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OUT-OF-SCHOOL AND SECONDARY PROFESSIONAL SUPPLEMENTARY EDUCATION IN THE CONTEXT OF THE MODERN CONCEPT OF LIFELONG EDUCATION
Ye. M. Popova
Supplementary education has great potential in terms of self-realization and self-expression of an individual. Artistic, scientific and technical creativity, sports, and acquiring new skills contribute to personal development and expanding one’s professional horizons. Furthermore, additional education is an efficient form of organization of youth leisure, being a factor in the prevention of deviant behavior.
The emergence of non-formal education in Russia dates back to the late 19th and early 20th centuries. The first extra-curricular clubs were associations, sports grounds, recreational summer camps, and young technicians clubs that were promoted and developed successfully by progressive representatives of the intelligentsia (P. F. Lesgaft, S. T. Shatsky, A. U. Zelenko, K.A. Fortunatov, K. H. Wentzel, etc.). During the Soviet period, a huge contribution to the development of adult education in our country was made by P. P. Blonsky, A. S. Makarenko, V.N. Tersky, N. K. Krupskaya, etc. A variety of activities organized in the unions contributed to the mental, moral and social development of an individual. Furthermore, school education played a more important role, as it was extracurricular work that produced progressive ideas associated with raising children in new socio-cultural conditions. Thus, the club work of students of A.S. Makarenko and S.T. Shatsky was based on self-governance, and a student was an active subject of the educational process. The works and practical experience of the teacher V.A. Sukhomlinsky played an important role in raising the profile of extracurricular and after-class work. The basic principles of extracurricular activities that are still relevant today were formed during this period: mass involvement, accessibility, voluntary nature, public benefit orientation, consideration of the age and individual characteristics of each child, and a variety of forms of work.
A particular feature of the education of students of vocational educational institutions is education in the process of professional self-determination and establishment. Today, Moscow colleges and technical schools offer a wide range of additional educational services. For example, at the College of Urban Structure and Construction #1, training programs were implemented for the professions: “Construction electrician on lighting and electricity networks”, “Electric welder for manual welding”, and “Car repair mechanic” as well as training programs (“Execution of wiring works with the help of energy-saving technologies”, “Modern technologies and welding equipment”, “Computer Graphic”, “Computer Design”, etc.). These programs train both college students and the adult population of the city, which contributes to the modern concept of lifelong professional education.
The modern system of supplementary education that was established in Russia in 1992 with the adoption of the Federal Act “On education” was the succession of extra-curricular work. But the fundamental difference lies in the fact that this system has educational status, i.e. supplementary education is the same as other kinds and types of education for specific educational programs. The content of supplementary education is beyond the standards of upper secondary, primary and secondary vocational education, and the term “education” is used in
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the meaning of an integrated process of education and training for individuals, society and the state. These circumstances require competency in organization and quality of further education from leading and scientific-pedagogical personnel. There was no list of pedagogical professions until 1998 in the State standard of preparation of teachers of further education, and it was understood that this activity could be maintained by anyone who has special education and teaching abilities. “Pedagogy of supplementary education” was introduced into the system of training in 1998 (Order № 397 of the Ministry of Education of the Russian Federation dated April 10th). However, educational institutions still lack teachers with basic psychopedagogical training, and special education in the field of culture, technology, science or sports. There are professionals from different disciplines and, occupations such as engineers, artists, theater critics, economists, artists, athletes, and sociologists in supplementary education. Based on our experience, an expert with deep knowledge in any form of activity draws attention to the training of children in this activity and underestimates the pedagogical aspect of the process of education. And vice versa, an expert with basic pedagogical training focuses on the solution of problems and does not always take into account the principles and features of supplementary education.
In accordance with the requirements of the Uniform qualification record of teachers (Order № 593 of the Ministry of Health and Social Development of the Russian Federation dated 14.08.2009), teaching staff should have professional, legal, informational, and communicative competences. Nevertheless, it is important to understand that the success of a teacher of supplementary education also depends on the personality of a teacher and such qualities as dedication, discipline, rigor, love for children and pedagogical work, pedagogical tact and optimism, creativity, etc.
The Federal Law “On Amending Certain Legislative Acts of the Russian Federation in Connection with the Improvement of the Legal Status of Government (Municipal) Institutions” (dated 08.05.2010, № 83-ФЗ) which set the tasks of strengthening financial autonomy and expansion of income-generating activities for professional educational institutions, the issue of supplementary education in college acquired special urgency. As practice shows, the expansion of educational services by providing additional education is a major source of replenishment of extra-budgetary funds. However, there is growing concern about the transformation of all areas of supplementary education to a paid basis, and narrowing opportunities for personal development of students and the organization of their leisure time.
Thus, supplementary education is an area of mastering personal, meaningful, valuable, individual experience through independently chosen educational activities. While being actively developed currently in professional educational institutions, this area of activity not only promotes professional selfdetermination of students, and implementation of knowledge acquired in the core component, but also active socialization and prevention of deviant behavior. Lifelong professional education plays an important role in the context of the modern concept of lifelong education. However, the issue of training teachers for lifelong education, as well as expanding the range of high-quality educational services to supplementary education, still remains a challenge for the institutions of secondary vocational education.
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