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INTERACTION WITH
SOCIAL PARTNERS IN A COLLEGE
OF THE CAPITAL CITY
V. V. Surkov
The modern stage of professional education is directly dependent on the dynamics of production, which requires orientation to the constant changes between supply and demand, calling for new approaches to the organization of interaction between educational institutions and social partners. A qualitatively new type of staff is required today: competitive, proactive, competent, resourceful, skilled, communicative, ready for full-scale work from the first working day, adaptable to changes, and quickly mastering new techniques and technologies of modern high-tech production.
Key words: interaction, social partners, competitiveness, competence, content of education, labour market.
A specific feature of the present stage of professional education in Moscow is that it cannot be limited to its former function of economic infrastructure reproducing the necessary work force volume. The dynamics of production inherent to market relations requires organic involvement of professional education in the structure of the economy, and its orientation to constant changes between supply and demand, which calls for new approaches to organizing the interaction between educational institutions (hereinafter EI) and social partners. One of the areas of interaction of EI with social partners is their engagement in active influence on the content of educational process: (a) organizing target-oriented practical training (work experience internship); (b) professional skill competitions with the involvement of the leading specialists and experts; (c) development of content and review of teaching materials and programs (subjects, practices, etc.) and graduation (term) papers; (d) teachers internship, joint participation in festivals, competitions, exhibitions; (e) monitoring the quality of education services; (f) marketing researches; (g) studies of EI competitiveness.
The dialogue with social partners was traditionally limited to organizing the learners’ work experience internship and, more seldom, teachers internship as well as participation of specialists in guidance of graduation paper preparation. Today, new forms of cooperation have been added to the mentioned ones: (a) certification of graduates and teachers; (b) provision of informational and consulting services; (c) joint commercial activities and project implementation; (d) performance of work under contractor agreements, performance of scientific-research and technological works; (e) joint participation in competitions, fairs, and exhibitions.
The cooperation of an educational institution with subjects of economic and social life creates conditions for: (1) formation of a nomenclature of qualifications and educational programs adequate to global trends, and the needs of the labour market and the individual; (2) improving the quality of professional education; (3) development and implementation of new educational technologies and principles of organizing teaching and learning activities ensuring effective implementation of the new model and content of continuous professional education; (4) higher competitiveness of professional education. Of special significance in this
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cooperation is the external appraisal of the quality of education which can be made by external experts (social partners) based on the following criteria: conformity of the content of education to the FSES requirements and professional standards; the level of the graduates’ professional qualification and their being in demand on the labour market, etc. The possibilities of the educational institution itself to form professional competence are limited; however, the system of social partnership may act here as a major factor of increasing the quality of education.
Social partnership should be considered not as a state, but as a process, as a dynamic balance of the developing interests of all its subjects. The basic lines of development, goals and tasks of social partnership depend on the level of coordination of its subjects’ actions and possibilities, on the particular social-economic situation of their interaction. Social partnership can be effective only with a systemic approach to its organization, forming the relations of trust and constructive cooperation in society by appropriate means. Such relations cannot emerge without the availability of full-fledged subjects of social partnership, and well-adjusted mechanisms of their interaction and high culture of cooperation.
The learners’ practical training and work experience internship takes place at the leading enterprises within the framework of social partnership. The changed requirements for EI graduates due to the sophistication of production equipment and technological processes highlight the following line of development of the technical school: formation of a consistent interrelation between education and production designed to bring specialists’ training considerably more in line with the requirements of economic sectors and particular employers. The interaction of the system of professional education and production based on coordination of the interests of all participants of the process requires a new approach to forming the content of professional education.
On the grounds of the supposed changes, we should note the need to take account of the possibility of designing the future specialists’ professional career in accordance with the requirements of the social partners (employers, experts, parents, learners, etc.) while forming the content of education. The constant change of the social-economic production conditions makes it inevitable to understand the need for continuous education. Partnership with production structures and social institutions of various forms may be the key factor both in continuous renewal of the content of education, and in increasing the quality of professional education.
The model of forming the content of education will contain regard for the requirements of the individual, labour market and economic sectors, educational and professional standards, and qualification levels. Qualitatively new secondary vocational education is an educational system “ensuring priority development”, meeting the requirements of international and new Russian quality standards, meeting the demands of all consumers of educational services: individual, society, state, and production.
The new quality of training of qualified workers and specialists with primary and secondary vocational education demands other criteria of its appraisal -modern and especially predictable requirements on the levels of workers’ qualification and the system competences of specialists of innovative mechanical engineering determining “the standard of the future profession and specialty”,
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forming the personal qualities of technical school graduates, enabling them to adapt at production facilities, and to plan their further career.
References
1. Глазунов А. Т., Никитин М. В. и др. Практика социального партнерства регионов России. - М.: Издательский центр «НОУ ИСОМ», 2003. - 50 с.
2. Ломакина Т.Ю., Сергеева М. Г. Инновационная деятельность в профессиональном образовании. - Курск, 2011. - 284 с.
3. Мухров И. С. Формирование профессиональной компетентности молодых квалифицированных рабочих автомехаников в системе НПО в условиях социального партнерства: дис. ... канд. пед. наук. - Шуя, ШГПУ, 2012. - С. 14-18.
4. Тюкалова Н. В. Социальное партнёрство как фактор повышения качества подготовки специалистов // Организационно-педагогические условия реализации модели многоуровневого социального партнерства в Чайковском техникуме промышленных технологий и управления (отделение начального профессионального образования): материалы Региональной научно-практической конференции. - Чайковский: Изд-во ЧППК, 2009. - электр.сб.
Translated from Russian by Znanije Central Translastions Bureas
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