The Model of Monitoring of Vocational Pedagogical Competences of Professors in Secondary Vocational Education

APA 6th edition
In-text: (Andryukhina, Dneprov, Sumina, Zimina, Utkina & Mantulenko, 2016)
Your Bibliography: Andryukhina, L.M., Dneprov, S.�., Sumina, T.G., Zimina, E.Y., Utkina, S.N. & Mantulenko, V.V. (2016). The Model of Monitoring of Vocational Pedagogical Competences of Professors in Secondary Vocational Education. International Journal of Environmental and Science Education, 11(14), 7016-7034.

Harvard
In-text: (Andryukhina, Dneprov, Sumina, Zimina, Utkina and Mantulenko, 2016)
Your Bibliography: Andryukhina, L., Dneprov, S., Sumina, T., Zimina, E., Utkina, S. and Mantulenko, V. (2016). The Model of Monitoring of Vocational Pedagogical Competences of Professors in Secondary Vocational Education. International Journal of Environmental and Science Education, 11(14), pp. 7016-7034.

Chicago 16th edition
In-text: (Andryukhina, Dneprov, Sumina, Zimina, Utkina and Mantulenko 2016)
Your Bibliography: Andryukhina, Lyudmila M., Sergey А. Dneprov, Tatyana G. Sumina, Elena Yu. Zimina, Svetlana N. Utkina and Valentina V. Mantulenko (2016). "The Model of Monitoring of Vocational Pedagogical Competences of Professors in Secondary Vocational Education". International Journal of Environmental and Science Education 11 (14):7016-7034.

Abstract

The relevance of the researched issue is preconditioned by the strategic changes in the secondary vocational education system taking place not only in Russia, but also in majority of industrially developed countries. Provision of the system with qualified pedagogical staff is the leading strategic objective of development of the secondary vocational educational system. Its solution must be based on the justified monitoring system, which objectively represents the condition as well as quantitative and qualitative changes taking place in the educational sphere. The article is aimed at developing, substantiating and approbating the model of monitoring of vocational pedagogical competences of professors in secondary vocational education. Integration of the competence, functional and general pedagogical analysis became the leading approach to research into this problem, which has enabled substantiating the model of monitoring of vocational pedagogical competences of professors in the secondary vocational education system. The article presents results of the theoretical and methodological analysis of Russian and foreign research dedicated to identification of key and emerging competences in various spheres. The competence model of a professor of secondary vocational education has been developed and substantiated as a monitoring basis. The article may be useful to improve the quality of the human resource potential in the secondary vocational education system in Russia, to define current and long-range objectives of its development.

Keywords: Competences, competence model of a professor, emerging competences, key (basic) competences, monitoring model

References

Ashmarina, S. I., Streltsov, A. V., Dorozhkin, E. M., Vochozka, M. & Izmailov, A. M. (2016). Organizational and Economic Directions of Competitive Recovery of Russian Pharmaceutical Enterprises. IEJME — Mathematics education, 11(7), 2581-2591.

Davydova, N.N., Dorozhkin, E.M., Fedorov, V.A. & Konovalova, M.E. (2016). Research and Educational Network: Development Management. IEJME - Mathematics Education, 11(7), 2651-2665.

Dorozhkin, E.M., Leontyeva, T.V., Scherbina, Y.Y., Shchetynina, A.V. & Pecherskaya, E.P. (2016). Teacher’s Labour as a Tool of Forming Human Capital of Higher School Graduates. IEJME-Mathematics Education, 11(7), 2773-2787.

Dremina, M. A., Kopnov, V. A.&Lyzhin, A. I. (2016). Staff Training for High-Technology Production. The Education and science journal, 1, 50-75.

Dudyrev, F. F. (2016). On Development Trends of Secondary Vocational Education and Education Training.Direct access: http://worldskills.ru/wp-content/uploads/2016/02/26.05.2016_-YEkspertnaya-diskussiya_O-trendakh-razvitiya-SPO_Dudyrev.pdf.

Emerging Occupations Collection. (2014). Agency for Strategic Initiatives and Skolkovo Moscow School of Management.Direct access: http://www.skolkovo.ru/public/media/documents/research/sedec/SKOLKOVO_SEDeC_Atlas.pdf.

Emerging Skills and Competences – A transatlantic study EU-US Study for the European Commission (2011). DG EAC, 141 p.

Fedorov, V. A. & Khamatnurov, F. T. (2010). Scientific and Educational School “Scientific Fundamentals of Development and Design of Vocational and Vocational Pedagogical Education in Russia” of academician of the Russian Academy of Education, G. M. Romantsev. The Education and science journal,10(78), 126-140.

Future Work Skills 2020 Summary Map (2011). Institute for the Future.Direct access: http://www.iftf.org/uploads/media/ IFTF_FutureWorkSkillsSummary_01.gif.

Golodets Found Higher Education Unnecessary for Two Third of Workers in the Russian Federation (15 July 2016). Interfax. Direct access: from http://www.interfax.ru/business/518708.

Graduate employability in Asia (2012). Bangkok, UNESCO, 2012.Direct access: http://unesdoc.unesco.org/images/0021/002157/215706E.pdf.

Gurban, I. A. (2015). Global Educational Trends: Challenges Russia Faces. Bulletin of the Ural Federal University. Economy and Management Series, 14, 5, 812–830.

Konanchuk, D.&Volkov, A. (2013). Greenfield Epoch in Education. Skolkovo: Business School Education Development Centre, 352 p.

Kutepov,S. N. (2015). Vocational Education and Regular Labour Force Training in Europe: PhD Thesis. Tula: Tula State L. N. Tolstoy Pedagogical University, 146 p.

Marshuba, O. A. (2014). Key Competences as Elements of Occupational Competence. Koncept, Special Edition, 08.Direct access: http://e-koncept.ru/2014/14599.htm.

Mintzberg, H., Ahlstrand, B.& Lempel, J. (2001).Strategy Schools.. Saint-Petersburg: Piter, 336 p.

National Competition “Young Professionals” (2016). Direct access: http://worldskills.ru/home/missiya/.

Professional Standard “Pedagogue of Vocational Training, Vocational Education and Supplementary Vocational Education” (2015). Direct access: http://xn--c1arjr.xn--p1ai/wp-content/uploads/2015/02/Pedagog-DPO.pdf.

Romantsev, G. M. (2007). Theory and Practice of Vocational Pedagogical Education. Ekaterinburg: Publishing House of the Russian State Vocational Pedagogical University, 304 p.

Shchedrovitsky, P. G. (2016). III Industrial Revolution and Changes in Competence Requirements.Direct access: http://worldskills.ru/wp-content/uploads/2016/02/25.05.2016_Lekciya-dlya-BC_CHast-1_SHHedrovickiy.pdf.

Skills USA Framework (2016). Direct access: http://www.skillsusa.org/about/skillsusa-framework/.

Strategy for Innovative Development of the Russian Federation for the Period until 2020 (2011). Decree of the Government of the Russian Federation dated December 08, 2011, No. 2227-р.Direct access: https://rg.ru/2012/01/03/innov-razvitie-site-dok.html.

The Strategy for Developing the Regular Labour Force Training System and Forming Applied Qualifications for the Period until 2020 (2013) Direct access: http://xn80abucjiibhv9a.xnp1ai/%D0%BF%D1%80%D0%BE%D0%B5%D0%BA%D1%82%D1%8B/413/%D1%84%D0%B0%D0%B9%D0%BB/2605/BookEducation_02.pdf.

Zeer, E. F& Streltsov, A. V. (2016). Technological Platform for Realization of Students’ Individual Educational Trajectories in a Vocational School. IEJME — Mathematics education, 11(7),2639-2650.

Zeer, E. F. (2013). Vocational Education Psychology. Moscow: Akademiya Publishing Centre, 416p.

Zhilin, D. M. (2014). XXI Century Skills and XXI Century Science – Controversy or Conformance?Direct access: https://docviewer.yandex.ru/.