Keyword: «graduate»

In this article we are talking about the problems of professional training in a rural school, its relevance, specificity, forms and methods of its implementation. The practical experience of the profile class MKOU "Manchazhskaya School", which social partners are USAU (Ural State Agrarian University) and "Agrofirm Manchazhskaya”, presents.

In the article the authors consider the current state of the system of higher education and the prospects for its development, the expectations of graduates of higher education institutions are presented by business representatives, the directions of shaping the image of the university of the future are revealed. In addition, the authors examined the directions of interaction of universities with interested structures in providing the economy with qualified personnel. A special place is given by the authors to justify the mechanism for financing the proposed measures.

Some years ago, vocational orientation had less success. Every educational institution worked much for it and wasted a lot of time to inform future students about professional choice. Nowadays internet and gadgets give a great possibility in getting information about educational institutions. Thus, vocational orientation is more effective in our time.

The presented article is devoted to the urgent problem of socio-ecological education in the system of higher pedagogical education from the viewpoint of its content and determination of educational results. The process of socio-ecological education is focused on the formation of a system of competences in a university graduate, allowing him/her to solve professional problems not only with a clear subject orientation, but also those that are associated with universal characteristics, in particular, in social and environmental spheres. The purpose of the article is to justify the component structure and the essence of such an integrative characteristic of a pedagogical university graduate as socio-ecological competence. The degree of scientific elaboration of the problem of socio-ecological competence formation among university graduates allows us to define it as a certain integrative characteristic based on a value-ideological foundation. A graduate who has gained socio-ecological competence is characterized by systemic knowledge, formed philosophical and professional ideas, as well as a subjective position regarding the solution of problems related to environmental protection and the responsibility for the consequences of personal decisions. The works of O.S. Anisimov, D.S. Ermakov, S.V. Alekseev, T.A. Oreshkina, S.N. Glazachev, A.I. Subetto, O.A. Nechaeva, O.E. Perfilova, E.N. Chekanushkina, E.G. Sharonova and other scientists allow us to define the structure of the socio-ecological competence of the future teacher from the standpoint of systematicity and integration, where each of the selected components cannot exist without relation with others. The difference in the verbal designation of the components does not prevent the allocation of their meaningful commonality in the form of a combination of motivational, value, cognitive, practical components. The theoretical significance of the article lies in the generalization and analysis of the current views of foreign and domestic scientists regarding the content of social and environmental competence. The scientific value of the article is in substantiating the author’s view on the problem of determining the essence of the component content of the social and environmental competence of a university graduate in the form of motivational-value, cognitive, orienting-reflexive and activity components from the standpoint of axiological, competency-based and interdisciplinary approaches.

The article describes the experience of implementing the curator’s project «Graduates of the preschool department – young personnel in the uluses of Yakutia». The relevance of the project is due to the high demand for specialists in kindergartens, on the one hand, and the low motivation of graduates of pedagogical colleges to find employment in their specialty. To solve the problem, the author proposes a developed project, which provides for an analysis of vacancies and diagnostics of students’ motivation for teaching activities at the first stage of work. Supervisory hours that include students’ research activities, familiarization with regulatory documents, and meetings with young professionals working in kindergartens. The article also summarizes the results of the project, containing figures on the employment of graduates with whom the project was implemented.