into the content of the courses, such as the basics of military affairs, language for special purposes. It is recommended to take into account the strict regulation of educational activities in military higher school; involve mentors, training specialists; organize attending the classes of leading teachers.