Keyword: «basic educational program»

The article debated the question of ways and means of evaluating the quality of student learning outcomes in the implementation of competence-based approach in accordance with the requirements of the federal state educational stan-dards. Proposed forms and methods of estimation, allowing to correlate competences of and methods of assessment.

The article analyzes the projects of the State educational standards of pre-school education and primary general education with a view to implementing the requirements of general pedagogical principles of an integral pedagogical process. Analyzing the projects of the State educational Standards, we can talk about a sufficiently high degree of reflection in them of the requirements of general pedagogical principles of an integral pedagogical process, but at the same time there are remarks and recommendations that we consider expedient to take into account when making corrections to projects.

The relevance of the research is due to the need to develop the modern content of higher professional education of teaching staff, taking into account the practice-centered principle. Specialists working with families with children should have appropriate professional knowledge and skills related to the ability and readiness to provide pedagogical and psychological support to children and their families with risks of desocialization and maladaptation, as well as those in need of social services. The main reason for the emergence of such a need is usually associated with a violation of the process of personal social development, which is due to the improper implementation of the leading activity, personal losses, violation of attachment, parental alienation. The article presents the characteristics of the results of domestic and foreign studies of social development and social learning models: a model of human development (child, adult), a model of psychological and pedagogical work with a loss, attachment theory, theory of social learning. The purpose of the article is to theoretically and empirically substantiate the significance of the content core of the «Model of social development and social learning» in the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education». Analyzing the problem of studying models of social development and social learning in the content of the main educational programs of higher pedagogical education, we relied on the following scientific approaches in our study: personal, socio-cultural, salutogenic and competence-based. The main results of the study are related to the characteristics of the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education» in the context of the content core of the «Model of social development and social learning». The theoretical significance of the research lies in the fact that the results can be used in the development of the content of the main educational programs at the bachelor's (master's) level for the professional training of specialists working with socially vulnerable categories in the social sphere. Practical significance - the solution of the scientific problem to develop the content of higher professional education of teaching staff through the substantiation and introduction of modern practice-oriented content of the basic educational program for training specialists in the social sphere at the level of bachelor's degree studies. The article presents the characteristics of the experience of implementing the basic educational program for the bachelor's degree level, training area 44.03.02 - psychological and pedagogical education, «Family education» profile at the Institute of Pedagogy and Psychology of the Moscow State Pedagogical University.

The relevance of the study of the issues of training specialists in economics for industrial enterprises of the Russian Federation is due to the need for these enterprises to solve tasks set by the country's leadership: computerization, sustainable development, import substitution, technological independence of Russia, and V. V. Putin's proposal to "return to the traditional basic training of specialists with higher education", combining the best of the Soviet system and experience the last decades. The purpose of this article is to study the peculiarities of the training of specialists in economics with higher education for domestic industrial enterprises in the Soviet and post-Soviet periods, to identify existing problems and identify opportunities for their solution in the conditions of the course of changes in higher education set by the President of the Russian Federation and guidelines for the development of Russian industry. In the course of the research, the following methods were used: analysis, synthesis, generalization, systematization, comparison. The results of studying the problems of training specialists in economics for industrial enterprises of the Russian Federation at the present stage of the country's development demonstrated the washing out of the curricula of technical and technological disciplines, which were mandatory in the Soviet period, and industry specifics was practically eliminated. The solution to this problem is possible both through the introduction of a specialty with the assignment of the qualification "engineer-economist", and the development of specialized, tailored to the needs of specific enterprises and/or industries, the main educational master's degree programs for graduates of engineering specialties with focus on economic disciplines. Following the traditional model of economist training, when a student studies a sequence of courses predetermined by the university, or providing the student with a choice of the disciplines studied should depend on its infrastructural, material, financial status, and the level of academic staff qualification. Universities with limited resources have two ways – refusal of training in interdisciplinary specialties, which include "engineer-economist", or networking with other universities in the training of future economists for industrial enterprises. The theoretical significance of the article consists in the systematization of existing research works on the training of specialists in economics with higher education for industrial enterprises of the Russian Federation; its practical significance lies in the applicability of the conclusions formulated in the development of educational standards for economists, including engineers, economists, managers, and in the justification of the content of the main educational programs and the choice of educational models training by universities.