Keyword: «continuing education»

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 article is devoted to the problem of using social networks as an educational resource as an auxiliary tool for teaching and upbringing. Social networks as the most powerful resource of the educational process have a complex structure and huge opportunities in the field of training and education of the younger generation in the system of continuing education.

The rapid development of new technologies, increase in standard of living and life expectancy, the accelerated transformation of demanded skills in the labor market require a person to acquire new competences, knowledge and skills by means of life-long education. The relevance of the presented research is determined by the need for continuous education of an adult at all stages of his/her development (school – secondary vocational education – university – profession/specialty). The purpose of this article is to describe the system of continuous professional pedagogical education aimed at improving the quality of education received by a person throughout life. Systemic, competence-based and activity-based approaches were used to examine the stated problem. The authors analyzed such categories as “continuous education”, “lifelong education”, “mobility and flexibility of the lifelong education system”. The scientific novelty of the research is determined by the development and implementation of the conceptual framework for the stepwise model “Lifelong Learning” as a platform for continuous teacher education in the south of the Tyumen region. Lifelong learning also helps to improve the general culture of the population, increase labor productivity, and adapt to rapidly changing conditions both in life and at work. The theoretical significance of the study lies in the study of scientific and methodological materials on the research topic in order to determine the relevance of the chosen topic and the prospects for the implementation of continuous professional education, taking into account regional requests for the quality of teacher training for the modern education system. The practical significance of the study lies in the development of a step-by-step model of continuous pedagogical education “Lifelong Learning”, which includes three stages of target guidelines that make it possible to form a stable motivation in a person for the chosen profession, master in it and develop the ability to become a mentor for younger generations. The need to create a modern, mobile and flexible system of continuous professional pedagogical education has been proven, the purpose of which is to improve the quality of education received by a person at all levels, throughout life, thereby preparing him/her for study, career, and life. Each stage of continuing education has its own completeness: the requirements of educational standards are determined for it - the target setting, the content of training, the main methods of teaching, forms of organizing the educational process, conditions and means of implementation. The determining principle is the continuity of professional educational programs at all levels: from initial training, including career guidance, to post-graduate education. The university is a platform for implementing the model of continuous pedagogical education. Participants in this system view it as a guarantee of their competitiveness in the labor market, so they continue to further develop themselves. The research materials and its results can be used to improve educational and methodological support for the learning process of students of teachers’ training institutions in the system of continuing education.

The relevance of the study of the prerequisites and historical conditions for the development of non-formal education in Russia is due to the fact that the system of non-formal education at the present stage has acquired a number of key features that have marked its formation as an independent social institution. In this regard, a historical excursus allows us to identify the periodization, its boundaries and the content of the changes that led to the formation of the informal sector features at the present stage. The author makes the analysis of scientific publications of modern foreign authors who viewed it through the prism of: 1) development of the informal sector as a means of overcoming backwardness in the "third world" countries and eliminating illiteracy; 2) informal education as a means of greater individualization and personal orientation of learning, increasing the level of professional competence and skills of people who already have a high level obtained in the formal system; 3) informal education, supported by the formal sector management system, to increase access to education in remote areas and rural areas. The purpose of the study was to substantiate and define the boundaries of the development stages for non-formal education in Russia. For this purpose, the author applies the methods of theoretical research: analysis, synthesis, idealization, ascent from abstract to concrete, which allows us to specify the object of research and describe the totality of its properties and characteristics; the method of idealization to simplify complex systems of interaction in pedagogy; formalization to represent the described object in a sign-conditional form; historical method for identifying historical facts and mental recreating the historical process that reveals the logic of the parallel development of formal and non-formal education systems in Russia. The main result of the study was a substantiated definition of development periods for informal education: Stage I – 899-1237 (IX-XIII centuries), stage II – 1237-1682 (XIII-XVII centuries), stage III – 1682-1825. (the last quarter of the XVII – the first quarter of the XIX century), stage IV – 1826-1900. (the first quarter of the XIX century – the beginning of the XX century), stage V – 1900-1917. (the beginning of the XX century), stage VI – 1917-1991. The theoretical and applied perspective significance of the research results lies in the fact that it allows us to clarify and concretize the content of the stage VII – the development of non-formal education practices at the present time, defining its institutional characteristics and prerequisites for the design of the content.

The relevance of the research presented by the authors of the article is determined by the need to solve the problem of quality control concerning additional professional programs implemented in the field of pedagogical education (hereinafter – APP). The solution to this problem was undertaken in 2023 in the Perm Region within the framework of the regional segment of the Unified Federal Support System for Teaching Staff and management personnel. The aim of the research is to substantiate the evaluation of the delayed results of the teachers’ training course within the framework of external quality control of the implemented additional professional programs. When writing the article, an analytical review of the literature with the results of research by domestic and foreign scientists was conducted, which helped the authors clarify the concepts of «quality of APP» and «delayed result». To test the materials for evaluating the delayed result of the teachers’ training course on the topic «Implementation of the requirements of the updated Federal State Educational Standards in the work of a teacher», the authors used the method of questioning 237 course students with 2 blocks of tasks: «knowledge» and «application». Primary school teachers with different qualification categories, experience and place of work («rural area»; «small», «medium» and «big» city) participated in the diagnosis. The quality of the diagnostic tasks performed by the students of the courses was 71%. Based on the results obtained, a conclusion was made about the acceptable quality of the implemented APP and recommendations for correcting its content were formulated, for example: the inclusion of practical exercises on the design of educational tasks for the development of universal learning actions among students in the content of the program; practical work on the analysis and establishment of the type of educational tasks for the formation of functional literacy of a primary school student, followed by the development of such tasks on the basis of textbooks for primary schools. The theoretical significance of the research work lies in the analysis of the essence of the phenomenon of «delayed result» of teachers’ training course in the context of their professional competences evaluation in accordance with the requirements of the Professional Standard «Teacher» (General pedagogical function. Training (code A/01.6)). The practical significance of the study lies in the possibility of applying the results of the research by specialists of the system of additional professional education (hereinafter referred to as APE) to develop monitoring of the quality of training in implemented APP with the inclusion of a procedure for evaluating the «delayed results» of students. The implementation of the results of this research can be used by the APE system in order to improve the APP and the forms in which they are implemented.