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THE MEANING OF PROFESSIONAL QUALIFICATIONS AND PROFESSIONAL STANDARDS FOR TRAINING OF FUTURE SPECIALISTS
S. I. Kolesnikov
L. M. Dolzhenko
В статье рассматривается необходимость использования профессиональных квалификаций и профессиональных стандартов для подготовки специалистов будущего, уровень профессионализма которых следует оценивать с использованием унифицированных фондов оценочных средств.
This article discusses the necessity of using professional qualifications and professional standards for the training of future specialists, and their level of professionalism that should be assessed using the unified funds of assessment tools.
Ключевые слова: профессиональные квалификации, профессиональные стандарты, фонды оценочных средств.
Key words: professional qualification, professional standards, assessment tools
funds.
As it follows from the Labor Code of the Russian Federation, a professional qualification is the achievement of a certain level of professional education by an employee, having the knowledge and skills necessary to perform certain work [1]. According to the documents and materials of the International Labor Organization and the Organization for Economic Cooperation and Development, the development of national professional qualifications is an important requirement both for enterprises and for employees, because they contribute to lifelong education, help citizens to make the right educational and professional choice, and also harmonize the demand and supply of the labor force [5].
The professional standards for a certain type of professional activity form the basis for the system of qualification levels (national qualification framework). Qualification levels in the Russian Federation are approved by the decree of the Ministry of Labor and Social Affairs, dated April 12, 2013, and they determine the requirements for the skills, knowledge, experience and education of an employee, depending on his/her powers and extent of responsibility [2]. Professional qualifications are divided into levels from 1 to 9; according to these levels an employee with the lowest qualification is assigned level 1. Professional standard “Qualification Levels” determine an employee’s professional competence for each generalized and separate labor function, as well as requirements for his/her education, training, and professional experience. According to the document, uniform requirements for the qualification of employees, established by the qualification levels, may be extended and clarified considering the specific nature of various types of professional activity. Branch and corporate qualification frameworks, which clarify the requirements for employees considering the branch and specific corporate nature, are formed on the basis of the national qualification framework.
At present, the following professional requirements as to the levels of qualification corresponding to higher education have been adopted in Russia (see table).
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Table
Professional requirements as to qualification levels
Level Proficiency indexes Ways to achieve a qualification level
Breadth of powers and responsibility Nature of skills Nature of knowledge
1 2 3 4 5
6 Independent activities, involving determination of tasks for one's own work and/or subordinates to achieve the goal Ensuring interaction of employees and related units Responsibility for the result of works at the level of the subdivision or organization Development, introduction, control, evaluation and correction of elements of professional activities, new technological or methodical decisions Application of professional knowledge of technological or methodical nature, including innovative ones Independent search, analysis of and evaluation of professional information Educational programs for vocational secondary education - programs for training of mid-level professionals Educational programs for higher education - undergraduate programs Additional professional programs Experience
7 Determination of a strategy, activity and process management (including innovative activities) and decision-making at the level of large organizations or subdivisions Responsibility for the result of activities of large organizations or subdivisions Resolution of development problems of an occupational filed and (or) organization using various methods and technologies, including innovative ones Development of new methods, technologies and so on Understanding of methodological foundation of the activities Creation of new applicative knowledge in a certain field and/or cross-sectoral one Determination of sources and search for information, which is necessary for the development of an occupational filed and /or organization Educational programs for higher education -Master's program or specialist program Additional professional programs Experience
Continuation of the table
1 2 3 4 5
8 Determination of a strategy, activity and process management (including innovative activities) and decision-making at the level of large organizations or subdivisions Responsibility for the results of activities of large Resolution of problems of research and project nature, associated with increasing efficiency of the processes being managed Creation of new knowledge of interdisciplinary and interbranch nature Evaluation and selection of information, necessary for the development of the field of activity Educational programs for higher education - Master's program or specialist program Programs for training of scientific-pedagogical personnel, who study at postgraduate courses (postgraduate military courses),
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organizations and (or) branch programs for residency training, programs for assistantship -internships Additional professional programs Experience and social and professional recognition at the branch or interbranch level
9 Determination of a strategy, management of complex social and economic processes. Significant original contribution to a certain field of activity Responsibility for the results of activities at the national or international levels Resolution of problems of a research and project nature, associated with the development or increasing efficiency of complex social and economic processes Creation of new fundamental knowledge of interdisciplinary and interbranch nature Programs for training of scientific-pedagogical personnel, who study at postgraduate courses (postgraduate military courses), programs for residency training, programs for assistantship -internships Additional professional programs Experience and social and professional recognition at the national and international level
Modern production and social practice require all employees to be prepared not only for established and pre-determined conditions and hours of work, but also for their frequent updates, various abnormal situations, technological disturbances, social and economic difficulties, and so on. In other words, to be prepared for unpredictable, accidental and unexpected things. Life requires from an employee creative, flexible and professional thinking [4, p. 35-36]. At present, for the training of future specialists, the following technologies may be used, with wide use of computerization and informatization, including remote technologies: developmental, problem-based and discovery training, modular, differential, learner-oriented, competence-based training, and teaching how to creatively develop yourself (for more information see V. I. Andreev [3]).
Recently, the issue of training of qualified engineers, who must master a range of cultural and professional competencies in the process of education according to FSES-3 and FSES -3+, is critical. To recruit a graduate or an experienced specialist for a certain position, an employer has to ascertain whether his/her professional level meets the requirements for this position. To objectively assess a professionalism level, in our opinion it is essential to have unified
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assessment tool funds (hereinafter - UATF) for each qualification level, considering the branch and specific corporate nature. UATF, as well as a qualification framework, must be developed by representatives of employers and higher education organizations, and ultimately, they must be approved by the Ministry of Labor and Social Affairs of the Russian Federation. Usage of UATF will help to eliminate the factors of subjectivism and protectionism, while recruiting a specialist for a certain position, especially into government structures and government enterprises. On the other hand, the training of a future specialist will become firmly oriented towards the final result, both form position of a teacher and a student.
Thus, professional qualifications and professional standards become the main component of training future specialists.
Список литературы
1. Трудовой кодекс РФ от 30 декабря 2001 г. № 197-ФЗ (ред. от 31.12.2014).
2. Приказ Министерства труда и социальной защиты РФ «Об утверждении уровней квалификации в целях разработки проектов профессиональных стандартов» от 12 апреля 2013 г. № 148н.
3. Андреев В.И. Педагогика высшей школы. Инновационно-прогностический курс: учебное пособие. - Казань: Центр инновационных технологий, 2006. - 500 с.
4. Бадмаев Б.Ц. Психология и методика ускоренного обучения. - М.: Гуманит. изд. центр ВЛАДОС, 1998. - 272 с.
5. Олейникова О.Н., Муравьева А.А. Профессиональные стандарты как основа
национальной системы квалификаций [Электронный ресурс]. -
URL: http://www.cvets.ru (дата обр.: 11.03.2015).
Translated from Russian by Znanije Central Translastions Bureas
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