Systems and concepts of vocational education. Advances in modern natural science

Output data of the collection:

CONCEPTS NSROFESSIONAL ABOUTRANATIONS AND MODELS PREPARATIONS MANAGEMENT KADROV

Ivanenko I.A.

Cand. NSend sciences, assistant professor SGPA, G. Sterlitamak

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Many Russian researchers have contributed to the development of the theory of professionalization of managerial labor. Research and validation of a system of baseline standards for management is also ongoing. Analysis of the research data showed that some of them are based on engineering standards, others on established characteristics and traditions, and others on quality standards. Most of the developed standards are of a recommendatory nature.

The very same process of standardization consolidated the conceptual apparatus of management and made it possible to determine the documents that are necessary in professional management activities. Thus, management activity has received formalization, which made it possible to more clearly identify the norms of activity and create qualification characteristics of work for this sphere of work.

In analytical studies of the nature and specifics of management activities, in addition to standard classifiers, other methods of analyzing management activities are also used:

Microanalysis. To analyze an activity means to describe what, if possible, smaller, fractional operations it consists of and how they are organized in time ("terbligs"). Another option for microanalysis of management activities is time analysis.

Empirical analysis of management activities. The approach is aimed at identifying and describing large blocks, components of activities. The larger scale of the analysis makes it possible to establish meaningful components of activity filled with a specific managerial meaning.

Structural and morphological analysis of activity. Action as the main component of activity is distinguished on the basis of the presence of two main properties: 1) action is a component of activity that has an independent and necessarily conscious goal; 2) the goal of the action must necessarily not coincide with the goal of all the activity.

Role-based approach to the analysis of management activities. The activity of a leader is the fulfillment of a system of certain social roles. To study the activities of a leader means to identify and characterize the managerial roles that he performs.

Dimensional approach. It involves the analysis of management activities based on specific functional units - measurements of managerial behavior ("dimension") - in particular, ("attention to discipline", "problem solving", "representation", "conflict management", etc. - about 20 "dimensions").

Normative approach. The procedure includes two main stages. The first stage analyzes the content of the "normatively approved way of activity" in terms of the main job responsibilities enshrined in it and the requirements for their implementation. At the second stage, the individual way of the leader's activity is analyzed, as well as the discrepancies between the normative and individual ways are identified and interpreted. The results of the two steps are then summarized.

Functional analysis of management activities. Fixes the main thing in the activity - the presence of some constant, invariant system of functions. They constitute the essence and specifics of activity as a whole - as a type of labor activity, regardless of specific varieties. This approach not only does not contradict all the others, but allows them to be integrated into a holistic methodology for studying management activities.

Each of these approaches influences the development of models of managerial work, each of them influences the training programs for managers. An analysis of the works of domestic and foreign authors on these problems allows us to highlight the models of training managers in different countries, trends in the transformation of managerial education.

Until now, researchers have identified three types of macromodels for training managers:

1. “Traditional” (European continental) model, which is called “qualified leader”. It is based on a clear division of higher professional education in engineering, economics, humanities at universities, polytechnics and other institutions, on the one hand, and training in business and management in the system of additional (postgraduate) education, on the other.

2. The "new" (American) model called the "professional manager" is based on the creation of business schools as the main centers of education and research in business and management. Students after secondary school and people with higher education in any specialty who already have practical work experience study in them on different programs. Within the framework of this model, the respective training centers also carry out a variety of training programs for managers, regardless of whether they graduated from business school or not.

The "traditional" model is used by Austria, Belgium, Germany, Finland and some other countries. It is also used in Japan (with its own "in-house" specificity).

The "new" model, apart from the United States of America, is used in the UK, Denmark, Norway, Cyprus and other countries.

3. Most European countries (Spain, Italy, Netherlands, France, etc.) use a "mixed" model, in which there are traditional and new sectors of business education, and, accordingly, educational institutions of different types (universities, business schools, training institutes etc.) .

In Russia, programs of higher professional education in the specialty "Management" in state universities and training institutes, since the middle of the last century, have been predominantly sectoral for the formation and renewal of knowledge and skills of already working managers and specialists. The post-perestroika period was characterized by the growth of new specialized, including non-state, educational institutions in the field of business and management. In the Russian legislation of recent years, in fact, the institutionalization of the "mixed" model has already taken place.

The content of the training programs for managers in all three models is varied. Management science is characterized by theoretical and methodological pluralism, which manifests itself in a variety of approaches, schools and models that exist within the framework of special subject scientific theories. These approaches, schools and models in different ways (and sometimes from opposite positions) explain various aspects of the life of organizations, the functioning and development of controlled structures, and the laws of management itself. The peculiarity of management theory affects the diversity of the content of training courses in the preparation of management personnel. Even the emergence of different qualifications and specializations in the training programs for managers bear a different name, which is associated not so much with the specifics of the professional activities of management personnel, but with theories of role functions in management.

In the international practice of vocational education, these are programs for the preparation of professional leaders or heads of organizations. In the reality of managerial work, the boundaries between these roles are not so obvious. In many organizations and institutions, one can observe cases of universal managerial professionalization, when the entire repertoire of roles is performed by one person.

Even if we turn to the state requirements in Russia for the training of highly qualified managers in the Master of Business Administration (MBA) program, we will note that the objectives of the program involve preparation for performing all of the above functions.

If we turn to the standards of the "Organization Management" program in higher education systems, then the allocated functions and the roles of the future activities of the graduate of the program will also relate to the role of the administrator.

Therefore, despite the fact that training programs for professional management activities are diverse, in terms of education level, structure and content of theoretical knowledge, the set of competencies in them may be similar.

The multilevel competencies in managerial education were worked out within the framework of the Eurotuning project, where the issues of coordinating business programs at various levels were considered. In this case, we mean the programs "Business Administration", "Management".

It was determined that there are similarities in educational institutions regarding the goals, content and views on competencies of subject specificities in the programs of the first cycle, and in the programs of the second cycle there are still many disagreements. The third cycles of business programs have not yet been formally addressed due to their wide variety. The content of programs in this field of education is guided by the characteristics of the work and goals of business organizations (private or public), which can be described on the basis of many different positions.

In general, the professionalization of management activity has its own specifics in practical and scientific terms. The study of management activities and the determination of its qualification characteristics is possible by functions, subject of management, role positions and types of problems to be solved. In this regard, training programs for managers differ in their content and levels of training, but the difference in the nature and levels of competencies is less visible.

List literature:

1.World Bank. National Training Foundation. Human Resources Monitoring Center of the Academy of National Economy. Moscow 2006. Lifelong learning in a new economy (Series "Topical issues of education development") - M .: "Aleks", 2006. - 264 p.

2. International legal acts and documents on the development of European integration in education and research: European educational space: from the Lisbon Recognition Convention to the Bologna Process ". / Under the editorship of GA Lukichev - M .: Gothic, 2004. - 384c.

3. Oleinikova O. N., Muravyova A. A. The system of qualifications in the EU countries // Secondary vocational education / Supplement to the monthly theoretical and scientific-methodological journal SPO‖. - 2006. - No. 3. - S. 4-259.

Mnemonic diagram

The concept of training one profession. Multi-professional training

According to this concept, already in the first year of study, special training takes place in a specific profession according to a single plan during one training cycle, which ends with an exam. The concept of training in one profession, on the one hand, is characterized by consistency and continuity, on the other hand, it is immobile and does not contribute to professional mobility.

This concept can be graphically depicted as follows.

Step learning

The main features of learning are as follows. The vocational training cycle is developed in several stages. At the first stage, basic vocational training is carried out within a group of professions, which is the basis for further specialized vocational education. At the second stage, general professional specialization takes place. Here, training is carried out in several specialties at the same time. At the third level, special vocational training is carried out with the aim of acquiring the knowledge and skills necessary to fulfill the definitions of qualifying professional activities.

At each stage of education, appropriate exams are passed, the student can stop further education and start a professional activity with the appropriate qualifications. The essence of the stages of personnel training is graphically presented in the figure:

I stage 1 (exam) main profession

The most common are 2-3 step models of vocational training. For example, in the training of personnel for the garment industry, there may be such stages of training: a tailor for sewing a ready-made dress (1st stage), a sewing production technologist (2nd stage), a fashion designer-cutter (3rd stage). In the Russian Federation, there are three stages of higher education: bachelor (1st stage), certified specialist (2nd stage), master (3rd stage).

Multilevel vocational training

Content structure modernizationCharacteristics of the educational system
in Russia

Development of vocational education abroad at the endXIX- first halfXXv.

The current state of vocational education abroad

The Bologna Process

The system of professional training in the Russian Federation

The vocational education system includes a network of professional institutions that carry out the educational process and implement relevant educational programs.

The obligatory minimum of the content of each main professional educational program (for a specific profession, specialty) is established by the corresponding state educational standard.

Personnel training is carried out not only in vocational educational institutions, but also in the apprenticeship system in production and in the course of coursework.

Education in the Law of the Russian Federation "On Education" is understood as a purposeful process of teaching and upbringing in the interests of the individual, society, and the state, accompanied by the statement that a citizen (student) has achieved educational levels (educational qualifications) determined by the state. The previous initial priority orientation of education only for the purposes of the state is radically changing. Education is viewed as a process of teaching and upbringing (I draw attention to the order) of the individual, society and the state. The emergence of Russia in market relations, providing for the export and import of technologies and labor, led to inevitable changes in the vocational education system, expressed in the integration of educational institutions and the organization of a multi-level and stepwise training system in them.

Critical analysis of the system of pedagogical education that existed in the recent past (E.P. Belozertsev, G.G. Vorobiev, V.N. Goncharov, A.A. Grekov, L.V. Levchuk, V.M. Lopatkin, V.A. Slastonin and others) showed that it had such shortcomings that fundamental changes were needed to overcome them.

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Scientific and technological progress, the unification of countries in the WTO, tough competition in the world, etc. create a problem of human ecology, nature and corruption in society. Many problems are a consequence of the limitations of the worldview of "classical" science. But science is ready for an expert revision of the foundations of the culture of thinking and the creation of conditions for the development of a modern worldview. Without waiting for the destructive anomalies of the biosphere, it is necessary to uncover the mechanisms of the driving forces of these problems and to ensure the norms of morality. Achieving effective methods of education and competitiveness requires the mobilization of human internal resources. A new worldview is being formed on the basis of leading modern discoveries, methods and concepts. Legislative efficiency of state officials and their humanity are important. We will discuss an effective innovative method of education that has successfully passed approbation / 3,4 /.

Below is substantiated the revision of the classical method of modern cognition at the planetary (1), social (2) and personal (3) levels in order to clarify the process of formation of modern consciousness and educational methods and systems. Let us present the required arguments of science.

1. New approaches that clarify moral and environmental problems, we have adopted in view of the limitations of the classical forms of perception of the world. For cognition in science, R. Descartes and the founder of the classroom method of teaching J. Komensky required only the functions of logic and ethics, which determine the outer sphere of life - the resources of nature (matter, energy). They are "secondary". And human resources (his "primary" spatio-temporal reference point!) - sensory-intuitive perception then, being not in demand due to the excess of resources of nature, called irrational - remained "overboard". At the dawn of the 17th century, the use of only "secondary" functions in science, called "rational" (?), Was recognized as effective. And this "success" was "praised" by classic writers. So, for centuries, "classical" traditions have been systematically entrenched. The incompleteness of classical science, associated with the incompleteness of cognitive processes, which forms individualism in a person, in society - a consumer civilization, persists to this day. Although there have been repeated vain attempts by thinkers (A. Poincaré, B. Russell, etc.) to revive them. Lack of consistency and depth of research in science did not lead to success. And the education system fell into decay, experiencing a crisis and a "learning revolution" / 1 /. The modern world in the grip of limitedly recognized knowledge, devoid of ideology sparing the planet, leads the community of the world and civilization to a dead-end development: there are anomalies of the biosphere of nature. Her, society and human ecology is deteriorating. The uncontrollability of nature and society is dangerous: it can eventually lead to the destruction of the stability of the biosphere. New educational methods will remove these problems. Since another, more effective, alternative is not visible.

In the development of criteria for education, it is necessary to accept the achievements of science - the universal laws of natural science: dichotomy and expediency, self-organization and cyclicality, deeply realizing the interconnected systemic nature of science, civilization, democratic norms, expanding them to the level of the planet. The beginnings of development were laid by outstanding scientists: V. Vernadsky (1879-1945) (The doctrine of the "noosphere") and D. Radyar (1895-1985), who saw the possibility of uniting the collective mind. “One of the main such goals is participation in building a new society based not on“ local ”conditions of social, cultural or religious exclusivity, but on a global understanding of the integrity of humanity and the Earth” / D. Radyar. Planetarization of consciousness. Publ .: USA, 1945. Russian. ed., -M .: "Vakler", 1995, p. 81 /.

Progress in the technological sphere with human participation in the transformation of nature forms the "technosphere". She, mastering space and covering the "pantry of the weather", destroys nature: the problems of ecology are becoming more complicated. An ill-considered impact on the environment arises from the flawed education system, passing into production and everyday life, leading to vicious socio-economic management, corruption. In understanding the problems of man (and nature) there is no systematic relationship between the natural and social sciences, and in the interaction of countries - the wisdom of East-West thinking, action, organization! According to the law of natural science on expediency, in the scientific and educational sphere, laws should be adopted that are generally recognized in the world: principles and legal norms (with a sanction for non-compliance), which state: a) the principle of the wisdom of the East (Eurasianism): “The world is one, integral, reasonable ... Everything in the world is interconnected and interacts ”; b) the principle of "Tao" - "One in everything, all in one"; c) the international motto of ecologists - “Think globally, act locally!”, “Nature knows best!”; d) "International Declaration on the Right of Nations and Nationalities to Self-Determination" (Vienna, 1986), adopted by us (Moscow, 1988).

Within the framework of these principles, it is important to establish energy (spirit, soul) along the cycle of a person's life with the definition of the level of functions of sensing and intuition (1), the "career guidance corridor" - the area of ​​competitiveness (2), motives, along with the definition of its external functions (3) ... The new concept of education should contain for Man (A) and Society (B) those mechanisms that are guaranteed by law: A) - the priority of fundamental rights, freedoms and duties of a person, revising them taking into account the new worldview; - restoration of spiritual and moral principles in science and education; - open perception, understanding and acceptance of progressive world cultural and educational experience; B) - the unity of educational space and standards based on their expert selection based on the principle of usefulness, scientific validity and practical feasibility for: a) social and natural validity; b) economic and environmental efficiency; - building educational standards on the ideology of ecological humanism (proposed below) and universal values, modern progressive methods of cognition, the principles of technologization, informatization (computer, Internet), planetarization of the education system and socialization (wisdom in the practice of life) of a person.

Analysis of the effectiveness of innovations in the vocational education system and the long-term (42, 20 and 17 years) experience of the authors lead to the idea: the education system should be organized by the simultaneous use (with the effect of symbiosis, like resonance in technology!) Universal discoveries of natural science and effective communication methods of the teacher, preliminary who established his characteristics as a “master”, with young people who consciously determined the goals, motives and methods of their career guidance / 3,4 /. The leading concepts include: the systemic method in science, self-organization, global evolutionism (cyclicity) and taking into account fundamental teachings: R. Sperri, V. Stepina, E. Khamitova, I. Razumovskaya, A. Derkach and others. Nobel laureate R. Sperry revealed the mechanism of functioning of the cerebral hemispheres showed that they are equivalent. And the right hemisphere is responsible for irrational cognitive functions / 3 /. A person (student, student, worker, etc.) determines the level of their manifestation and the energy of nature along the life cycle on the basis of introspection (see paragraph 2) / 4 /. A set of cognitive functions forms an adequate worldview in his brain and he becomes capable of creativity, reflecting the phenomena and processes occurring in nature and planetary society.

2. The idea of ​​planetarization of consciousness (that is, the creation of collective creativity in society) is presented in the concept of a humanistic approach to life by the astropsychologist and thinker of the 20th century D. Radyar. He realized the idea of ​​"harmony of spheres" by the thinker Pythagoras (580-500 BC), who developed the doctrine of the Cosmos ("macrocosm") as a natural, harmonious whole, subject to the laws of harmony ("music of the spheres") and number. Science is built on the basis of numbers from 1 (the symbol of the Sun) to 9 (Mars). Humanity is interested in its aspirations to harmonize man ("microcosm") and human existence, organically inscribing them into the rhythms of planetary cycles. To study the internal characteristics of a person: presenting a graph of energy changes throughout the life cycle, studying his professional patterns, etc., a psychomatrix is ​​widely used, built on the map (calendar date and coordinate) of birth / 4, pp. 35-39 /. The calendar is built according to the Solar-Jupiter cycle. D. Radyar established the processes of correspondence of cosmic phenomena with terrestrial entities according to the cycles of the planets through the study of biopsychological effects and the "principle of synchronization" by K. Jung. According to D. Radyar, during the year, every day (and 5, 10, 30, 360 days) of birth has a planetary correspondence that determines the energy and biopsychological state of a person, called "birthday geniuses" ("Sabian degrees"), "five-day geniuses" ( "Guardian angel"), "ten-day geniuses" (nature complexes), etc., together with which his psyche, complexes, business preference ("professional corridor") - the direction of "genius" are formed. For example, the symbol of sensory perception of the world (sensory function with a level assessment - "good"), represented by the numbers 22 (Bioenergy) -44 (Health) -66 (Diligence) -88 (Reliability) in the psychomatrix in the form of a rhombus (circle), means that this person is a “master of the matter,” and so on. The rhombus symbol is a distinction for higher education. The science of socionics is based on the symbols of the cognition function ("Jung's basis"). It is important that D. Radyar realized two moments that affect earthly processes and life: “1) time is cyclical, the law of cycles embraces all civilizations and all aspects of life; 2) Western civilization has entered the "autumn" phase of its development "/ D. Radyar. Planets and personalities: an astrological study of psychological complexes and emotional problems. -M .: KLASSIK, 2002, p. 190 /. K. Jung developed the methodology of psychoanalysis and the fundamental typology of man, "formulated one of the fundamental principles of scientific astrology -" the principle of synchronization. " He substantiated the idea that “cosmic periods do not form fate, but are synchronized with it” / Astrological Explanatory Dictionary.-M.: RIMEKS, 1992, p. 135 /. A person determines the functions of talent and creativity according to socionics tests, and career guidance - taking into account the entire (planetary-cyclical, hereditary-genetic and determination of the energy schedule) combination of the nature of factors / 3, p.7-12; 97-104; 4, pp. 34-40 /. All ingenious is simple! A full-blooded study of nature (astropsychosynthesis by D. Radyar, psychoanalysis by K. Jung) allows a person to become "himself", to achieve success in the intellectual sphere and in the field of high-performance sports.

So, in the cognitive theory of man, based on the developments of K. Jung and D. Radyar, new important factors are taken into account: 1) the processes of correspondence of cosmic phenomena with biopsychological, 2) hereditary-genetic. They complement the "classics", do not contradict the teachings of A. Einstein and N. Wiener, I. Prigogine and A. Austinavichiute and others. The addition of the developments and achievements of the science of socionics in the method of the "revived master class" allows the study of consciousness in a person and the formation of a planetary outlook / 2,3,4 /.

Let us note the discoveries and innovations that form the basis of the modern paradigm of science and the concept of environmental education / 4,5 /. These are: a) the concept of a systemic method based on 4 functions of cognition (logic, ethics, sensing, intuition) instead of "classical" functions (logic and ethics). Functionalism and the laws of control in the living and inanimate world are the laws of cybernetics (N. Wiener, 1948), b) a universal phenomenon of self-organization in science. The science of synergetics (G. Haken, 1970) reveals the mechanism of the essence of natural and social phenomena and processes (I. Prigogine. Nobel discovery, 1977) / 2 /; c) the specificity of the functioning of the cerebral hemispheres (R. Sperry. Nobel discovery, 1981). The validity of the provisions of K. Jung and D. Radyar proceeds from the expediency of taking into account the cycles of the planets (thinker Pythagoras); d) taking into account the elements of instinct and traditions in the process of learning and the formation of reason and civilization (F. Hayek. Nobel discovery, 1983); e) computer development (USA, 1976). The basis of information technology and the exchange of planetary information on the Internet (predicted in the teachings of V. Vernadsky); f) the science of socionics (A. Austinavichyute, 1979, registered in the Academy of Sciences of the USSR as a promising direction).

The proposed concept allows the teacher to: master modern methods of cognition, and the student - also reliable career guidance and competitiveness, showing high learning efficiency. So, approbation of the flow of students of the KhGF for 1998-2003. gave 200% honors diplomas in relation to 11 other faculties of the Bashkir State Pedagogical University and remarkable traditions: the presentation of "red" diplomas by the Rector and the Minister of Education of the Republic of Belarus, the organization of a gallery of a permanent exhibition of students' artistic creativity, the activation of the defense of dissertations by teachers, admission to graduate school of students, etc. Positive the examples turned out to be useful for other faculties and universities in the region / 4,6 /.

3. In the modern systemic approach, a person is considered as a part of a larger community - society and nature, co-evolving with them, and he himself, establishing a professional predisposition, retains his uniqueness, freedom of choice and remains a democratic person: he has the right to his own thoughts, feelings, taste, education, but adheres to the general principles of nature, society / 4 /.

Conclusions. It is important that a person's ability for planetary thinking preserves his individual qualities, which contributes to the worldview progress of society and a conscious perception of the paradigm of science. The effectiveness of self-knowledge of a person and his cause-and-effect relationships in new developments of moral and environmental norms of society is increasing / 2,3,5 /. When solving practical problems, acmeism of thinking is required / 5 /. Our methods help overcome problems. The results of approbation lead to conclusions that have scientific and applied significance for nature (1) and society (2), and asserting the following patterns / 2-4.6 /:

(1) - the law of increasing the environmental sustainability of nature due to the clearly established diversity of the people of the planet by revealing their talent and creativity (defining career guidance), preconsciousness and social role. This pattern can be called the law of ecological humanism;

(2) - the basic democratic principle - equality of the people of the planet, justice, the possibility of collective creativity for the benefit of man, society and nature.

BIBLIOGRAPHY:

1. G. Dryden, D. Vos. A revolution in learning. M., Parvine, 2003, p. 155, 216, 226.
2. E. Zinnurov, F. Faizullin. Resolving global environmental problems through the education system / Sb .: Materials of the International Congress "ECOCHEL-98", State Duma of the Russian Federation, Saki, 1998, pp. 34-35.
3. E. Zinnurov, T. Masalimov. Establishing the professional disposition of students as a method of developing their abilities and creativity. / Sat: Innovative methods of teaching social and psychological disciplines. Ufa, BSPU, 2001, p. 28-36, 94-104; ibid: E. Khamitov, p. 7-12.
4. E. Zinnurov. World outlook and modern concept of the professional educational system. / Sat: Actual problems of the study of complex systems. Ufa, BIST, 2006, pp. 30-40.
5. A. Derkach, V. Zazykin. Acmeology. -SPb.: Peter, 2003.- p. 53-54, 135-137, 184-198.
6. E. Zinnurov, T. Masalimov. The concept of modern vocational education based on the "revived master class" method. / Modern high technologies, No. 5, 2007, pp. 45-49.

Bibliographic reference

Zinnurov E., Masalimov T., Bartdinova G. CONCEPT OF MODERN PROFESSIONAL EDUCATION // Success of modern natural science. - 2007. - No. 12-1. - S. 132-135;
URL: http://natural-sciences.ru/ru/article/view?id=11891 (date accessed: 02/01/2020). We bring to your attention the journals published by the "Academy of Natural Sciences"

Modern concept of vocational training for youth

The wealth of a country is growing not only in its natural resources.
Historical experience shows that the well-being of many developed countries was based on the perseverance and unique skill of their working peoples. There are many examples of this. Tiny Holland, whose inhabitants, conquering new territories from the sea, thrive on the fruits of agricultural production. Little Switzerland is a century-old setter of priorities in precision metalworking. Japan, which does not possess large natural resources, has become one of the world leaders in the development and application of advanced technologies.
This list can be continued, and always in such cases the matter is decided by the competence and professionalism of the performers.
Time dictates new requirements for the level and content of training young specialists employed in modern production. The general logic of the development of production activity has changed, and this applies to all types of labor - from the simplest physical to complex mental: both the traditionally privileged labor of a technical intellectual and the labor of a skilled worker. Completely new trends are emerging that were not even mentioned earlier. The success of the advancement of our country towards development and prosperity depends on the understanding of this situation by society as a whole and, especially, by specialists working in the field of education.

Actual approaches to training of workers

The last decades of Russian history were quite difficult, and, in particular, this negatively affected the most significant area for the development of society - the replacement of the outgoing generation and the preparation of a new generation of producers.
Today the country is forced to urgently change the situation in one of the most painful issues for it - training of workers for all sectors of the economy. Any of its areas is in dire need of highly qualified specialists who are able to master modern technologies and the latest technology.
The functions of a worker employed in modern production have become completely different. The very word "worker" takes on a completely different content under the conditions of the natural movement of scientific and technological progress. Today, the level of initial mastery of a specialty is the destiny of the past. For example, in Japan, the share of workers with higher professional education has long exceeded 60%. Life unambiguously leads to a completely obvious conclusion: the training of workers in Russia today needs new approaches, extraordinary solutions.
This situation takes place not only in education, but it is precisely here that it is necessary to take into account the changes with which inexorable life interferes with the already established systems of activity.
The training of skilled workers has always been a serious task, since the real success of production largely depended on the level of their qualifications. At the same time, the analysis of the content of workers' labor showed a stable trend characteristic of all developed countries, which is associated with a decrease in the share of physical labor costs in all industries.
In most industrialized countries, low-skilled labor, associated with repetitive and monotonous work, with production in harmful or dangerous conditions, is increasingly performed by machines and their intellectual variety - robots. It is becoming not prestigious to perform unskilled work associated with significant physical exertion. Changes in the functions of labor have clearly identified the criteria for the attractiveness of types of work for young people.
The cornerstone (regardless of the sphere of application of forces) is placed on activities related to personal interest, with the possibilities of creative application of one's forces. This applies to a wide variety of areas of work: from industrial and agricultural production to the service sector. Research by scientists around the world confirms that after a relatively short time period, the emerging trend of an avalanche-like breakthrough of the latest technologies in production will become widespread. Many of the production processes familiar today are fading into oblivion or are radically changing. Consequently, we are talking about the fact that a modern worker, while retaining the best qualities of a professional of the past, must be ready to adapt to rapidly changing technological processes, the emergence of the latest equipment and tools, and successfully master them. Young people should realize that no, even a high level of knowledge today does not guarantee them in the future compliance with the requirements of the chosen specialty. If you want to remain in demand, then get used to the idea that you need to learn (and will have to!) All your life.
Thus, the most important task of training qualified specialists is, first of all, the comprehension of new approaches to vocational training.
The foregoing does not mean a refusal to form the basic qualities of the trainees, which are necessary at all times and take into account the future requirements of production. These have always been:
- Compliance with production and technological discipline;
- respect for equipment and tools;
- the ability to apply in practice the theoretical knowledge gained;
- deep and solid knowledge of the fundamentals of technology and production technology, labor organization - in the amount necessary for mastering the profession and further growth of qualifications.
At the present stage, a future specialist is expected to display the qualities of a personality who is creatively thinking, actively acting and easily adapting to changing production conditions. In other words, the qualities of a professional - a person who has found his destiny, has mastered high levels of production activity, consciously changes and develops himself in the course of solving a wide variety of problems, making his own individual creative contribution to the profession. Consequently, the main directions of training qualified specialists are not just teaching young people, but the implementation of the priorities outlined by life itself.