научная статья по теме The problem of development of the qualification framework and professional standards in the integrative environment (by the example of computer science and education) Биология

Текст научной статьи на тему «The problem of development of the qualification framework and professional standards in the integrative environment (by the example of computer science and education)»

DOI: 10.12731/wsd-2014-9-6 UDC 37:316.3/.4

the problem of development

of the qualification framework and professional standards in the integrative environment (by the example of computer science and education)

ovchinnikova I.G., Kurzaeva L.v., chichilanova s.A.

The article describes the significant methodological aspects ofprofessional standards for integrative media.The author suggests an approach based on the use of the framework of qualifications. Derived from the project experience, according to the authors, may be useful in similar research, as well as part of work to improve the national qualifications system of Russia.

Keywords: professional education, сompetence-based approach, labor market requirements, qualifications framework, professional standard.

к вопросу о разработке рамки квалификаций и профессиональных стандартов в интегративных средах (на примере информатики и образования)

овчинникова и.г., Курзаева л.в., Чичиланова с.А.

В статье раскрываются существенные методические аспекты профессиональных стандартов для интегратив-ных сред. Предлагается подход, основанный на использовании рамки квалификаций. Полученный в ходе реализации проекта опыт, по мнению авторов, может быть полезен при проведении аналогичных исследований, а также в рамках работ по совершенствованию национальной системы квалификаций РФ.

Ключевые слова: профессиональное образование, ком-петентностный подход, требования рынка труда, рамка квалификаций, профессиональный стандарт.

Publication is made in the framework of the project supported by the Russian Fund of Basic Research № 12-06-00067 «Adaptive quality management of professional education based on competence approach». Monitoring results of centralized tests in computer science over the past few years shows that the level of training of school leavers on the subject exacerbates the need of solving the problem of correlating the teacher's qualifications of computer science (for vocational education - teachers of subjects related to computer science) and the requirements of providing for educational process at different levels of general and vocational education. The tool for determining the teacher's qualifications, including computer science, can be professional standards.

From the standpoint of the Research Center of professional education problems any professional standard, including teachers of computer science, is a multifunctional regulatory document, which sets within a particular field of professional activity:

• requirements for the content and quality of work;

• requirements for the conditions of work;

• employees' skill level;

• requirements for vocational education and training required to the necessary qualification.

Professional Standard specifies requirements for that people must know and be able to do in a particular field of labor activity. It is composed of structural units, each of which refers to a specific qualification level and contains a description of:

• the necessary knowledge and skills;

• the level of responsibility and independency;

• the level of difficulty of labor function. The suggested technique by the Center provides formalized description of the requirements for workers' activity.

With reference to the sphere of education principles of standards are the following:

• consideration of the features of modern society, the educational environment and changes in the teachers' organization of work, their organizational culture, placing new demands on them;

• consideration of international tendencies in the development of professional standards in terms of the competence-based approach;

• measure ability of the requirements specified in the standard and the criteria for the definition of these requirements;

• indicating functions in the areas of educational activities and subjects in the standards;

• consideration of the best practices, i.e. experience of successful establishments and organizations.

Different approaches can be used to create professional standards. However, in our opinion, the most reasonable approach is based on the use of the qualification framework.

Qualification framework is a tool of developing and classifying qualifications according to a set of criteria established to determine the levels of education. This set of criteria may be either laid in the content of descriptors of qualifications or described separately as a list of level descriptors.

Within the project of the Tempus 2008 C-QUO «Development of Qualification Framework for Higher Education in the Urals Region» [1] on the competence-based approach a special tool was developed that can be used to create professional standards, including educational environment and taking into account regional requirements. The developed qualification framework is based on the standard model of interaction of the education system and labor market, historically made in the industrial region. Therefore, research work was carried out in several directions simultaneously.

The process of creation of qualification framework required to define a system of descriptors and levels.

Descriptors are description, which contain information about requirements or conditions necessary to present at each level of qualification. The basis for the development of descriptors (indicators) has become the results of the international project TUNING and regulations establishing requirements to work at the federal (national), branch and corporate level (the level of individual enterprises and organizations).

In the process of making the project a special survey was carried out into the views of leaders and representatives of professional educational establishments of different levels and different types of enterprises in regard to the requirements as to the results of education (knowledge, skills and competencies of graduates), and to the labor of workers with different qualifications in the field of labor.

There are results of survey in 149 professional educational establishments in Chelyabinsk region: 61 primary professional establishments; 56 secondary professional establishments; 32 higher professional establishments. In education, the approach used to describe the requirements to the results of education is similar to the methodology adopted in the European practice, oriented in competences. Taking into account such an approach the state educational standards of the third generation and federal requirements have been elaborated. At the same time, employers, defying labor requirements, do not use the methodology adopted in teaching approaches, they use regulating documents in the sphere of production.

Necessity to analyze employers' requirements for workers and to make up regional vocation qualification framework for the labor sphere is explained with the help of different approaches in the Russian Federation to the creation of requirements for the results of training and graduates of educational establishments (EE), on the one hand and, for employees of enterprises and organizations in labor sphere on the other hand.

So, in the Russian Federation the requirements for educational results and graduates of educational establishments are defined on the basis of the state educational standards (SED), and the requirements

for workers are based on labor regulations and professional standards. This often leads to a mismatch between knowledge, abilities and competences of the requirements to graduates and expectations of the labor market (Fig. 1).

Fig. 1. Defining of the requirements for graduates of educational establishments and workers in the sphere of labor in Russia

Understanding this contradiction at the initial stage of the research made it possible to solve it and to create a suitable qualification framework for the requirements in the educational sphere and the labor marThe descriptors in qualification framework characterize the results of educational process with the help of knowledge, abilities and competences.

Knowledge is the result of the process of cognition of reality, which reflects in the person's consciousness in the form of ideas, concepts, opinions, theories, laws, etc. Knowledge is necessary for solving some educational, professional, scientific and other tasks.

Within the qualification framework knowledge is divided into basic knowledge in various fields and professional knowledge.

Basic knowledge in various fields is declarative and procedural knowledge in relation to the scientific world picture. Such knowledge can be obtained empirically with the help of practical training and professional experience during the process of studying.

Professional knowledge is necessary to work on the position at the enterprise and to perform job functions. This knowledge is mainly procedural.

The description of the results of education is made according to the descriptors and is based on the criteria, which are breadth and type (Fig. 2).

The system of descriptors

l< no wie dig©

Basic knowledge Professional knowledge

BREADTH TYPE

Fig. 2. Representation of knowledge in the qualification framework

Breadth characterizes coverage of available ideas (declarative aspect).

The type defines the nature and the level of knowledge (procedural aspect). Abilities are the person's way of performing actions, provided with a set of acquired knowledge. Ability is expressed in the capability to consciously apply one's knowledge in practice.

Within the qualification framework the results of education are described with the help of the descriptor «generalized abilities». Generalized abilities characterize the results of education in terms of two aspects: projective-activity and information-analytical.

The projective-activity aspect determines the ability from the point of view of mastered methods of goal setting, problem statement, organization and planning.

Information-analytical aspect determines the ability from the point of view of the mastered techniques of search, selection,

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