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Course with employment: "The profession of a Methodologist from scratch to PRO"
Find out moreIn May, at the "Education Week" within the framework of the section "Modern agenda of secondary The important topic of general education training for students in secondary vocational education institutions (SVE) was discussed at the "Professional Education in Russia" section. The discussion focused on current issues and challenges faced by educational institutions, as well as methods for improving the quality of education and training specialists who meet the demands of the modern labor market.
Section curator Ekaterina Yesenina, a leading researcher at the Institute of Educational Development of the Russian Presidential Academy of National Economy and Public Administration, identified three key trends that provide a deeper understanding of the current problems in this area. These trends highlight important aspects that have a significant impact on the development of the sector and the formation of new approaches to its research.
- The number of students in schools (grades 10–11), as well as in technical schools and colleges, is almost equal.
- At the same time, the level of general education in SVE institutions is significantly lower than in schools. This is noted by many experts, and is also confirmed by the PISA (Programme for International Student Assessment) indicators.
- However, despite this, the Ministry of Education plans to reduce the duration of study in secondary vocational education institutions to two years for a number of programs.
In today's conditions, improving the quality of general education in secondary vocational organizations is becoming an important issue. It is necessary to determine the direction in which educational institutions should develop. A key aspect is the difference in general education programs offered in technical schools and colleges compared to schools. Effective strategies and approaches to teaching will ensure a high level of student preparation that meets labor market requirements and modern educational standards.
Speakers at "Education Week" discussed the problem from various angles, presenting their unique perspectives. Their opinions and analysis of the situation help to better understand the current challenges in the educational sphere and find solutions.
Career Guidance of Educational Programs
Elena Komarnitskaya, PhD in Pedagogical Sciences and Vice-Rector of the Institute for the Development of Professional Education (IRPO), emphasized the importance of training programs in secondary vocational education institutions (SVE). She noted that these programs should focus on developing the competencies necessary for the successful professional career of graduates. A focus on practical skills and relevant knowledge will allow students to more effectively adapt to the demands of the labor market and increase their competitiveness.
The difficulty lies in the fact that in technical schools and colleges, general education subjects are often taught by former school teachers. They often combine teaching at school and at secondary vocational education institutions, which leads to the preservation of traditional approaches to the educational program. This may negatively impact the quality of education, since the methods used in schools do not always meet the requirements and specifics of secondary vocational education. The need to adapt the educational process to the needs of college and technical school students requires a review of teaching approaches and the introduction of more modern educational methods.
Komarnitskaya highlighted one of the pressing problems in the secondary vocational education system: insufficient integration of general education subjects and professional disciplines. She noted that the content of textbooks used in secondary vocational education does not take into account the specifics of professions and specialties, which negatively impacts the quality of education and the training of specialists.
Komarnitskaya noted that the Institute for the Development of Professional Education (IRPO) is currently actively working to address pressing issues within the framework of the federal project "Modern School." One of the key goals of this project is the implementation of teaching methods for general education subjects adapted to the professional focus of secondary vocational education (SVE) programs. This will improve the quality of education and prepare students for the demands of the modern labor market.
The implementation will be carried out in stages.
- Development of a concept for teaching general education subjects, taking into account the professional focus of secondary vocational education programs implemented on the basis of secondary general education.
- Development of teaching methods for eight general education subjects: Russian language, literature, foreign language, mathematics, history (or "Russia in the world"), physical education, life safety, astronomy.
- Advanced training of teachers of general education subjects under an additional professional program.
- Testing of teaching methods of the above-mentioned disciplines, taking into account the professional focus of secondary vocational education programs.
- Development of sample work programs, funds of assessment tools for midterm certification in eight general education subjects, taking into account the profile for large groups of professions and specialties.
Komarnitskaya noted the importance of integrating general educational training with the development of professional competencies. It is important to develop key practical skills in students that will facilitate their successful adaptation to the professional environment. This approach allows for the creation of a more harmonious educational environment, where theoretical knowledge is directly linked to practical experience.
Lyudmila Shapovalova, PhD in Pedagogical Sciences and Head of the Vocational Education Department of the Belgorod Region Department of Education, notes that the level of general education in technical schools and colleges requires improvement, especially in technical specialties. She believes that filling gaps in students' knowledge, including in mathematics, physics, and other subjects, is an important area of work. This is necessary to improve the quality of education and prepare qualified specialists capable of successfully competing in the labor market.
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To become a successful welder, you need to know Ohm's laws. Likewise, to become a qualified mechanical technician, it is important to master the basics of drawing. This knowledge is fundamental for professional growth in these fields.
Lyudmila Shapovalova holds a PhD in pedagogy and is the Head of the Vocational Education Department in the Belgorod Region Department of Education. In her work, she actively promotes the development of vocational education, implementing innovative approaches and programs aimed at improving the quality of educational services. Shapovalova has significant experience in pedagogy and management, which allows her to effectively address current educational challenges.
Shapovalova emphasizes not only the specialized nature of education but also the need for additional preparation for students who intend to continue their education at universities after graduating from a technical school or college. In the Belgorod Region, approximately 30% of graduates plan to enroll in higher education, and this figure is projected to increase to 50% in the coming years. To successfully accommodate these students, Shapovalova proposes implementing supplementary education programs funded from the federal or regional budget. This will improve the level of training of graduates and ensure their competitiveness in the labor market.
Analysis of Foreign Educational Trajectories
In Russia, there is a limited number of educational trajectories: schoolchildren complete 11th grade and enter a university, or, after 9th grade, choose a college or technical school. The Federal Institute for Education Development analyzed the situation in other countries. The results of this study were presented by Airat Satdykov, Deputy Director of the Research Center for Research and Development of the Federal Institute for Educational Development of the Russian Presidential Academy of National Economy and Public Administration. The analysis shows that there are more diverse educational pathways abroad, which may become an important aspect for reforming the Russian education system.
The researchers focused on continental European countries with a traditional approach to education, such as Germany and Italy. They simultaneously studied countries with more liberal educational policies, including the United States and the United Kingdom. An analysis of these diverse education systems reveals key characteristics and trends influencing the development of educational practices and teaching methods in different regions of the world.
The United States has a 12-year compulsory general education system. In high school, which covers grades 11 and 12, students have the opportunity to choose a study path—academic, which is chosen by approximately 75% of students, or vocational, preferred by 25% of students. The most popular areas within the vocational path are information technology and medicine. The educational process is organized on a network basis, allowing students to study vocational subjects both at school and at nearby colleges or universities. This provides greater access to specialized knowledge and preparation for future careers.
The general education program ends at the end of grade 12. After this, students have the opportunity to enroll in a higher education institution to obtain a bachelor's degree or continue their studies in vocational programs. The duration of vocational training in the United States can vary significantly, ranging from less than two years to two to three years or more. This choice opens up many avenues for further career and personal development.
In the UK, as in the United States, a variety of educational trajectories are available to young people. By law, teenagers are required to receive general education until the age of 16. After this age, they have the opportunity to continue their education until the age of 18, combining it with work. This flexible educational environment allows young people to choose the most suitable paths for further development and professional growth.
After completing grade 11, graduates take the GCSE (General Certificate of Secondary Education) exam and receive a certificate of general secondary education. They can then continue their studies along an academic trajectory by passing the A-level exam, which is similar to our Unified State Exam and allows admission to a bachelor's degree. Alternatively, graduates may choose vocational education. In this case, the duration of study varies from two to four years, depending on the chosen qualification. This approach opens up numerous opportunities for further development and career advancement.
The UK vocational education system, similar to the US, does not have general education modules. Higher education institutions accept applicants who have passed A-levels, as well as those who have completed a vocational training program of the corresponding qualification level, starting from the fifth level. This approach allows universities to accommodate a variety of educational paths and provide wider access to higher education.
In this country, compulsory general education lasts ten years. In the 10th grade, students choose a profile based on their academic or professional interests. After completing the 10th grade, students have the opportunity to continue their academic education at specialized educational institutions and subsequently enroll in a university. An alternative option is to obtain vocational education, including a dual system that combines theoretical training at an educational institution with practical work experience in the workplace. This provides students with valuable skills and knowledge needed for successful careers.
In Germany, there is no general education system after high school. This means that graduates do not receive universal training that would help them adapt to different areas of life or professional activity. Instead, the education system focuses on more specialized programs, which can limit future career choices for some students.
In Spain, the vocational education system consists of three levels of programs, each lasting two years. The general education module, covering 670 hours, is included exclusively in the first level program. Schoolchildren can begin studying in this program after completing the ninth grade.
After a year of preparation in an academic or vocational field, a tenth-grader takes the ESO exam and receives a high school diploma. After this, the student can continue vocational education or choose a two-year academic Bachillerato program, which prepares for admission to university. This program is similar to high school in Russian schools and provides students with the necessary knowledge and skills to successfully continue their education in higher education institutions.
According to Spanish law, third-level vocational education is also permitted for admission to a university. This allows for expanded opportunities for applicants and increased accessibility to higher education in Spain. Obtaining third-level vocational education opens the door to further education and career advancement.
Satdykov bases his conclusions on the data presented.
- In the foreign countries considered, general education lasts at least a year longer than in Russia. As a rule, it ends when students reach the age of 18.
- In each of the named countries, a person can choose between academic and professional trajectories.
- As a rule, general education abroad ends at school (with the exception of basic vocational programs in Spain). At the same time, professional modules are widely included in general education training.
- Vocational education programs in the USA, Great Britain, Spain, and Germany last from two to four years. For comparison, Russian secondary vocational education programs, if you subtract the general education module from them, last from one to three and a half years (in the case of an in-depth program for training mid-level specialists).
Modern Requirements for Graduate Competencies
Alexander Kondakov, Doctor of Pedagogical Sciences and CEO of Mobile Electronic Education, emphasized that the level of training of specialists in the field of information technology leaves much to be desired. This applies to both secondary vocational education and higher education. In his opinion, the practical skills and abilities of candidates are much more important than a diploma or Unified State Exam results. In a rapidly changing labor market, it is competencies and experience that are becoming key factors for a successful career in the IT sector.
Modern employers place high demands on the competencies and skills of their employees. Key skills include project-based and research activities, as well as teamwork. Emotional and social intelligence are also important. These qualities form what is known as functional literacy, which we integrate into graduate training programs at the secondary vocational education level. Developing these skills becomes the foundation for career success in a rapidly changing labor market.
Alexander Kondakov, Doctor of Pedagogical Sciences and CEO of Mobile Electronic Education, is a Corresponding Member of the Russian Academy of Education. His work focuses on the implementation of modern technologies in the educational process, which contributes to improving the quality of learning and the accessibility of educational resources.
The knowledge and skills of graduates, necessary for solving a variety of problems in various fields of activity, as well as in communication and social interactions, are an important indicator of the quality of education. According to Kondakov, they also reflect the investment attractiveness of the country. A high level of education contributes to the development of qualified personnel, which, in turn, influences economic development and the country's international competitiveness. Developing the educational system and emphasizing practical skills will help provide graduates with the necessary tools for successful professional careers. The speaker discusses the possibility of shortening the duration of study in secondary vocational education (SVE) programs and argues that this will not necessarily negatively impact students' general educational preparation. He emphasizes that with basic knowledge, skills, and competencies, graduates will be able to independently find the necessary information to solve specific problems and apply their experience both in everyday life and in project-based research. In today's world, challenges often arise that are not limited to specific subject areas. In such cases, basic knowledge may prove insufficient. Kondakov notes the critical importance of developing the ability to adapt to complex and dynamically changing conditions, especially in the professional sphere. Therefore, training focused on completing specific tasks, as occurs in the Basic State Exam (BSE) and the Unified State Exam (USE), may be ineffective. Effective learning should focus on developing skills for independent problem-solving and adaptation to new conditions.
The speaker identifies four key areas for the development of general education programs. These areas can significantly impact the quality of education and its accessibility for different categories of students. Analyzing current trends and societal demands, it can be noted that an emphasis on these areas will improve the educational process and adapt it to modern requirements.
- student personality development;
- the world of work, that is, a focus on practical and applied activities;
- the social context, that is, the development of students' social intelligence and the ability to actively participate in community life;
- the scientific context - the application of fundamental knowledge in specific life situations.
In conclusion, Kondakov emphasizes that adapting educational programs to the specifics of economic, social, and cultural development can significantly improve learning outcomes. A focus on project-based activities will allow students not only to acquire practical skills, but also to better understand the current challenges of our time. This approach helps develop more competitive specialists who are ready for changes in the labor market and in demand in the context of globalization.
