Based on the Decree of the Russian Federation of November 18, 2013 No. 1039 O state accreditation educational activities, state accreditation is carried out based on the results of an accreditation examination, the subject of which is to determine the compliance of the content and the quality of training of students in an organization carrying out educational activities, according to the federal state educational standards declared for state accreditation of educational programs.

According to article 2. Basic concepts, the Federal Law of December 29, 2012 No. 273 - FZ "On Education in Russian Federation». The quality of education- a comprehensive description of the educational activities and training of the student, expressing the degree of their compliance with the Federal State Educational Standards, educational standards, federal state requirements and (or) the needs of a physical or legal entity in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program.

The quality of education is based on three key components:

1. Goals and content of the educational process.
2. The level of professionalism of teachers and the organization of teaching activities.
3. The state of the material and technical base and the level of the information base educational process.

A quality management system (QMS) is a system for directing and managing an organization in relation to established state quality standards.

The quality standard in the SVE system is the Federal State Educational Standards (FSES). The components and features of the Third Generation Federal State Educational Standard of SVE are a set of requirements:

To the results of mastering the training program for mid-level specialists (PSSSZ) - knowledge, skills, competencies (general, professional);

To the structure of the SSSP - academic disciplines and professional modules;

To the conditions for the implementation of the SSPP: implementation of educational and industrial practices, staffing of the educational process, educational, methodological and information support, financial support, logistical support; development quality assessment educational programs appropriate level.

Features of the Federal State Educational Standard of SVE, led to changes in the educational process of an educational organization:

1. Focus on results.

2. Development of new educational and program documentation.

3. Implementation of a modular approach in teaching.

4. Ensuring the practice orientation of the RPSP.

5. Providing extracurricular independent work.

6. Implementation of modern educational technologies.

7. Changing the system of monitoring and evaluation of learning outcomes in secondary vocational education.

8. Perfection logistical bases.

9. Ensuring the necessary human resources.

10. Ensuring interaction with employers.

11. Mandatory annual adjustment of the HSSP.

These changes are intertwined with the principles of the quality management system:

Consumer orientation;

leader leadership;

Employee involvement;

Process approach;

System approach to management;

Continuous improvement;

Fact-based decision making;

Mutually beneficial relationships with suppliers.

Quality assurance system vocational education - these are the mechanisms and procedures by which the reliability and reliability of the acquired knowledge, skills and types of competencies are guaranteed.

The quality of secondary vocational education in accordance with international standards ISO-9000 is a set of properties and characteristics that determines its ability to meet the requirements of production, society and the state in the field of training mid-level specialists.

Monitoring serves to protect the quality of training of mid-level specialists. Monitoring the quality of education- a set of continuous, controlling actions that allow you to observe and correct, as necessary, the student's progress from ignorance to knowledge.

The purpose of monitoring is to create grounds for summarizing and analyzing the information received about the state of the education sector and the main indicators of its functioning, for making informed management decisions to achieve quality education.

Monitoring the quality of education includes:

Establishing a standard (defining standards, measurable values ​​by which the achievement of standards can be investigated);

Data collection and evaluation of results;

Actions on the accepted results assessments in accordance with the standards;

Criteria validity.

Comprehensive monitoring of the quality of education, provides "feedback" between the governing bodies and the educational environment. The rating assessment of educational activities serves as a monitoring tool, which provides the possibility of reflexive quality management in an educational institution. Evaluation criteria, their substantive aspect and characteristic parameters simultaneously act as a quality standard and set the vector of development of an educational institution as a whole or its individual processes and activities.

The figure shows the education quality management system in an educational institution.

State government educational institution

CONSIDERED: APPROVED:

At a meeting of the Council of the technical school, the Director of the SCOU SPO MMT

Protocol No. _______ ___________

"_____" ______ 20__ from "___" _______ 20__

PROGRAM

MONITORING THE QUALITY OF EDUCATION

AT GKOU SPO "MAKUSHINSKY MEDICAL TECHNICIUM"

Makushino, 2011

PROGRAM

"MONITORING THE QUALITY OF STUDENTS' EDUCATION FOR YEARS"

Program Passport.

Program name	Complex-targeted program "MONITORING THE QUALITY OF STUDENTS' EDUCATION FOR YEARS"
	2. Law of the Russian Federation "On Education". 3. Model regulation on an educational institution of secondary vocational education (secondary specialized institution) No. 000 of 01/01/2001 4. Results of a problem-oriented analysis of the organization and management of monitoring the quality of education in a technical school
Program developer	Deputy Director for Academic Affairs.
The main executors of the program	Administration of the State Educational Institution of Special Education "Makushinsky Medical College", teaching staff.
	1. Creation of conditions for improving the quality of education of college students. 2. Improving the intratechnical education quality management system based on the activity-competence approach. 3. Creation of mechanisms for sustainable development of a model for monitoring the quality of education in an institution that provides education that meets modern requirements set by employers.
	1. Analyze the state of organization and management of education quality monitoring. 2. To carry out short-term forecasting of the development of the most important processes in the education system. 3. To study the experience and achievements of science and practice in the field of construction and application of monitoring systems in educational institutions. 4. To carry out the selection, adaptation and design of assessment-criteria complexes, methods and methods for obtaining information about the quality of education in an educational institution. 5. Prepare regulatory and methodological documents to ensure monitoring of the quality of education in an educational institution. to determine a set of key competencies of schoolchildren for the design and description of educational results in regulatory documents, the educational program of the technical school, as well as in the relevant KIMs of the educational result. 6. Create an information bank on the topic “Monitoring the quality of education in an educational institution”.
List of the main directions of the program	1. Creation of conditions for improving the quality of education in the technical school. 2. Creation of conditions and mechanisms for the transition to a qualitatively new model of monitoring research in an educational institution. 3. Creation of a model for monitoring the quality of education. 4. Development of methodological materials on the use of monitoring studies in the work to improve the quality of education.
Expected results	1. Creation of conditions for updating the model of professional training, retraining and advanced training of specialists of the secondary medical profile that meet modern requirements imposed by employers. 2. Updating the content of the educational process, providing a new quality of education, a high level of formation of students' competencies. 3. Training of specialists, taking into account the orientation to the labor market and the specifics of the region. According to the Law of the Russian Federation "On Education", educational institutions are obliged to ensure the optimal functioning of the educational process and the qualitative achievement of educational results that meet the educational standard. However, when discussing the problem of assessing the quality of education, it is necessary to take into account the difference between assessing the knowledge of a student and assessing the activities of an educational institution. Despite the fact that the criteria and methods for assessing the quality of these two systems are closely related, they also have very significant differences. The quality of education is not the same as the quality of learning. Assessment of the quality of education implies an assessment of the quality of educational achievements of students and an assessment of the quality of the educational process. The quality of education is understood as an integral characteristic of the education system, reflecting the degree of compliance of resource provision, the educational process and educational results with regulatory requirements, social and personal expectations. If you need to assess the level of mastery of a particular discipline, you can one-time slice of knowledge among students students of this discipline and evaluate it according to unified control measuring units. And if you need to understand how effective the work of an educational institution is, you need to look the level of knowledge in this institution over several years, while taking into account what contingent of students comes to an educational institution, the conditions in which it works, its human resources and logistics. When assessing the quality of education, the following should be highlighted: - Quality assessment is not limited to testing students' knowledge (although it remains one of the indicators of the quality of education). - The assessment of the quality of education is carried out comprehensively, considering the educational institution in all areas of its activity. Quality management is addressed primarily through the use of quality monitoring. Monitoring - this is a constant organized monitoring of any process in order to compare the current state (more precisely, constantly replacing each other states) with the expected results, constant monitoring of the progress of any processes according to clearly defined indicators. Monitoring conducted in an educational institution (pedagogical monitoring) may include groups that monitor: the formation of educational skills and abilities; · dynamics of educational achievements; Integral indicators of learning, for individual subjects; Satisfaction educational needs; state of health, health-saving potential; Pedagogical monitoring provides the teacher and the administration with high-quality and timely information necessary for making the necessary decisions, determines how rational the pedagogical means and methods implemented in the pedagogical process, and also allows you to analyze the reasons for the discrepancy with the declared results and search for the elimination of identified problems. However, the entire system of monitoring the quality of education is possible only as a continuous process that takes place cyclically and systematically, i.e. the conditions for pedagogical monitoring are: consistency, duration in time; comparability of results; objectivity of results; comfort of all monitored objects. To do this, the monitoring model is divided into three stages: 1st stage. Preparatory - setting goals, defining tasks; 2nd stage. Practical - collection and processing of information 3rd stage. Analytical - systematization of the information received, analysis of the data obtained, conclusions are drawn and recommendations and proposals for further work are developed; The objects of the pedagogical monitoring model are all participants in the educational process: administration, class teachers, teachers, students. 1. Concepts and terms The quality of education- an integral characteristic of the education system, reflecting the degree of compliance of resource support, the educational process, educational results with regulatory requirements, social and personal expectations. Assessment of the quality of education– determination, with the help of diagnostic and evaluation procedures, of the degree of compliance of resource provision, educational process, educational results with regulatory requirements, social and personal expectations. Education quality management- a systemic, coordinated impact both on the educational process and on a complex of other basic, managerial and supporting processes related to it in order to achieve the greatest correspondence between the parameters of the functioning of the educational system, its social and pedagogical results, established and proposed requirements, norms, standards and expectations. Educational monitoring- targeted, systematic monitoring of the quality of education, which allows tracking deviations from state educational standards and the level of satisfaction of educational needs. Analysis of the initial state of the problem Reasons for program development In the context of the analysis of existing approaches to the organization and management of the quality of education, the following problems were identified in the institution: Problems 1. Changing the systematic approach to managing the quality of education in an educational institution in connection with the transition and implementation of the Federal State Educational Standard - a new generation. 2. Insufficient work to motivate all participants in the educational process for its quality: students, teachers, parents. 3. A slight change over several years in the qualitative indicators of student performance in an educational institution. In the process of implementing the Program within the framework of the technical school, it is planned to develop a model of the quality of education, which comprehensively takes into account the essence, content, organization, as well as the conditions and factors of the process of education and upbringing, united in priorities: · https://pandia.ru/text/78/100/images/image002_227.gif" width="32" height="12">the personality of the participants in the educational process (student teacher parents), its self-esteem, development; Humanism as the basis of the educational process that determines the place of a person in society. When developing a model for monitoring the quality of education, the estimated base indicators used in the system for assessing the quality of education were taken as a basis: the level of students' training in educational programs; level of upbringing of students; · the number of medalists, prize-winners and winners of olympiads, participation in student competitions; The quality of passing the IGA participation in the Internet exam; · quality passing the exam; · dynamics of students' offenses; The level of life security and social adaptation. Along with indicators of personal performance of students (learning, good manners, development, preservation of physical and mental health), systemic indicators of the organization of the educational process, the functioning and development of an educational institution are used: organization and development of the educational process; management of the educational process; · the level of implementation of the main professional educational program 060501 "Nursing"; the level of innovation processes in an educational institution; professional education of teachers (the results of certification and advanced training of teachers); · Participation of students and teachers in professional competitions ; level of informatization of training and management; · Indicators of teachers' knowledge of information technologies; · the state and development of the material and technical and educational and material base (indicators of the equipment of the classrooms, the library fund, educational and methodological kits for subjects of study). 1.1. Organization and control of the implementation of the Program Coordinating and controlling the implementation of the Program, the administration of the technical school: Analyzes the progress of the Program, actions for its implementation and makes proposals to the pedagogical council for its adjustment; · provides information and methodological support for the implementation of the Program; · monitors the implementation of the program in accordance with the plan of inspection and control activities. 1.2. Material and technical base For the development of the material and technical base, it is assumed: · renewal of the educational and material base (educational and laboratory equipment, computer equipment); · Provision of classrooms and libraries with equipment and computers. 1.4. Expected results: · Creation of a system of psychological and pedagogical diagnostics of the development of students and control over the improvement of the quality of education. · Creation of a didactic and methodological system for the formation of creative and intellectual capabilities of students. · Creation of a portfolio of "Student". Improving the quality of students' knowledge and the average score based on the results of the implementation of the main professional educational program 060501 "Nursing": Academic year Quality of knowledge (according to the results of the academic year -%) 1.5. Stages of the Program implementation: § 1st stage - academic year - development of the program, creation of conditions necessary for the development and development of the program to develop the educational potential of students; § 2nd stage - academic year - work on studying the student's personality, identifying creative and intellectual abilities, their development, creating a data bank on this issue; § 3rd stage - academic year - analysis of activities for the implementation of the objectives of the Program, assessment of improving the quality of education in accordance with the goals and objectives, registration of results. Cyclogram Stages of the Program Components of joint activity I stage - account. G. design and mobilization 1. Development of a program to improve the quality of education. 3. Creation of a data bank on the implementation of the Program Stage III - account. G. reflective-generalizing 1. Analysis of activities for the implementation of the goals and objectives of the Program, evaluation of its effectiveness, registration of results. 1. Processing of all data, comparison of the results obtained during the implementation of the Program. 2. Correction, processing of the Program in accordance with the results obtained. 3. Summing up at the pedagogical council of the technical school. 4. Generalization and description of the progress and results obtained during the implementation of the Program. 5. Report on the implementation of the Program. 2.Main directions of activities for the implementation of the program Direction of activity Goals, tasks Expected Result Responsible Acceptance for implementation of the "Program for improving the quality of education for the academic year" by members of the teaching staff. Ensuring the availability of high-quality general education, increasing the efficiency of using funds invested in education, improving the quality of the educational process based on individual work with its members. Improving the quality of education in subjects; Improving the equipment of classrooms; · improvement of library equipment, creation of a media library, increase in the book fund; improvement of conditions for the formation healthy lifestyle life of participants in the educational process; Improving the material and technical base of the educational institution Director -Deputy Director for SD Head library Physical education teacher - Deputy according to ACH Distribution of duties and powers in the education quality management system to achieve goals and problem solving (changes in job responsibilities). Achieving the necessary in- formational support, pedagogical analysis, planning, organization, control and regulation of all educational activities of the technical school Clear regulation of activities for the implementation of the Program Principal of the technical school Monitoring: input control frontier control (tracking the quality of progress in subjects); intermediate certification results of the State final certification tracking the quality of progress in groups; For Deputy Directors UR, BP, methodologist, head. PO, chairmen of the CMC: 1. To ensure the possibility of consistent monitoring of the achievement by students of the state educational standard in terms of state requirements for a minimum content and level of training of graduates in the specialty "Nursing" 2. Mastering the specific content of the mandatory minimum of education in disciplines at a particular stage of education and an objective comparative picture of students' learning, by technical school in dynamics over several years, increasing the level of students' learning, correcting methodological techniques and forms of organizing students' activities used by teachers. 2. Track the level of quality performance in subjects, the results of intermediate, final state certification, the success of students' extracurricular activities, correction of methodological techniques and forms of organization of students' activities that increase the level of knowledge quality. 3. Define the typology professional problems teachers and, on this basis, organize their psychological and pedagogical support (methodological assistance). For subject teachers: 1. Identify the level of assimilation of the topic, section, academic discipline and consider its dynamics. 2. Determine the typical mistakes in the KLL of students in the discipline and trace the impact of these mistakes on the effectiveness of training in subsequent courses. 3. Determine the significant psychological and pedagogical factors that affect the level of students' learning. As a result of the timely identification of gaps in the KLL of students, professional difficulties on this issue among teachers, the prevention of further negative trends in the educational process. Deputy directors for SD, BP, methodologist, head. BY CMC chairmen, subject teachers. Continuous development professional competence teacher. Motivation of all participants in the educational process for its quality. Raising the qualifications of teaching staff. Methodist Application in the learning process information technologies. Creation of a comprehensive ICT program. Skillful use by students of information technology, computer programs that are most interesting to them and allow them to realize their own success or fill gaps ICT competence of teachers and students. IT Methodist - The work of technical school teachers with students to improve the quality of education: Month Problem Corrective action Predicted result September Working with groups of the new set. Input control. Inner order rules. Conversations on the rules of the internal regulations of students in the technical school. Identification of students with poor school preparation Timely control of ZUN. Activation of learning motivation. Adaptation of students to educational work. October November Possible gaps in knowledge and difficulties in mastering certain subjects for some students. Conducting consultations for students who have gaps and experience difficulties in mastering certain subjects. Parent meeting on these issues. Elimination of gaps, elimination of difficulties in mastering subjects. December The presence of underachieving and poorly performing students at the end of the first semester. Individual work of teachers with students. Organization of assistance to underachieving students of student self-government bodies. Individual conversations of teachers with parents and students about ways to improve academic performance. Increasing the learning motivation of low-performing students. Elimination of gaps. Formation of the spirit of mutual assistance and support in the student team. January February Insufficient attention to students who successfully cope with their studies. Conducting olympiads, intellectual marathons. Increasing the prestige of knowledge in the student team. March Holding a "Day open doors" for parents. April Insufficiently strong development educational material passed in a year. Organization of current control. Stronger fixation of the material. June The problem of successful interim and state final certification. Advising students with the norms and rules of certification. Clear organization of certification 3. Criteria and indicators of the system for assessing the quality of education in a technical school. The system for assessing the quality of education includes a set of criteria, indicators and indicators that will fully comply with the objectives of improving the quality of education. 3.1. Criterion "Formation of functional literacy (subject competencies)» The presence of ZUN and the abilities of students to ensure the success of mastering the Federal State Educational Standard - a new generation (the ability to apply knowledge in practice, the ability to learn, the ability to adapt to new situations, the will to succeed) This criterion is one of the most important and significant. It allows you to judge the professionalism and effectiveness of the teacher. Indicators Indicators ü Achievement of positive indicators by teachers in comparison with the previous period (positive dynamics of the level of training) ü Grades of intermediate and State final attestation of students. ü Stability and growth in the quality of education (positive dynamics in the quality of students' knowledge over the past year) ü Assessments of intermediate and final control. ü An increase in the number of students participating, as well as those who won in the competitive events of the technical school, municipal, regional and other levels. ü Various awards ü Feedback from employers ü Register of participants of competitive events ü Increasing the number of UIRS represented at various levels ü Various awards ü Register of participants ü Attendance of electives, circles. ü The safety of the contingent of students 3.2. Criterion "Formation of social competencies" The ability of students to take responsibility, participate in the functioning of student government, the ability to be a leader, the ability to work independently. Indicators Indicators ü The activity of students in life and solving the problems of the group, technical school and the surrounding society through participation in student self-government, in social projects, volunteer movements ü Official letters, thanks, reviews. Positive information in the media about the activities of students of the technical school. Charitable actions (report, review). ü Formation of legal behavior in groups. ü Absence of offenses among students for reporting period. Deregistration in the District Department of Internal Affairs and intratechnical accounting. ü An increase in successfully socializing students of the “risk group”. ü The negative dynamics of the spread of bad habits. ü Reducing the percentage of students registered according to these criteria. 3.3. Criterion "Formation of multicultural competencies" Understanding differences between cultures, respect for representatives of other cultures, languages, religions. Indicators Indicators ü The results of the study of tolerance in the group. ü Absence of conflicts on interethnic and religious grounds. ü Emotional responsiveness, empathy, tolerance. ü Knowledge of and respect for cultural traditions that contribute to the integration of students in modern society. ü Participation in competitions, projects. 3.4. Criterion« Formation of information competencies» Possession of modern information technologies, understanding of their strengths and weaknesses, the ability to critically relate to information disseminated by the media. Indicators Indicators ü Use of ICT (Internet resources, multimedia tools) in design, research and other activities. ü Increasing the number of creative works of students presented at various levels. ü High appreciation of colleagues during open classes. ü The results of the educational activities of students (in electronic form). ü use by students of a publicly recognized author's product (programs, websites, educational module, etc.) ü Presented product. 3.5. Criterion "General cultural competencies" Spiritual and moral development of the personality, its general culture, personal ethical program aimed at forming the basis of a successful self-developing personality in the world of man, nature and technology. Indicators Indicators ü Building a culture of health care. ü The proportion of students participating in health-improving and health-forming activities of various types. ü Increasing the number of students participating in sports events of various levels. ü Various awards. ü Register of participants. ü Increase in the number of students engaged in creative activities. ü Awards of various levels based on the results of participation in exhibitions, festivals, competitions. ü Register of participants of competitive events. Organization of a system for improving the quality of education Education monitoring system Target: formation of the necessary and sufficient information to manage the quality of education; automated processing and analysis of information flows. I semester II semester 1). The quality of students' training by groups (tables). 2). Evaluation of the results (average score) of the educational process in all subjects (tables, diagrams, graphs). 3). Evaluation of the results of the educational process for each student in all subjects (tables). 4). Accounting for the results of students' knowledge for each teacher in all subjects (tables). 5). Tracking health savings: accounting for absenteeism and their causes (tables). 6). Identification of the training quality reserve (tables). 7). Compliance study load students (tables - program execution). Analysis of the quality of student training based on the results of the academic year 1). The quality of students' preparation based on the results of the academic year (tables, diagrams, graphs). 2). The results of the final control, intermediate certification of students. Competence analysis of students. 3). Monitoring the results of knowledge (average score, percentage of quality). 4). Evaluation of the pedagogical activity of the teacher (automatic calculation in tables and graphs). 5). Participation in the Internet exam. Analysis of the results of the state (final) certification of graduates. 1) The quality of training of graduates in academic disciplines. 4) Comparative analysis of the GIA results by years. 5) Subject-content analysis of the results of the GIA. Analysis of the results of students' participation in olympiads. 1) Quantitative indicators of student participation. 2) Qualitative indicators of student participation. Analysis of the results of students' participation in UIRS. 1) Quantitative indicators of student participation in UIRS. 2) Qualitative indicators of student participation in UIRS. Analysis of the results of students' participation in competitions, festivals, intellectual games and sports competitions. 1) Quantitative and qualitative indicators of students' participation in competitions, festivals, intellectual games and sports competitions. Analysis of the factors that influenced the results of educational professional training.

Chapter 1 Modernization of secondary vocational education and problems of education quality

1.1 Russian and international trends in the development of the 15 system of secondary vocational education

1.2 Research on the quality of vocational education

1.3 Theory and practice of implementing the competency-based approach

1.4 Educational monitoring in SVE institutions 61 Conclusions on the first chapter

Chapter 2 Monitoring the quality of vocational education in a technical school based on a competency-based approach

2.1 Quality monitoring as part of the management of educational 76 institutions of secondary vocational education

2.2 Methodology for the formation of professional competence in the 93 technical school

2.3 Advanced training of engineering and teaching staff 122

Conclusions on the second chapter

Chapter 3 Organization and results of the pedagogical experiment

3.2 Results of the experiment and methods of data processing 154 Conclusions on the third chapter

Recommended list of dissertations

• Formation of professional competence of students of economic specialties of institutions of secondary vocational education 2005, candidate of pedagogical sciences Ivanova, Nadezhda Vladimirovna

• Formation of professional competence of a specialist in the legal sphere in secondary schools 2007, candidate of pedagogical sciences Suddenkova, Natalya Vladimirovna

• Pedagogical conditions for the formation of professional and cultural competence of students 2007, candidate of pedagogical sciences Buylo, Elena Vitalievna

• Didactic system for the formation of professional competence of students of institutions of secondary vocational education in the process of natural science training 2011, Doctor of Pedagogical Sciences Dvulichanskaya, Natalya Nikolaevna

• Organizational and Pedagogical Conditions for Quality Control of Specialist Training in a Secondary Special Educational Institution Based on a Competence-Based Approach 2006, candidate of pedagogical sciences Evseev, Roman Yurievich

Introduction to the thesis (part of the abstract) on the topic "Monitoring the quality of vocational education in a technical school based on a competency-based approach"

Relevance and formulation of the research problem. The reform of vocational education, the strategy for the development of Russian education until 2010, the signing of the Bologna and Bruges-Copenhagen agreements by Russia, which ensures entry into the open European educational space, has sharpened attention to the quality of education. Its increase in accordance with Russian and European requirements is one of the actual problems not only for Russia, but for the entire world community. In the labor market, more and more stringent requirements are imposed on specialists, compliance with their qualification characteristics, the specifics of a particular production. In the new conditions of the functioning and development of the economy, the education system is forced to reconsider the ideas that have developed over the past decades about what a high-quality specialist is, what the process of training a specialist should be like so that he meets the new requirements of production. The task of vocational education is not only the development of the individual, the formation of knowledge, skills and abilities, but also the development of the ability to adapt to changes in technology, technology, labor organization.

The solution to this problem is connected with the modernization of the content of education, optimization of methods and technologies for organizing the educational process and, of course, rethinking the purpose and result of education. The purpose of education began to be correlated with the formation of key competencies, which is noted in the "Strategy for the modernization of the content of general education" (2001) and the "Concept of modernization Russian education for the period up to 2010". According to scientists and specialists in the field of vocational education, when developing a methodology and mechanism for assessing the quality of education, it is necessary to choose a competency-based approach as the basic concept, in which the professional knowledge and career opportunities of graduates are assessed. As N.A. Selezneva emphasizes, “the use of such an approach can help overcome the cognitive orientations of education, leads to a new vision of the very content of education, its methods and technologies” .

In this regard, the problem of quality management of education, the need for highly effective monitoring, which contributes to further development educational institution.

Currently, modern pedagogy pays great attention to the theory and practice of operational and effective management of the quality of education.

TI Shamova considers management issues from the standpoint of a systematic approach. V.P. Panasyuk considers the quality of education in the unity of its two sides, procedural and resulting, approaches the construction of intra-school quality systems using recommendations international standards quality ISO 9000:2000. P.I. Tretyakov in his works pays special attention to modern methods of pedagogical diagnostics, regulation and correction of the main problems of the quality of education.

In the works of M.M. Potashnik, the quality of education is determined by the system of correspondence between the result and the goal, that is, the quality of education is designed and laid down in the corresponding goals, which are focused on the area of ​​potential development of the student.

Theoretical basis the development of quality criteria and methods for assessing the quality of vocational education are disclosed in the works of V.P. Bespalko, E.Ya. Butko, A.T. Glazunov.

Works by V.I. Gribanov, V.A. Krasilnikova, I.I. Markelova, I.V. Fine dedicated to creating practical systems quality control and evaluation.

In particular, in the study by V.A. Krasilnikova disclosed the issues of methodological support of quality control, presented an analysis of the rating system of control.

I.V. Chistova offers a model of professional education quality management based on the formation of professionally significant qualities of a graduate's personality, including the methodology, structure, process and technologies of management, monitoring of current, milestone, final and long-term results of professional education.

D.Sh. Matros. The quality management system of education is considered on the basis of information technology.

An analysis of foreign experience in assessing the quality of vocational education is contained in the materials of the European Education Foundation, as well as in the works of Russian authors: G.S. Gershunsky, Yu.I. Kovalenko, O.N. Oleinikova.

The study by L.A. Gromova, S.Yu. Trapitsyna., V.V. Timchenko.

Many researchers consider education from different pedagogical, sociological and cultural positions and, accordingly, give it different definitions. Education acts as a type of activity, process, result, goal, means, value, etc.

This gives rise to a multifaceted three-dimensional concept of the quality of education

In one case, it is argued that “the quality of education is a set of characteristics of professional consciousness that determine the ability of a specialist to successfully carry out professional activities in accordance with the requirements of the economy in present stage development".

In another case, it is believed that the quality of education is the “quality” of the functioning of a well-defined education system, that is, the degree of fulfillment of the main (main) goal of the system’s functioning, which is to achieve a given (normative) level of learning by students.

A number of specialists define the quality of education as "an integral characteristic of the educational process and its result, expressing the degree of their compliance with the ideas widespread in society about what the educational process should be like and what goals it should serve" .

We have adopted the following working definition; the quality of education is a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society (various social groups) in the development and formation of civil, social and professional competencies.

The quality of education is determined by a set of indicators that characterize various aspects of the educational activities of an educational institution: the content of education; educational technologies; material and technical base; staffing etc.,

One of the urgent problems of improving the educational process management system and improving the quality of education is continuous scientifically based, diagnostic, prognostic and planned activity monitoring of the results of the activities of participants in the educational process.

In modern pedagogical science, such tracking is defined by the concept of "pedagogical monitoring".

Scientific and methodological aspects of the monitoring approach in assessing the results of educational processes are reflected in the works of V.I. Andreev, V.P. Bespalko, K. Ingenkamp, ​​V.A. Kalney, A.N. Mayorova, D.Sh. Matros, D.M. Poleva, H.H. Melnikova, S.E. Shishova.

Summarizing the results scientific research on the problems of monitoring the quality of education, it should be noted that the monitoring approach ensures consistency, completeness and integrity in the management of the quality of education. In particular, in the works of V.I. Andreev lists the most important aspects of pedagogical monitoring. According to the author, the meaning of pedagogical monitoring is to strengthen and implement system diagnostics of the quality of functioning and sustainable development of educational systems and thereby predict and manage the quality of education.

The application of monitoring in various fields of activity is analyzed in the works of I.V. Vavilova, H.A. Morozova, G.P. Savelyeva, V.N. Shamardin.

A number of scientists and practitioners (P.F. Anisimov, V.M. Zuev, A.N. Mayorov, L.V. Shibaeva) consider monitoring as an improvement of the information support system for managing an educational institution.

In the works of A.I. Galagan, A.Ya. Saveliev, L.G. Semushina, monitoring is presented as a means of increasing the effectiveness of strategic planning for the development of vocational education.

V. A. Kalney, N. N. Mikhailova, N. A. Selezneva use monitoring as a means of assessing the quality of education.

A.A. Orlov considers monitoring in the context of improving the quality of managerial decisions in the implementation of pedagogical innovations.

The greatest interest from the perspective of our research in the field of competence-based approach are the works of V.A. Bolotov, V.V. Serikov, I.D. Frumin, A.V. Khutorsky, E.F. Zeer,

V.N. Zimina, N.N. Zimney.

The problem of the formation of key competencies in the system of vocational education is devoted to the studies of A.A. Getmanskaya, M.R. Tabatabai, N.N. Zimney; professional competence - Yu.V. Koinova, N.V. Kuzmina, A.I. Markova, T.N. Vashchilo,

C.A. Efimova, C.B. Frolova..

As a result of the analysis of research data, it should be noted that the authors have developed models of the educational process that are based on the ideas of a competency-based approach, presented a classification of key competencies, and considered the differences between competencies and traditional educational outcomes (knowledge, skills).

At the same time, the indicators of the formed professional competence have not been developed enough, the procedure for obtaining the quantitative value of the quality indicators of the educational process based on the competence-based approach has not been developed.

The analysis made it possible to identify a number of contradictions that determine the need for a study: between the need for objective information for making managerial decisions to ensure the quality of vocational education and the insufficient development of mechanisms for monitoring the quality of vocational education in institutions of secondary vocational education; between the predominance of the reproductive traditional nature of the organization of the educational process in USPO and the need for new approaches to the organization of the educational process, aimed at the formation of a competent specialist;

All this determined the need to study the problem of creating a system for monitoring the quality of vocational education based on a competency-based approach.

The purpose of the study: development and implementation of a system of pedagogical monitoring of the formed ™ competencies of students of institutions of secondary vocational education.

Object of study: the educational process in an institution of secondary vocational education (technical school).

Subject of study: monitoring the quality of vocational education of students of a technical school.

As a hypothesis of the study, a proposal was made that pedagogical monitoring of the implementation of the competence-based approach will be effective if: the purposeful formation of the professional competence of students is implemented; a system for assessing the formation of competence has been developed; organizational and pedagogical conditions for the effectiveness of the implementation of the competency-based approach have been identified and determined.

This goal and hypothesis of the study led to the formulation and solution of the following research tasks:

1. Analyze the problem of professional education quality management, define the conceptual apparatus.

2. Develop and test a system for monitoring the quality of vocational education in a technical school.

3. Determine the quality of secondary vocational education through levels, criteria, indicators of the formation of professional competence of a future specialist.

4. Experimentally test the technology and tools for intratechnical monitoring of the quality of vocational education.

The methodological basis of the study was made up of works in the field of: general scientific foundations of system analysis and management (M.V. Blauberg, V.N. Kalinin, M.S. Kogan, V.N. Sadovsky, A.D. Tsvirkun, E.G. Yudin , V.P. Bespalko, T.K. Selevko). general theory management of vocational education institutions (S.Ya. Batyshev [12]), E.Ya. Butko, A.T. Glazunov, B.S. Gershunsky, E.F. Zeer, A.N. Leibovich, G.V. , A.M. Novikov , I.P. Smirnov , M.V. Nikitin , E.V. Tkachenko ; problems of professional competence of a specialist (G.V. Bezyuleva, Yu.V. Koinova, N.F. Kuzmina, A.K. Markov, V.A. Slastenina, S.A. Efimova, etc.); pedagogical design and forecasting of the educational process (V.P. Bespalko, B.S. Gershunsky, Yu.A. Konarzhevsky, V.E. Rodionov); assessment of the quality of education (V.S. Avanesov, V.P. Bespalko, L.Ya. Zorina, V.A. Kalnei, V.E. Kraevsky, I.Ya. Lerner, I.I. Markelova [ 135], M M. Potashnik, E. A. Rykova, M. N. Skatkin I. V. Chistova); theory of pedagogical diagnostics (A.L. Krupenin, I.M. Krokhina, A.N. Mayorov, V.Yu. Pereverzev).

Research methods: theoretical - analysis of pedagogical, psychological literature, normative documents, systematic approach, pedagogical modeling; experimental and empirical: pedagogical observation, surveys (questionnaires, interviews) of students, graduates, teachers, employers, testing, pedagogical experiment.

Experimental work was carried out on the main base of the experiment GOU SPO Volgodonsk College of Power Engineering, which provides training in 14 specialties of secondary vocational education.

Organization and stages of the study

Stage 1® (2003-2004). At this stage, an analysis of domestic and foreign literature, dissertation research on the problem under consideration, the study of the experience of institutions of secondary vocational education. The analysis performed served as a basis for determining the initial positions of the study, hypotheses, tasks, methodology and research methods, and a number of methods and procedures were developed.

Stage 2 (2004-2005) - development of a comprehensive technology for monitoring the quality of education based on certain indicators and indicators of the monitoring object. Training of teachers in test technologies necessary for monitoring. Implementation of experimental verification of the model of formation of graduate competencies.

3rd stage (2005-2006) - generalization of the results of theoretical and experimental research; implementation of the results into the practice of developing methodological recommendations for organizing and conducting intratechnical monitoring of the quality of education.

The scientific novelty of the research is as follows:

A system for monitoring the quality of vocational education based on a competency-based approach has been developed and tested, including goals, content, structure and educational technologies for the formation of students' competencies;

The stages of formation of professional competence in the technical school are determined, the place of training skills in the formation of key and special competencies is shown;

Mechanisms for assessing the quality of vocational education have been developed to identify the levels of competence formation through the following criteria: motivational (professional values, motives); operating (methods of carrying out professional activities, professional skills and abilities); social (the ability to engage in productive interaction);

The effectiveness of the forms and methods that form professional competence is determined: the project method, the portfolio method, the training firm, integrated into the modular competence technology for the formation of professional competence of technical school students.

The practical significance of the study is as follows:

The mechanism and technology for the implementation of intratechnical monitoring of the quality of education and its comprehensive testing in the course of experimental work are presented;

A block of control and measuring materials has been developed to ensure monitoring of the quality of vocational education;

A quality service has been created as a structural subdivision of the educational institution of secondary vocational education, coordinating the work of departments, methodological cyclic commissions, and the teaching staff.

The developed model for monitoring the quality of vocational education, built on the ideas of a competency-based approach, can be used in institutions of primary and secondary vocational education, as it contributes to the development of the competitiveness of graduates and, in general, to improving the quality of the educational process.

The reliability of the research results is due to the methodological validity of the initial positions and research parameters, the variety of theoretical and empirical research methods used that are adequate to its subject and tasks, the reproducibility of experimental work technologies in similar conditions, a pedagogical experiment with a total coverage of 500 students, methods of mathematical processing of results that confirmed the reliability of the results. .

Approbation and implementation in practice of the results of the study was carried out: at intratechnical, zonal and regional seminars on quality management of vocational education in Rostov region, at regional, all-Russian and international scientific and practical conferences(2003-2006).

The implementation of the results into practice was also carried out in various special educational institutions that are members of the Interregional Association "Atompromobrazovanie": GOU SPO Volgodonsk College of Power Engineering, Ural college of technology, Moscow Industrial College, Balakhna Polytechnic College, Obninsk Polytechnic.

The following main provisions are put forward for defense:

1. Modular-competence technology as the basis for the formation of professional competence of college students.

2. Tools for monitoring the quality of vocational education, reflecting the levels of formed professional competence.

Dissertation structure: includes an introduction, three chapters, a list of references and appendices.

Similar theses in the specialty "Theory and Methods of Vocational Education", 13.00.08 VAK code

• Formation of professional culture of a graduate of a secondary specialized educational institution 2006, candidate of pedagogical sciences Zhigaleva, Olga Leonidovna

• Implementation of the competency-based approach in the educational space of the provincial college 2005, candidate of pedagogical sciences Shamyanov, Alexander Mikhailovich

• Formation of special competencies of a primary school teacher among students of a pedagogical college 2008, candidate of pedagogical sciences Gerasimenko, Elena Nikolaevna

• Modernization of the content of secondary vocational education based on the competence model of a specialist 2006, candidate of pedagogical sciences Davydov, Lev Dmitrievich

• Pedagogical system for the formation of professional competence of automotive specialists in the context of continuous education 2011, Doctor of Pedagogical Sciences Akhmetzyanova, Gulia Nailevna

Dissertation conclusion on the topic "Theory and methods of vocational education", Bazavova, Tamara Vasilievna

Conclusions on the third chapter

1. In the process of experimental work, a model for the formation of students' professional competence was created and tested, for the implementation of which the modular competence technology was used in the educational process.

2. To implement the competency-based approach, a system for assessing the quality of training specialists for the modern labor market has been developed.

3. Within the framework of this system, control and measuring materials, questionnaires were prepared.

In the course of the study, we identified the stages of training specialists based on a competent approach, each stage of which corresponds to the formation of a certain type of competence.

Based on the criteria developed in the course of the study, three levels of the formation of professional competence are described: low, basic, functional.

The paper presents a set of indicators and indicators of competence formation at each stage of their formation. The assessment of indicators of the formation of competence was carried out by the method - qualimetry.

A set of statistical characteristics for monitoring is presented in the table.

Analysis of the formation of professional competence was carried out in two groups of control and experimental. At the "entrance" of the experiment, both groups showed approximately the same level of formation of the initial level. At the "exit" in the experimental group, the dynamics of development of all levels of competence formation can be traced.

Thus, the formative experiment confirmed the practical significance of the implemented developed model for the formation of professional competence of a specialist and the correctness of the selected criteria and indicators according to the levels of their formation.

The effectiveness of the process of forming the professional competence of a specialist at the initial, basic and final stages throughout the entire period of study at the technical school depends on the following implementation conditions:

Coordination of holistic target orientations, creative cooperation of all teachers;

Motivational orientation in the learning process in the context of the specialty;

An informal system for assessing the results of professional achievements, the possibility of introspection, the adequacy of assessment and self-assessment.

CONCLUSION

Vocational education in modern conditions is considered as a decisive factor in the development of intellectual resources, ensuring a high level of quality in specialist training.

The study found that the competence-based approach in the system of secondary vocational education can be considered as the main mechanism for ensuring the social protection of young people in a market economy.

An analysis of the experience of quality assessment in the educational system of the Russian Federation and foreign countries shows that the quality management system is based on a process approach, which is aimed not so much at the end result as at creating conditions for continuous improvement of quality indicators.

Summarizing the results of the study, we can state the following:

Quality improvement is an integral part of the strategy and modernization of vocational education;

Contradictions between the needs to ensure the quality of vocational education and the lack of an integral system of its objective assessment are revealed;

The essence and role of the competence-based approach to the formation of a new quality and improving the quality of specialist training is revealed. A set of principles for the implementation of the competency-based approach has been formulated;

The effectiveness of the modular-competence technology was tested during the pedagogical experiment;

Scientifically substantiated and developed monitoring of the assessment of the levels of formed professional competence;

The main qualitative and quantitative indicators for assessing the quality of vocational education based on the competency-based approach are formulated;

A system of control and measuring materials has been developed to assess the quality of student training;

A model of the educational process, focused on the formation and development of competencies, has been developed and tested.

It is shown that professional competence is an integral personal phenomenon that includes knowledge, skills, stereotypes of behavior, mobilization and a motivational-target component. The pattern that underlies the formation of competence is revealed: competences become knowledge, skills, skills acquired, meaningful and applied in the experience of the subject of training.

The results of theoretical and experimental research give grounds to assert that effective management of the quality of vocational education can be achieved with:

Modernization of the management structure of the educational institution of secondary vocational education based on the creation of a quality and monitoring service;

Carrying out marketing research of the labor market and the demand for graduates;

Formation of a graduate model that meets the requirements of consumers;

Creation of a modern methodological service aimed at developing the professional pedagogical competence of a teacher;

Systematic control and management of processes in the formation of professional competence at all stages.

In the process of experimental work, an expert assessment of the level of formation of professional competence in two groups was carried out.

The experiment showed that as a result of the introduction of a competent approach to the formation of a specialist, the proportion of students with a high level of professional competence development increased from 7% to 67% in the experimental group, while in the control group this level increased only by 25%.

The effectiveness of the competency-based approach is also confirmed by the result of employment of graduates in the specialty: in the experimental group this level is 83%, in the control group 57%.

Thus, the results of the experimental work confirmed the correctness of the hypothesis: the tasks posed in the study were solved.

List of references for dissertation research candidate of pedagogical sciences Bazavova, Tamara Vasilievna, 2007

1. Abramovskikh N.V. Pedagogical monitoring in the educational process preschool// Standards and monitoring in education.-1999.-№3

2. Abrosimov V.N. Professional qualities of a teacher // Standards and monitoring in education. 2001. - No. 6. - 61-64s.

3. Avanesov B.C. Fundamentals of the scientific organization of pedagogical control in higher education, M .: Higher School, 1989, -167p.

4. Akulova O.V. Improving the quality of training of teaching staff in the context of the ideas of the Bologna process // Information Bulletin. St. Petersburg: Publishing House of the Russian State Pedagogical University im. A.I. Herzen.-2006.-1(29).-P.20.

5. Alferov Yu.S. Monitoring the development of education in the world // Pedagogy. -2002. No. 7. - 88-95s.

6. Anisimov P.F., Baidenko V.I., Kolomenskaya A.JL, Semushina JI.T. Secondary vocational education in Russia: the period of reforms. M.: NMTsSPO.-1995.-112 p.

7. Antosenkov E.G. Monitoring of the social and labor sphere of the Russian Federation (1992-1994) // Sociological research.-1995.- No. 9. P.50-64.

8. Arefiev O.N., Bukharova G.D. Education systems of foreign countries: national characteristics and directions of development. - Ekaterinburg: Publishing House of Ros. state prof.-ped. un-ta, 2004.-357p.

9. Babansky Yu.K. Problems of improving the effectiveness of pedagogical research. M.: Enlightenment, 1982. - 167 p.

10. Yu.Babushkina N.V. Masalskikh S.P. Monitoring of the educational process in institutions of primary vocational education. - M.: Publishing Center NOU ISOM, 2004.-48 p.

11. Baidenko V.I. Identification of the composition of the competencies of university graduates as a necessary stage in the design of the SES VPO of a new generation: Methodological guide, - M .: Research Center for the Problems of the Quality of Training of Specialists, 2006, p. 13

12. Batyshev S.Ya. Tasks of the system of vocational education in the transition to a market economy. M.: APO, 1993.-93s.

13. Bezyuleva G.V. Professional competence: the view of a psychologist // Professional education.-2005.-№ 12.-p.24-25

14. Bezyuleva G. V. et al. Professional competence: aspects of formation. M .: Moscow Psychological and Social Institute, Federal Institute for the Development of Education, 2005.-82p.

15. Bespalko V.P. Monitoring the quality of education means of managing education // World of Education. - 1996. - No. 2. - P.31 - 36.

16. Bespalko V.P. Development standardization; basic ideas and concepts // Pedagogy.-1993.- No. 5

17. Bespalko V.P. Is it time to change the education strategy? // Pedagogy. -2001.-№9.- P.87-95.

18. Bespalko V.P. Components of pedagogical technology. M., 1989

19. Bestuzhev-Lada I.V. Expert scenario-prognostic monitoring: principles of organization // Sociological research.-1993.- №8.

20. Blauberg I.V., Yudin E.G. Formation and essence of the system approach. -M.: Nauka, 1973.-236s.

21. Bobenko O.M., Z.N. Safina. Competence-oriented approach in adult education. Textbook for teachers. Kazan, 2004

22. Bogolyubov L.N. Basic social competencies in the course of social science // Teaching history and social science at school.-2002.-No. 9.

23. Bogoyavlenskaya D.B. Intellectual activity as a problem of creativity.-Rostov-on-Don, 1983

24. Bodzi D., Payton R. Fundamentals of management.- St. Petersburg: Peter, 1999, C41

25. Bodryakov V.Yu. Verbitskaya N. O. Educational process: informatization, analysis, management.- M.: September, 1998.- 128s

26. Boydell T. How to improve organization management.- M.: Infra-M, 1995.

27. Bolotov V.A., Serikov V.V. Competency model: from idea to educational program//Pedagogy.-2003.-№10.

28. Bondarevskaya E.B. Theory and practice of personality-oriented education. Rostov-on-D.: RPU, 2000.-351p.

29. Bordovsky G.A., Nesterov A.A., Trapitsyn S.Yu. Educational process quality management: Monograph. St. Petersburg: Publishing House of the Russian State Pedagogical University im. A.I. Herzen, 2005.-p.21.

30. Butko E.Ya. Features of the functioning and development of the system of vocational education in Russia in the context of the transition to a market economy // Vocational education in Russia: Results of the XX century and forecasts: In 2 volumes. T.1. M., 1999. 0.9 p.l.

31. Vashchilo T.N. Formation of additional professional competencies to ensure the competitiveness of an economic specialist (on the example of the discipline insurance): Avtoref. dis. .can.ped.sci. Tolyatti, 2005

32. Verbitskaya N. O., Bodryakov V. Yu. Educational process: informatization, analysis, management. - M.: September, 1998. - 128s.

34. Vishnyakov S.M. Professional education: a dictionary. Key concepts, terms, actual vocabulary. M.: NMTsSPO, 1999.-538 p.

35. Vulfson B.L. Strategy for the Development of Education in the West on the Threshold of the 21st Century. M.: Publishing house of URAO, 1999. - 208s.

36. Galagan A.I., Pryanishnikova O.D. Bologna process: from Bologna to Berlin (results and prospects). M., 2004.

37. Galperin P.Ya. Problems of activity in Soviet psychology // Problem of activity in Soviet psychology. Part I. M.: Publishing House of Moscow State University, 1978.-118 p.

38. Galyamina I.G. Monitoring as a mechanism for managing the quality of higher professional education in the field of employment // Problems of the quality of education: Proceedings of the X All-Russian Scientific and Practical Conference. Ch.I. - Moscow - Ufa. 2000.

39. Ganaeva E.A. Marketing service of an educational institution // School technologies. 2005. - No. 3. - 212-219s.

40. Gaskov V.M. Vocational education and training management. -Geneva-Moscow, 2000. 386s.

41. Gershunsky B.S. Pedagogical forecasting: Methodology. Theory. Practice. Kyiv: Vishcha school, 1986. - 200p.

42. Gershunsky B.S. Is it ready modern education respond to the challenges of the 21st century? // Pedagogy. 2001. - No. 10. - S.Z - 12.

43. Gershunsky B.S. Philosophy of Education for the 21st Century. M.: Perfection, 1998.-605s.

44. Getmanskaya A.A. Project "Key skills and abilities (competencies) in primary vocational education and training (Irkutsk)" - Irkutsk, 2002.

45. Glazunov A.T. British vocational school. M., 1999. - 86s.

46. ​​Glazunov A.T. Educational management in a professional lyceum. -M., 1999.-6 sheets.

47. Glazunov A.T. Pedagogical research: content, organization, processing of results. M .: - Publishing Center APO, 2003. - 41s.

48. Glass J., Stanley J. Statistical Methods in pedagogy and psychology. -M.: Progress, 1976

49. Glossary of quality assurance and accreditation terms. Materials for the UNESCO round table “Indicators of accreditation at the institutional and program levels higher education(April 3-8, 2003).

50. Gorb V.G. Methodology and theory of pedagogical monitoring. Abstract dissertations for the competition doctorate degrees. ped sciences. Yekaterinburg, 2005.-48s.

51. Gorchakova-Sibirskaya M.P. Innovations in Vocational Education: Pedagogical Technologies: Textbook.- St. Petersburg, 2000.-174p.

52. State and educational standards in the system of general education. Theory and practice / Ed. B.C. Ledneva, N.D. Nikandrov, M. V. Ryzhakov. M., 2002.-S.63

53. Gribanov V.I. Monitoring of primary vocational education in the region. Abstract dissertations for the competition degree cand.ped. sciences. Moscow, 2000.-23 p.

54. Gromova L.A., Trapitsyn S.Yu., Timchenko V.V. The quality of education in the context of the UNESCO Education for All program: a Russian vision. - St. Petersburg: Publishing House of the Russian State Pedagogical University named after A.I. Herzen, 2006. 72p.

55. Guzeev V.V., Romanovskaya M.B. Modern technologies professional education: integrated project-based learning. Part 1. M.: Publishing Center NOU "ISOM", 2006. - 48s.

56. Gur'e L.I. Vocational education in France. Kazan, 1993. -204p.

57. Davydov V.V. Problems of developmental education: the experience of theoretical and experimental psychological research. M.: Pedagogy, 1986.-240s.

58. Davydenko T.M. Reflective school management. Theory and practice. - M., - Belgorod, 1995.

59. Danilov I.P. Education as a factor in increasing competitiveness // Quality. Innovation. Education. 2002. - No. 1. - S. 17-20.

60. Demin V.A. Professional competence of a specialist: concept and types//Standards and monitoring in education. 2000. - No. 4. - pp. 34-42

61. Dzhurinskaya E.G. Test assessment of the quality of training of mid-level specialists. Guidelines. M., 1998.- 74p.

62. Dzhurinsky A.N. The development of education in the modern world. - M .: Vlados, 2004, 200 p.

63. Dickenson P. The quality of education in the 21st century // Quality. Innovation. Education. 2002. - No. 1. - S. 21-22.

64. Report of the international commission on education of the XXI century, presented for UNESCO "Education: a hidden treasure" - M.: UNESCO Publishing House, 1997

65. Dolgova B.C. Look back in thought: Psychological essays. M.: Politizdat, 1984.-78s.

66. Dubinina V.P., Kamelina A.V. Management of the quality of education in the gymnasium based on pedagogical monitoring, - Yoshkar-Ola: "Strig", 2004.-180s.

67. European Professional School / Ed. I.P. Smirnova. M., 1996. -96 p.

68. Efimova S.A. Designing educational programs for vocational education based on a modular competence-based approach. Auto-ref. dissertations for the competition degree cand.ped. sciences. Moscow, 2006

69. Zavalishina D.N. Psychological structure of activity // Development and diagnostics of abilities. M., 199173.3agvyazinsky V.I. Methodology and methodology of didactic research. -M.: Pedagogy, 1982. 160s.

70. Zaslavskaya T.I. Sociological monitoring of economic and social changes in Russia // Public Opinion Monitoring. Economic and social changes. Newsletter.-1993.-No.2.

71. Zorina L.Ya. Systematic quality of knowledge, - M., 1976.82.3uev V.M., Novikov P.N. Monitoring and forecasting of vocational education. Scientific and practical guide. M.: RGATIZ, 1999. - 80 p.

72. Ibragimov G.I. Problems of the quality of training specialists in the system of secondary vocational education // Vocational education and the formation of the personality of a specialist, Scientific and methodological collection .- M .: Institute for the Development of SPO, 2002.-175p.

73. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Uch.-met. allowance, - M .: APKiPPRO, 2005.-101 p.

74. Ivlieva I.A., Panasyuk V.P., Chernysheva E.K. Conceptual foundations for building a quality system for vocational education. Monograph. - St. Petersburg: Institute of Vocational Education of the Russian Academy of Education, 2001.

75. Ingemkamp K. Pedagogical diagnostics. M.: Pedagogy, 1991. - 238 p.

76. Irodov M.I., Stepanova T.A., Rozhkova O.F. NGO management based on monitoring data // Vocational education. 2000, No. 11

77. History of vocational education in Russia. M .: Association "Professional Education", 2003.- 672s.

78. Kabanova-Meller E.H. Educational activities and developmental education. -M.: Knowledge, 1981.-96s.

79. Kagan M.S. Human activity. - M., 1974.

80. Kagermanyan B.C. the quality of the content of educational programs of higher professional education and their monitoring // Problems of the quality of education: Materials of the VIII All-Russian scientific and methodological conference. -Ufa-Moscow. 1998.- P.88.

81. Kainova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M .: APKi PPRO, 2005.-80 p.

82. Kalinin V.N., Reznikov B.A. Theory of Systems and Control. JL: VIKI, 1978

83. Kalitsky E.M. Towards Open Vocational Education: Key Qualifications. Minsk, 1996. - 48s.

84. Kalitsky E.M. Scientific bases of professional education quality management. Minsk, 2001. - 85s.

85. Kalitsky E.M. Personal profession - the future. - Mastery. - Minsk, 1996.-34s.

86. Kalney V.A., Shishov S.E. Monitoring the quality of education. M.: Vologda, 1998. - 204p.

87. Kapto A.E. Organization of intraschool management. - M .: Knowledge, 1991.

88. Kachalov V. problems of quality management in universities / Standards and quality.-2000.-No. -9.

89. Human qualimetry and education: methodology and practice. Eighth symposium of the national system for assessing the quality of education in Russia. In three parts. Ed. H.A. Selezneva. - M., 1999. - 583s.

90. Klarin M.V. Innovations in world pedagogy: Learning based on research, games, discussions. Analysis of foreign experience / International Association"Developmental Learning". Riga: Experiment, 1995. - 176 p.

91. Klarin M.V. Innovative models of teaching in foreign pedagogical searches. - M., 1994.

92. Kovaleva T.M. School skills and key competencies, competencies: What is common and what is the difference // Development Pedagogy: key competencies and their formation. Materials of the 9th scientific and practical conference

93. Kovalenko Yu.I. Vocational education in Germany. - M .: Higher. school, 1988.-157 p.

94. Kogan E. Ya. Competence-based approach and new quality of education // Modern approaches to competence-oriented education: Materials of the seminar./ Ed. A.B. Velikanova.- Samara: Profi Publishing House.-2001.- P.28-32.

95. Competence-based approach in teacher education: Collective monograph. SPb.: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2005.-392 p.

96. Konarzhevsky Yu.A. Pedagogical analysis of the educational process and school management. - M .: Pedagogy, 1986.

97. Konstantinova L.V. The status of youth in the labor market. Saratov, 1996. -38s.

98. The concept of modernization of Russian education for the period up to 2010. Application to the order of the Ministry of Education of Russia dated February 11, 2002 No. 393.

99. Kramarenko I.S. Forecasting the level of educational achievements of students by means of monitoring // Standards and monitoring in education.-2001.- No. 1.- P.37-42.

100. Krasilnikova V.A. Technologies for assessing the quality of education. - M .: Publishing Center NOU ISOM. - 46 p.

101. The concept of modernization of Russian education for the period up to 2010.// Official documents in education. -2002. -№4.- P.3-31

102. Short E. The system of complex assessment of the quality of education of a specialist // Higher education in Russia. - 1995. - No. 2

103. Kosarev V.V., Kryuchatov A.P., Lobanova H.H. Professional competence of the teacher. - Samara; SPb., 1997.

104. Kraevsky V.V. methodology of pedagogical research.- Samara: Publishing House of SAMGPI, 1994.-164 s /

105. Krakhmalev A.P. Formation of general learning skills of students as a condition for mastering the competence-based approach in teaching. Omsk: Publishing house of OmGPU, 2005.-100p.

106. Krupenin A.L., Krokhina I.M. An effective teacher, - Rostov n / D .: Phoenix. 1995, - 497 p.

107. Kuznetsov A.A. Monitoring the quality of student training: organization // Standards and monitoring in education. - 2000. - No. 5.

108. Kuzmina N.V. Professionalism of the activity of a teacher and a master of industrial training of a vocational school. - M .: Higher School, 1990, -303s.

109. Kukuev A.I. Pedagogical monitoring as a fundamental tool for managing the educational process // Head teacher. 2000. - No. 8. -S.10-22.

110. Kurdyumova I.M. Assessment of the quality of vocational education in the UK. M.: Publishing Center NOU ISOM, 2003. - 36p.

111. Lazarev B.C. School management: theoretical foundations and methods. M.: TsSiEI, 1997.-336s.

112. Lazarev B.C., Potashnik M.M. How to develop a school development program: A guide for leaders of educational institutions. M.: New school, 1993. - 48s.

113. Lebedev O.E. Competence-based approach in education// School technologies. 2004. - No. 5. - 3-13s.

114. Lebedev Yu.A. Project tests as one of the methods for activating training sessions // Secondary vocational education. - 2003. - No. 3

115. Leibovich A.N. Structure and content of the state standard of vocational education. M., 1996. - 228s.

116. Leontiev A.N. Activity, Consciousness. Personality.- M.: Nauka, 1975.-516s.

117. Lerner I. Ya Quality of knowledge of students. What should they be? - M., 1978.

118. Litvinenko V.V. Improving the professional competence of the master of industrial training based on the requirements of the educational environment: Dis. . cand. Pedagogical Sciences / Kurgan State University. - Kurgan, 2002, 185p.

119. Lomov B.F. Methodological and theoretical problems of psychology. -M., 1984.

120. Loshkareva Formation of a system of general educational skills and abilities of schoolchildren. M., 1982

122. Mayorov A.N. Monitoring and problems of information support of education management. Narodnoe obrazovanie. 2000. - No. 8. - P.21 - 28.

123. Markelova I.I. Integrated system of quality control of education in professional lyceum. Abstract dissertations for the competition degree cand. ped sciences. Moscow, 2000.-24 p.

124. Markova A.K. Psychology of teacher's work, - M.: Presveshchenie, 1993.

125. Matros D.Sh., Polev D.M., Melnikova H.H. Education quality management based on new information technologies and educational monitoring. M .: Pedagogical Society of Russia, 1999. - 96.

126. Matyash N. Technological education: methodological aspect // National education.-2004.-38.-S. 106-112.

127. Management and school management. Ed. T.I. Shamova. M., 1992

128. Management, marketing and economics of education: textbook / Edited by A.P. Egorshina. N.Novgorod, 2001

129. Mechinskaya Problems of education, upbringing and mental development of the child. M.: Izd-vo MPSI, 2004. - 511s.

130. Mikhailova H.H., Gaivoronsky Technology of modeling the content of education. M., 2001. - 128s.

131. Moiseenko V.M., Smirnov I.P. Labor market and vocational education.-M.: 1999.-86s.

132. Monitoring the activities of an educational institution (achieving a new quality of education. Part 1. St. Petersburg: Publishing House of the Russian State Pedagogical University named after A.I. Herzen, 2003.-S. 13.

133. Morozova H.JI. Monitoring the value-motivational orientations of students as a means of their professional orientation // Problems of the quality of education: Proceedings of the X All-Russian Scientific and Practical Conference. Part I. Moscow-Ufa, 2000.

134. Muravieva A.A., Kuznetsova Yu.N., T.N. Chervyakov. Organization of modular training based on competencies. - M.6 Alpha M, 2005. - 96 p.

135. Muratova V.K. Intraschool monitoring of the quality of student learning: Dis.kan.ped.nauk Saratov, 2000, - 207p.

136. Mukhamedzyanova G.V. Strategy for reforming the system of secondary vocational education. M.: Master, 1995. - 222p.

137. Myasnikov V.A., Voskresenskaya N.M. Modern education reforms in developed foreign countries// Pedagogical workshop. 2006. - No. 1, -46-51s.

138. Scientific and methodological bases for monitoring educational programs of higher and secondary vocational education // Analytical reviews on the main directions of development of higher education. - M.: NIIVO, 1999. Issue 6.

139. Nefedova O.G. EQF Global Framework of Qualifications as a Universal Compass in the Educational Space // Accreditation in Education." 2006.- №8.

140. Nikandrov N.D. Modern Higher School of the Capitalist Countries (Main Questions of Didactics). M., 1978. - 80s.

141. Nikitin M.V. Development Management Modernization educational organizations. M., 2001. - 221s.

142. Novikov A.M. Professional education in Russia. Development prospects.-M., 1997.-254p.

143. Novikov P.N. Advanced education. M., 1997. - 341s.

144. Novikova T.G. Prutchenkov A.S. Portfolio as a form of assessment individual achievements students as part of the modernization of Russian education. M .: "Bulletin of Education" APKiPRO, 2003.

145. New quality of education // Proceedings of the international scientific-practical conference "Monitoring and audit of the quality of education". - Petrozavodsk, 2001. 120s.

146. Educational management in institutions of primary vocational education /Under scientific. ed. A.T.Glazunova. M. - Stary Oskol, 1998.-96s.

147. Ogarev VI Competent education: social aspect. St. Petersburg: Ed. RAI JOB, 1995.-SD0

148. Ozhegov S.I. Dictionary of the Russian language. M.: Rus.yaz., 1984. - 797p.

149. Oleinikova O.N. Reforming professional education abroad. - M .: Center for the Study of Software Problems, 2003.-152 p.

150. Oleinikova O.N., Muravyova A.A., Konovalova Yu.V., Sartakova E.V. Development of modular programs based on competencies: Textbook. M.: Alpha.-M, 2005

151. Orlov A.A. Monitoring of innovative processes in education / Ed. IN AND. Andreeva. -Kazan, 1999.- 168 p.

152. Osipov P.N., Sadykov A.N. Management of an educational institution in the conditions of transition to a market economy. Kazan: RIC "School", 2002. - 116p.

153. Oscarson B. Basic skills as an integrating factor of the curriculum // Evaluation of the quality of vocational education. M., 2001.- S.44-46.

154. Evaluation of the quality of vocational education / Ed. IN AND. Baidenko, J. Van Zantworth. M., 2001. - S.40-63, 51-52

155. Pavlyutenkov E.M., Kryzhko V.V. Psychology in the practice of an education manager: materials for specialists in educational institutions. - St. Petersburg, 2002

156. Pavlyutenkov E.M. Professional orientation of students. Kyiv: Ra-dyansk school, 1983. - 157p.

157. Pavlyutenkov E.M. Career guidance management in secondary school. Vladivostok: Publishing House of the Far Eastern University, 1990.- 171p.

158. Panasyuk V.P. School and quality: the choice of the future. St. Petersburg: KARO, 2003. -384 p.

159. Panova O.A. Theoretical and legal aspects of intra-school management, // Pedagogy. 2001. - No. 2. - S. 14 - 20.

160. Pakhomov H.H. The Crisis of Education in the Context of Global Problems // Philosophy for the 21st Century: Collection of Art. M., 1992. - 64s.

161. Pedagogical monitoring of the quality of education / Ed. V.I.Andreeva. Kazan: KSU, 1991 - 265p.

162. Pereverzev V.Yu. The quality of secondary vocational education: a problematic aspect // Secondary vocational education. 2003. - No. 7. -S.2-3.

163. Perelomova H.A. Key competencies in education: a modern approach. - Irkutsk, 2003.

164. Pischulin N.P. Monitoring expertise of the education system // Problems of the quality of education: Proceedings of the X All-Russian Scientific and Practical Conference. Part II - Moscow-Ufa, 2000.

165. Platonov K.K. Personal approach as a principle of psychology // Methodological and theoretical problems of psychology. Ed. E.V. Shorokhova. Moscow: Nauka, 1969.

166. Polat E.S. New pedagogical and information technologies in the education system.- M.: Academia, 2000.-271 p.

167. Potashnik M.M. Innovative schools in Russia: formation and development. Experience of program-targeted management: A manual for heads of educational institutions. M .: New school, 1996. - 320s.

168. Potashnik M.M. Management of the quality of education in questions and answers // National education. 2001. - No. 8 - 9. - 2002. - No. 1-6.

169. Pokholkov Yu, Chuchalin A., Boev O, Mogilnitsky S. Ensuring and assessing the quality of higher education // Higher education today.-2004.-№2.-S. 12-24.

170. Vocational education in Russia: results of the XX century and forecasts: In 2 volumes / Under the scientific editorship. I.P. Smirnova. -M.: IRPO, 1999. 1 volume-424s., II volume - 816s.

171. Designing systems of intraschool institutions and territorial educational systems / Ed. A.M. Moiseeva. M .: Pedagogical Society of Russia, 2001. - 384 p.

172. Professional pedagogy. Uch. for students studying ped. specialties./Ed. S.Ya. Batysheva.- M .: Association "Professional Education", 1997.-512p.

173. Vocational education in the XXI century. Materials of the second international congress on technical and vocational education. Seoul, Republic of Korea, April 26-30, 1999

174. Raven J. Competence in modern society, development and implementation. Prospects.- M.: Kogtito-Center, 1999

175. Reinus A.JL, Shapkin V.V. Application of international ISO standards in the quality management system of vocational education. St. Petersburg, 2002.

176. Rodionov V.E. Designing educational systems. - M., 2000. - 162p.

177. The role of vocational education in the educational system of the Russian Federation // UNESCO Bulletin / Under the scientific editorship. I.P. Smirnova. M., 1995. - 32s.

178. Rykova E.A. Vocational training and career guidance for the unemployed. (Tutorial). M., 200. - 137p.

179. Savelyeva N. New models of vocational education // Teacher's newspaper.-1999.- No. 6

180. Sadkov V.G., Silaeva O.A., Brekhova T.B. The system of quality management of higher education in the regions of Russia. http://ri.ostu.ru | sciceprog|educ man|sadKoc. htmll7|09|2003.

181. Sadovsky V.N. Foundation of the general theory of systems. - M., 1974.

182. Simon G., Smithburg D., Thompson V. Management in organizations - M.: RAGS Economics, 1999.

183. Samilova T.A., Vatalkina N.Sh. History of quality management. Textbook.- M., 2005.

184. Sapronov A.G., Eliseev I.N. On the organization of regional monitoring of the quality of education. // Problems of the quality of education: Materials of the VIII All-Russian scientific and methodological conference.- Moscow-Ufa, 1998.-p.87

185. Selevko G.K. Modern educational technologies. M: Enlightenment, 1998.-225s.

186. Selezneva H.A. Reflections on the quality of education: an international aspect // Higher education today.-2004.-№4

187. Selezneva H.A. The quality of higher education as an object of systematic research: Lecture-report. - M., 2004.

188. Sergeeva V.P. Management of educational systems: Software- Toolkit. M., 2000. - 136s.

189. Serikov G.N. Management of education. System interpretation. - Chelyabinsk: ChGPU Publishing House, 1998

190. Certification of professional education abroad /Comp. V.A.Malysheva. M.: IRPO, 1998. -99 p.

191. Silina S.N. Professional monitoring in the system of higher pedagogical education // Standards and monitoring in education.-1999.-№2.

192. Skatkin M.N. Methodology and methods of pedagogical research. -M.: Pedagogy, 1986, -150s.

193. Skakun V.A. Methodical manual for teachers of professional educational institutions. M., 2001. - 181s.

194. Skok G.B., Nikitina N.Sh. On monitoring the quality of the educational process in pedagogical activity// Problems of the quality of education: Proceedings of the VIII All-Russian Scientific and Methodological Conference. - Ufa-Moscow, 1998.-S.77-78.

195. Slastenin V.A. Scientific and methodological support of the educational process. - M .: Prometheus, 1989, 46 p.

196. Smirnov V.P. Implementation quality assessment state standards vocational education. Dis. Candidate of Pedagogical Sciences, - M., 2003

197. Smirnov I.P. Human. Education. Profession. Personality. Monograph." M., 2002.-420 p.

198. Smirnova E.E. Ways of forming models of a specialist with a high technical education. - L: Leningrad State University, 1977

199. Smyatskikh A.L., Turkina T.M. Formation of professional competence of students of the pedagogical college. - M .: Publishing Center NOU ISOM, 2003.-34 p.

200. Sokolnikov Yu.P. A systematic approach to the study of education. Moscow: Prometheus, 1993.

201. Strategy for the modernization of the content of general education: Materials for the development of documents for the renewal of education / Ed. A.A. Pinsky, - M., 2001

202. Subetto A.I. Quality management system in the university // Tenth symposium: qualimetry in education: methodology and practice. - M .: Research Center for Quality Problems in Training of the Moscow State Institute of Steel and Alloys, -2003.

203. Subetto A.I. Technology for collecting and processing information in the process of monitoring the quality of education. - SPb.-M .: ITsPKPS, 2000.

204. Tabatabai M.R. Formation of key competencies of students of secondary vocational schools. Dis. Candidate of Pedagogical Sciences, - M., 2004, - p.

205. Tallinn E.H. Psychological and pedagogical monitoring of innovative activity // Problems of the quality of education: Proceedings of the X All-Russian Scientific and Practical Conference. Part II - Moscow-Ufa, 2000.

206. Talyzina N.F. Theoretical foundations for the development of a specialist model. -M.: Knowledge, 1986.

207. Tkachenko E.V. The conceptual apparatus of pedagogy and education: Sat. on-uch.tr. Responsible ed. E.V. Tkachenko: Ekaterinburg, 1995, Issue 1 13.7p.l. 1996, Issue 2 -21, Zp.l.

208. Tkachenko E.V., Glazunov E.V. Basic vocational education. Problems of regionalization and development. Cheboksary, 2001. - 253p.

209. Tretyakov P.I. The practice of modern school management. M.: New School, 1997.-238s.

210. Tretyakov P.I. School management by results: The practice of pedagogical management. M.: New school, 2001. - 320s.

211. Management of the educational system of the school: problems and solutions / Ed. V.A. Karakovsky, L.I. Novikova, N.I. Selivanova, E.I. Sokolova. M .: Pedagogical Society of Russia, 1999. - 264 p.

212. Management of the quality of education: Practice-oriented monograph and methodological manual (Edited by M.M.Potashnik. M.: Pedagogical Society of Russia, 2000. - 448s.

213. Management of vocational education in the new socio-economic conditions, ed. P.V. Mukhametzyanova, - Kazan ISPO RAO, 2001.-72 p. p.53

214. School development management: A guide for heads of educational institutions / Ed. M.M.Potashnik and B.C. Lazarev. M.: New school, 1995. - 464 p.

215. Fayzullina G.Z. Principal of a vocational school: how to evaluate innovative activity. M.: Publishing Center NOU ISOM, 2005. - 28p.

216. Frolova C.B. Formation of engineering and technical competence of the future specialist: Dis. cand. ped. n. M., 2004. - 289s.

217. Frumin I.D. Competence-based approach as a natural stage of updating the content of education // Pedagogy of development: key competencies and formation. - Krasnoyarsk, 2003

218. Khutorskoy A.B. Key competencies. Design technology//People's education.-2001.- №5. pp.55-61.

219. Tsimring S., Kuznetsov Yu. Pages of the history of vocational and technical education in Russia. St. Petersburg, 1996. - 296s.

220. Tsvirkun A.D. Fundamentals of the synthesis of the structure of complex systems. Moscow: Nauka, 1982.

221. Chernova Yu.K., Palferova S.Sh. Mathematical Methods allocation of basic competencies in fundamental disciplines. Tolyatti: TGU, 2003.

222. Chechel I.D. Control research activities teacher and student in the modern school. M.: September, 1998. - 144 p.

223. Chechel I.D. Pedagogical foundations of professional self-determination of students of innovative educational institutions: Dis. Doctor of Ped. M., 1996.-455s.

224. Chechel I.D., Prudchenkov A.S. Research and project activities of students. Scientific and methodological manual. M.: ARC and PRO MO RF, 2003.-124p.

225. Chistova I.V. Management of the quality of training specialists in an institution of secondary vocational education: Dis. cand. ped. n. M., 2003.-289s.

226. Choshanov M.A. Flexible technology of problem-modular learning: Methodological guide.- M.: Public education. 1996.-p.160

227. Shalugay H.H. Pedagogical foundations of students' adaptation to labor market conditions in the process of technological education. Diss. doc. ped. auk.-M., 2000.-33 8s.

228. Shamova T.I. Intraschool management: Issues of theory and practice. -M.: Pedagogy, 1991, - 192s.

229. Shamova T.I. Research approach in school management. M .: APP CITP, 1992. (library "Modern School: Leadership Problems").

230. Shamova T.I. , Davydenko T.M. Management of the process of formation of a quality system of students' knowledge.- M.: Izd. Prometheus MGPI them. V.I. Lenin, 1990.-112p.

231. Shamova T.I., Tretyakov P.I., Kapustin N.P. Management of educational systems: Proc. allowance for students. higher textbook institutions / Ed.T.I. Shamova. M.: GIZ VLADOS, 2001. - 320p.

232. Shamardin V.N. Diagnostics and evaluation of the quality of educational systems //Pedagogy.- 1995.-№4.- P.36-44.

233. Shelten A. Introduction to professional pedagogy: Textbook / Ed. G.M. Romantseva. Yekaterinburg, 1996. - 288s.

234. Shibaeva L.V., Kuznetsova N.M., Travkina T.G. The system for tracking the success and productivity of the main directions of the educational activities of the school // Standards and monitoring in education. - 2000. - No. 1.

235. Shilova M.I. Monitoring the process of educating schoolchildren // Pedagogy.-2001.-№5.-S. 40-45.

236. Shishov S.E. The concept of competence in the context of the quality of education // Standards and monitoring in education.-1999.- No. 2

237. Shishov S.E., Kalney V.A. Monitoring the quality of education at school. -M.: Pedagogical Society of Russia, 1999. 320s.

238. Schmidt G. The participation of employers in the financing of vocational education. Economics of Education, No. 1, 2002 - 28p.

239. Shchedrovitsky G. P. Essays on the philosophy of education. - M., 1993.

240. Shchipanov V.V. Fundamentals of education quality management: Monograph.-Togliatti: TolPI, 1998.-100p.

241. Yudin E.G. System approach and principle of activity. M.: Nauka, 1979.-212 p.

242. Yakuba Yu.A. Modern methods of quality control of industrial training. M., 2001. - 108s.

243. Yakuba Yu.A., Skakun V.A. Diagnostics of the quality of practical (industrial) training. M.: IRPO, 1995. - 95s.

244. Yamburg E.A. School for All: Adaptive Model: Theoretical Foundations and Practical Implementation. M.: New school, 1996. - 352p.

245. Yatsenko N.E. Social Dictionary. St. Petersburg: Publishing house "Lan", 2006. - 672 p.

246. Bbloom B.S. Taxonomy of Educational Objtktives. New York, McKay, 1956

247. Mertons D. Schlueselqualifikation/ Theseen zur Schulung fur eine Moderne Geseltschaft // Verlag W. Kohlhammer. Stuttgart, Berlin, Kuln, 1974

248. Simon Shaw. Development of Core Skills training in the Partner Countries. Final Report for the ETF Advisory Forum Sub-Group D, European Training Foundation, June 1998.

249. STARTING DIAGNOSIS RUSSIAN LANGUAGE How and why the Russian language changed

250. Rewrite the first paragraph, inserting missing letters and punctuation marks.2. Title the text.

251. Answer in one sentence the question: what is this text about? 4. Make a complex plan.5. Outline the text.1. LITERATURE

252. Distribute the title of the poems by topic:

253. What are the features of romantic poetics, manifested in the poems “Sail” and “Angel” a) the motive of loneliness b) the reliability of the description of nature c) the symbolism at the heart of the poetic image) the mood of dissatisfaction, rebelliousness.

255. Express from the formula the radius (K) a) R3 \u003d -; b) R3 = -; c) I \u003d\u003e M; 4l- ZU "Il b V

256. Calculate the area of ​​a right triangle if its hypotenuse is 17 cm and its leg is 8 cm. a) 60 cm2; b) 68 cm2; c) 120 cm2; d) 16 cm2.

257. Solve the inequality: 0.2*+5< 0,3* -1а) х < 40; б) х >40 c) x< 60 г) х > 602" ■

258. Find the meaning of the expression: -r2a) -4; b) |; at 2; d) 4.41. PHYSICS

259. Choose the mathematical notation of Newton's 2-law a) a = - ; b) i = -; c)/^ = /w d)/^^m r

260. Write what the speed of a body 60 -?ch1 means. V,

Please note the above scientific texts posted for review and obtained through recognition of original texts of dissertations (OCR). In this connection, they may contain errors related to the imperfection of recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.

Introduction

Chapter 1 Modernization of secondary vocational education and problems of education quality

11 Russian and international trends in the development of the system of secondary vocational education

1.2 Research on the quality of vocational education 32

1.3 Theory and practice of implementing the competency-based approach 43

1.4 Educational monitoring in vocational schools 61

Conclusions on the first chapter 74

Chapter 2 Monitoring the quality of vocational education in a technical school based on a competency-based approach

2.1 Quality monitoring as part of the management of an educational institution of secondary vocational education

2.2 Methodology for the formation of professional competence in a technical school

23 Advanced training of engineering and teaching staff

Conclusions on the second chapter 136

Chapter 3 Organization and results of the pedagogical experiment

3.2 Experimental results and data processing technique 154

Conclusions on the third chapter 171

Conclusion 173

List of sources used 176

Applications197

Introduction to work

Relevance and formulation of the research problem. The reform of vocational education, the strategy for the development of Russian education until 2010, the signing of the Bologna and Bruges-Copenhagen agreements by Russia, which ensures entry into the open European educational space, has sharpened attention to the quality of education. Its increase in accordance with Russian and European requirements is one of the urgent problems not only for Russia, but for the entire world community. In the labor market, specialists, compliance with their qualification characteristics, the specifics of a particular production, are subject to ever more stringent requirements. to meet new production requirements. The task of vocational education is not only the development of the individual, the formation of knowledge, skills and abilities, but also the development of the ability to adapt to changes in technology, technology, labor organization,

The solution to this problem is connected with the modernization of the content of education, optimization of methods and technologies for organizing the educational process and, of course, rethinking the purpose and result of education. The purpose of education began to correlate with the formation of key competencies, which is noted in the "Strategy for the modernization of the content of general education" (2001) and "The concept of modernization of Russian education for the period up to 2010", According to scientists and specialists in the field of vocational education, when developing a methodology and mechanism Assessing the quality of education, it is necessary to choose a competency-based approach as the basic concept, in which the professional knowledge and career opportunities of graduates are assessed. As NASelezneva emphasizes, “the use of such an approach

4 can help overcome the cognitive orientations of education, leads to a new vision of the very content of education, its methods and technologies.

In this regard, the problem of managing the quality of education, the need for highly effective monitoring, which contributes to the further development of an educational institution, is of particular relevance.

Currently, modern pedagogy pays great attention to the theory and practice of operational and effective management of the quality of education.

T.IShamova considers management issues from the standpoint of a systematic approach. VLLanasyuk considers the quality of education in the unity of its two sides, procedural and resulting, approaches the construction of intra-school quality systems using the recommendations of international quality standards ISO 9000:2000. P.I. Tretyakov in his works pays special attention to modern methods of pedagogical diagnostics, regulation and correction of the main problems of the quality of education.

In the works of M.M. Potashnik, the quality of education is determined by the system of correspondence between the result and the goal, that is, the quality of education is projected and laid down in the corresponding goals, which are focused on the zone of potential development of the student.

The theoretical foundations for the development of quality criteria and methods for assessing the quality of vocational education are disclosed in the works of V.P. Bespalko, E.Ya. Butko, A.T., Glazunova.

Works by V.IGribanov, V.A.Krasilnikova, I.I. Markelova, I.V. Finishing are devoted to the creation of practical quality control and evaluation systems,

In particular, the study by VA Krasilnikova reveals the issues of methodological support of quality control, presents an analysis of the rating system of control.

I.V. Chistova proposes a vocational education quality management model 5 built on the formation of professionally significant qualities of a graduate's personality, including the methodology, structure, process and technologies of management, monitoring of current, milestone, final and long-term results of vocational education.

D.Sh, Matros. The system of education quality management is considered on the basis of information technologies.

An analysis of foreign experience in assessing the quality of vocational education is contained in the materials of the European Education Fund, as well as in the works of Russian authors: G\S. Gershunsky, YL Kovalenko, O.N. Oleinikova.

The study by L.A. Gromova, Syu Trapitsyna-, V.V. Timchenko.

Many researchers consider education from different pedagogical, sociological and cultural positions and, accordingly, give it different definitions. Education acts as a type of activity, process, result, goal, means, value, etc.

This gives rise to a multifaceted volumetric concept of the quality of education.

In one case, it is argued that “the quality of education - it is a set of characteristics of professional consciousness that determine the ability of a specialist to successfully carry out professional activities in accordance with the requirements of the economy at the present stage of development.

In another case, it is believed that the quality of education is the “quality” of the functioning of a well-defined education system, that is, the degree of fulfillment of the main (main) goal of the system’s functioning, which is to achieve a given (normative) level of learning by students.

A number of specialists define the quality of education as "an integral characteristic of the educational process and its result, expressing the degree of their compliance with the ideas widespread in society about what the educational process should be like and what goals it should serve" .

We have adopted the following working definition; the quality of education is a social category that determines the state and effectiveness of the education process in society, its compliance with the needs and expectations of society (various social groups) in the development and formation of civil, social and professional competencies»

The quality of education is determined by a set of indicators that characterize various aspects of the educational activities of an educational institution:

educational technologies;

material and technical base;

personnel, etc.,

One of the urgent problems of improving the educational process management system and improving the quality of education is continuous scientifically based, diagnostic, prognostic and planned activity monitoring of the results of the activities of participants in the educational process.

In modern pedagogical science, such tracking is defined by the concept "pedagogical monitoring".

Scientific and methodological aspects of the monitoring approach in assessing the results of educational processes are reflected in the works of V.Kandreev> VL. Bespalko, K-Ingenkamp, ​​V.A. Kalney 5 AL. Mayorov, D.Sh, Matros, D.M. Poleva, NL. Melnikova, C.R. Shishova.

Summarizing the results of scientific research on the problems of monitoring the quality of education, it should be noted that the monitoring approach

7 provides consistency, completeness and integrity in the management of the quality of education. In particular, in the works of V.I. Andreev lists the most important aspects of pedagogical monitoring. According to the author, the meaning of pedagogical monitoring is to strengthen and implement system diagnostics of the quality of functioning and sustainable development of educational systems and thereby predict and manage the quality of education.

The application of monitoring in various fields of activity is analyzed in the works of I.V. Vavilova, N.A. Morozova, CH. Savelyeva, V.N. Shamardin.

A number of scientists and practitioners (PF. Anisimov, V.M. Zuev, A.N. Mayorov, L.V. Shibaeva) consider monitoring as an improvement of the information support system for managing an educational institution.

In the works of A.I. Galagan, A.Ya. Saveliev, L.G\Semushina, monitoring is presented as a means of increasing the effectiveness of strategic planning for the development of vocational education.

V. A. Kalney, N. N. Mikhailova, N. A. Selezneva use monitoring as a means of assessing the quality of education.

AAOrlov considers monitoring in the context of improving the quality of managerial decisions in the implementation of pedagogical innovations.

The greatest interest from the perspective of our research in the field of competency-based approach are the works of V.A. Bolotov, V.V. Serikov, I.D. Frumin, A.V. Khutorsky, E.F. Zeer, V.L. N. Zimney.

The problem of the formation of key competencies in the system of vocational education is devoted to the studies of A.A.Getmanskaya, M.R.Tabatabai, N.N.Zimney; professional competence -Yu.V. Koinova> N.V. Kuzmina, A.I. Efimova, SV. Frolova,.

As a result of the analysis of research data, it should be noted that the authors have developed models of the educational process that are based on the ideas of a competency-based approach, presented a classification of key competencies, and considered the differences between competencies and traditional educational outcomes (knowledge, skills).

At the same time, indicators of the formation of professional competence have not been sufficiently developed, a procedure has not been developed for obtaining a quantitative value of the quality indicators of the educational process based on a competency-based approach.

The analysis made it possible highlight some of the inconsistencies determining the need for research:

between the need for objective information for making managerial decisions to ensure the quality of vocational education and the insufficient development of mechanisms for monitoring the quality of vocational education in institutions of secondary vocational education;

between the predominance of the reproductive traditional nature of the organization of the educational process in USPO and the need for new approaches to the organization of the educational process, aimed at the formation of a competent specialist;

All this determined the need to study the problem of creating a system for monitoring the quality of vocational education based on a competency-based approach.

Purpose of the study: development and implementation of a system of pedagogical monitoring of the formation of competencies of students of institutions of secondary vocational education.

Object of study: educational process in an institution of secondary vocational education (technical school).

Subject of study: monitoring the quality of professional education of technical school students.

9 As research hypotheses a proposal was made that

pedagogical monitoring of the implementation of the competence-based approach will be effective if:

purposeful formation of professional competence of students is realized;

a system for assessing the formation of competence has been developed;

"The organizational and pedagogical conditions for the effectiveness of the implementation of the competency-based approach have been identified and determined.

This goal and hypothesis of the study led to the formulation and solution of the following research objectives:

To analyze the problem of professional education quality management, to define the conceptual apparatus.

Develop and test a system for monitoring the quality of vocational education in a technical school.

Determine the quality of secondary vocational education through levels, criteria, indicators of the formation of professional competence of a future specialist.

To experimentally test the technology and tools for intratechnical monitoring of the quality of vocational education.

Methodological basis of the study made work in the field:

general scientific foundations of system analysis and management (MV.Blauberg, V.N.Kalinin, MSkogan, V.N.Sadovsky, A.DDvirkun, E.G.Yudin, V.P.Bespalko, TLS.Selevko).

general theory of management of vocational education institutions (S.Ya. Batyshev), E.L. Butko, ALTlazunov, B.S. Gershunsky, E.F. Zeer, A.NLeibovich, P.V. E.V. Tkachenko;

problems of professional competence of a specialist (G.V. Bezyule-

va, Yu, V. Koinova, YaF. Kuzmina[P9], A.K. Markov,

V.A. Slastenina, S.A., Efimova and others);

pedagogical design and forecasting of the educational process (VL.Bespalko, B.SHershunsky, YuAKonarzhevsky, V.E.Rodionov);

assessment of the quality of education (V.SAvanesov ? V.P.Bespalko, L.Yazorina, VA.Kalnei, V.E.Kraevsky, ILLerner, I.I.Markelova[Sh], M.MLotashnik, E.A.Rykova, MN.Skatkin I. V.Chistova);

theory of pedagogical diagnostics (A.LKrupenin, J.M. Krokhina, A.N. Mayorov, VLOLereverzev).

Research methods:

theoretical- analysis of pedagogical, psychological literature,
normative documents, systematic approach, pedagogical modeling;

1 experimental and empirical: pedagogical observation, surveys (questionnaires, interviews) of students, graduates, teachers, employers, testing, pedagogical experiment.

Experimental work was carried out on the main base of the experiment GOU SPO Volgodonsk College of Power Engineering, which provides training in 14 specialties of secondary vocational education.

Organization and stages of research

Stage 1 (2003-2004), At this stage, the analysis of domestic and foreign literature, dissertation research on the problem under consideration, and the study of the experience of institutions of secondary vocational education were carried out. The analysis performed served as a basis for determining the initial positions of the study, hypotheses, tasks, methodology and research methods, and a number of methods and procedures were developed.

2 thstage(2004-2005) - development of a comprehensive technology for monitoring the quality of education based on certain indicators and indicators of the monitoring object. Training of teachers in test technologies necessary for monitoring. Implementation of experimental verification of the model for the formation of graduate competencies»

3rd stage(2005-2006) - generalization of the results of theoretical and experimental research; implementation of the results into the practice of developing methodological recommendations for organizing and conducting intratechnical monitoring of the quality of education.

Scientific novelty of the research is as follows:

a system for monitoring the quality of vocational education based on a competency-based approach was developed and tested, including goals, content, structure and educational technologies for the formation of students' competencies;

the stages of formation of professional competence in the technical school are determined, the place of training skills in the formation of key and special competencies is shown;

mechanisms for assessing the quality of vocational education have been developed to identify the levels of formed competencies through the following criteria: motivational (professional values, motives); operating (methods of carrying out professional activities, professional skills and abilities); social (the ability to engage in productive interaction);

The effectiveness of forms and methods that form professional competence has been determined; project method, portfolio method, training firm, integrated into the modular competence-based technology for the formation of professional competence of college students.

12 Practical relevance research is as follows:

the mechanism and technology for the implementation of intratechnical monitoring of the quality of education and its comprehensive testing in the course of experimental work are presented;

a block of control and measuring materials was developed to ensure monitoring of the quality of vocational education;

a quality service was created as a structural unit of the educational institution of secondary vocational education, coordinating the work of departments, methodological cyclic commissions, teaching staff -

The developed model for monitoring the quality of vocational education, built on the ideas of a competency-based approach, can be used in institutions of primary and secondary vocational education, as it contributes to the development of the competitiveness of graduates and, in general, to improving the quality of the educational process.

Reliability of results The study is due to the methodological validity of the initial positions and parameters of the study, the variety of theoretical and empirical research methods used that are adequate to its subject and tasks, the reproducibility of experimental work technologies in similar conditions, a pedagogical experiment with a total coverage of 500 students, methods of mathematical processing of results that confirmed the reliability of the results.

Approbation and implementation in practice of the research results was carried out: at intratechnical, zonal and regional seminars on the quality management of vocational education in the Rostov region, at regional, all-Russian and international scientific and practical conferences (2003-2006).

The implementation of the results into practice was also carried out in various special educational institutions that are members of the Interregional Association "Atompromobrazovanie": GOU SPO Volgodonsk College of Power Engineering, Ural Technological College, Moscow Industrial

13 Lena College, Balakhna Polytechnic College, Obninsk Polytechnic.

The following main provisions are put forward for defense:

Modular competence-based technology as the basis for the formation of professional competence of college students.

Toolkit for monitoring the quality of vocational education, reflecting the levels of formed professional competence.

Dissertation structure: includes an introduction, three chapters, a list of references and appendices.

In the introduction, the relevance of the research problem is substantiated, the goals and objectives of the research are defined, a hypothesis is formulated, scientific novelty and practical significance are disclosed, and the main provisions submitted for defense are presented.

The first chapter "Modernization of secondary vocational education and the problems of education quality" analyzes the current state and development of the system of secondary vocational education both in Russia and abroad, the quality of education is considered as pedagogical category, the interpretation of the concept of "competence-based approach", "competence", "competence" is considered. The role of monitoring as a means of information support for education quality management is presented.

In the second chapter "Monitoring the quality of vocational education in a technical school based on a competency-based approach", a mechanism for managing the quality of specialist training was developed, including monitoring and its qualitative characteristics: indicators and indicators. The technique of formation of professional competence is revealed.

The third chapter "Organization and results of the pedagogical experiment" presents experimental work on the implementation of the technology of intra-technical monitoring of the quality of the educational process based on the competence-based approach.

14 At the end of the dissertation, generalizations and conclusions are given that follow from the results of the study.

The appendix presents the materials of the experimental work.

Russian and international trends in the development of the system of secondary vocational education

Vocational education in Russia has a long history. Analysis of the current state and development trends of open source software should begin with its genesis. Professional educational institutions high school arose as early as the 17th century, however, as a special stage in the system of vocational and general education, they were formed in the late 19th - early 20th centuries. under the influence of the complication of the labor process and its organization in the conditions of developed large-scale machine-building production. Many well-known teachers (NKhVesselz P.F. Lesgaft, A.N. Ostrogorsky), engineer-teachers (S.A. Bladimirsky, D.K. Sovetkin), in addition, major scientists-economists ( A, Iluprov, II. Yanzhul, NA-Kablukov). Through the efforts of these scientists, the foundations were laid vocational training, the content, forms and methods of training workers in Russia were developed.

Thus, it was at the turn of the XIX - XX centuries. in Russia, the theory and practice of vocational education was developing.

The formation of secondary vocational education is associated with the development and restructuring of the content of both vocational and general education and the identification of their expediency. The ratio of professional and general educational aspects of training was determined mainly by socio-economic and organizational and production factors.

From the beginning of the 1920s, a radical restructuring of secondary vocational education was carried out: it became part of public education: (E. N. Gusinsky, N. N. Kuzmin, Yu. ITurchaninova). The foundations of the official ideology of vocational education were developed by the NLS Krupskaya and A.V. Lunacharsky, an alternative approach - "industrial pedagogy" was created in those years by A.K., Gastev. Teachers of the 20s considered the improvement of old and the development of new teaching technologies to be the main direction in the development of a professional school. During this period, the unity of the level of training of medium-skilled specialists was not yet achieved. In the Ukraine technical schools trained highly specialized engineers, and in the RSFSR they trained assistant engineers. The terms of study and admission rules were different, the educational and material base of many technical schools was unsatisfactory. CEC ЇЇ Council of People's Commissars of the USSR adopted a resolution "On the establishment unified system industrial and technical education”, in accordance with which secondary vocational education began to be carried out by technical schools with a term of study of 3-4 years on the basis of a seven-year school. Significant changes were made to the organization of the educational process, the volume of practical training increased.

In the thirties of the twentieth century, there was a close convergence of theoretical education with industrial practice, specialization of technical schools was carried out according to the sectoral principle, many educational institutions were reorganized into sectoral ones, By the beginning of the 40s, due to socio-economic needs, a single state system training of workers, which solved the problems of increasing the efficiency of industrial training in vocational schools and schools of the Federal Law Society.

The next stage in the development of vocational education began in the 1950s with the adoption of the Law “On Strengthening the Link between School and Life and on the Further Development of the Public Education System in the USSR”, which gave a certain result - the training of millions of mid-level specialists for Soviet industry. However, the concept of vocational training and labor education of that time reflected the technocratic trends in pedagogy. The Decree "On measures to further improve the training of qualified workers in educational institutions of the vocational education system" adopted by the Central Committee of the CPSU and the Council of Ministers of the USSR in 1969, marked the beginning of the gradual transformation of vocational educational institutions into secondary vocational schools, combining vocational and general secondary education .

The problem of compliance of the content of education with the requirements of the scientific and technological revolution and the development of production was solved both by periodically reviewing curricula and adjusting the profiles of training specialists, and by opening new specialties and specializations.

The second half of the 1980s marked the beginning of rapid changes in all spheres of the country's socio-economic life, including in the field of vocational education. In the Academy of Pedagogical Sciences, under the leadership of VLLolyakov, in 1989, the “Concept of labor training of the younger generation and students in the system of continuous education” was created. In accordance with this concept, secondary vocational education was included in the emerging Russian system continuing education, as well as much attention was paid to the close connection of professional training with the humanization and democratization, differentiation, integration and individualization of education.

In the 1990s, with Russia's entry into the market economy, there was an increase in the need for mid-level specialists, a change in their role, place and functions, an increase in the requirements for competence, technological culture and labor quality [b].

The development of the economy and the social sphere creates new requirements for a mid-level specialist. Such professional and personal qualities which will allow a specialist to adapt, live and work in new socio-economic conditions: systemic thinking, environmental, legal, informational, communicative culture, entrepreneurial culture, the ability to be aware of oneself and present to others, the ability to consciously analyze one’s own activities, take independent actions in

conditions of uncertainty, the acquisition of new knowledge, creative activity, responsibility for the work performed. This necessitates the transition of the system of secondary vocational education to the implementation of the advanced education model, which is based on the idea of ​​personality development, the system of vocational education itself and its influence on the main social processes. Advanced education, in contrast to the traditional one, is focused in the training of specialists not so much on specific professional activities, but on the formation of readiness for mastering new knowledge, acquiring multifunctional skills and ensures professional mobility and competitiveness of a graduate who meets the demands of modern and promising labor markets.

In the training of a modern specialist, the STR system faced the following main problems:

lack of development of mechanisms for interaction between employers and vocational schools;

the lack of development of requirements for a graduate of an SVE institution in the new conditions, and hence the lack of adequate methods for assessing the quality of vocational education and assessing the level of training of graduates;

underdevelopment of mechanisms for adaptation of USPO students to the requirements of the labor market.

Analyzing the current situation, Russian scientists note that a modern specialist should be distinguished by the following qualities: competence, independence, responsibility and mobility, systemic and analytical thinking, information, legal and environmental culture, entrepreneurial and creative activity; willingness to constantly update knowledge.

Thus, great importance, (in addition to professional competence) is given to the development of supra-professional (meta-professional) qualities of a graduate's personality. When evaluating the business qualities of an employee, we begin to use the term "competence" instead of the term "professionalism" more often. Professionalism primarily means the possession of one or another specific technology (metal processing, accounting and so on.). Competence, in addition to proper professional, technological training, implies a number of other components that are mostly non-professional in nature, but at the same time necessary to some extent for a specialist.

Orientation to the personality of the student determines the following organizational and pedagogical conditions for the development of primary and secondary vocational education:

Monitoring and forecasting changes in the professional qualification structure of the country and the region, in the content of education, the demand for professions/specialties;

Implementation of personal orientation in education, creation of conditions for self-determination, self-development of the student's personality;

Education as a means of forming a socially stable personality of a student;

Creation in an educational institution of a system that provides high quality education;

Development of research activities of students as the basis for their motivation for further education;

Monitoring of graduates of vocational education institutions, their life career and taking into account its results in the organization of the educational process.

Quality monitoring as part of the management of an educational institution of secondary vocational education

The need for a quick and flexible response to changes in external conditions served as the starting point for conducting innovative research at the college aimed at finding optimal solutions to the problem of ensuring the quality of education, increasing the competitiveness of college graduates.

These educational standards do not present them to users of appropriate tools for effective evaluation knowledge and skills of graduates. The situation is further complicated by the lack of an organized modern system methodological support of the process, methods and tools for assessing the knowledge, skills and abilities of students. The technology of assessment (knowledge control) is aimed at the content of the “training subject”, and the non-systemic formation of specialist competencies. The education system, by inertia, seeks to provide fundamental knowledge, despite the fact that the market requires competencies from employees in the first place, and not abstract, albeit fundamental knowledge.

To develop mechanisms and tools for an objective assessment of the quality of education, it is necessary to create a quality assurance system:

Development of means of implementation;

Quality standards for each educational program;

Control over the results.

In order to timely track the ongoing changes in the field of vocational education, systematic observation, it is advisable to use monitoring. As an analytical and diagnostic component

monitoring is a specially organized, continuous study of the indicators of the educational process and its results, the identification of deviations from the requirements set by the State Educational Standard, the labor market and employers

In the quality system of the school, special attention is paid to the monitoring and measurement of current process parameters. Firstly, the subjects of the quality management process for the training of specialists were identified, which we arrange according to hierarchical levels. Secondly, the stocks of information are clearly regulated and the persons responsible for collecting data and information, as well as the recipients of information, are identified. divisions and bringing these lengths & system. Next, we outlined the functions of each subject in the process of managing the quality of specialist training.

The director performs the following functions in the field of quality:

Definition of the mission and policy of the technical school in the field of quality, strategies for its development;

Identification of existing and future needs and expectations of stakeholders;

Bringing goals and plans to departments, staff and students;

Training of managers themselves in quality management issues and their participation in the training of department heads and employees.

The functions of the Quality Council are:

Planning work on the creation, implementation and improvement of the quality system;

Solving the fundamental issues of the development of the quality system;

Consideration, discussion and approval of the policy and goals in the field of quality, the Quality Manual, the register of work processes and activities of the college, the main indicators and characteristics of work processes and the system for measuring (monitoring) them, documentation of the quality system, the results of self-assessment of the work of the college;

Preparation of proposals in the field of quality for management in order to make management decisions.

The quality service carries out:

Interaction external environment technical school in the field of customers and consumers of educational services (including the definition of the perception of the technical school by society and its impact on society);

Implementation of the quality policy;

Development of quality system documentation;

Development of the invariant part of monitoring;

Analysis of monitoring materials;

Development of preventive and corrective measures; - preparation of management decisions for management to eliminate inconsistencies, increase staff motivation, improve the quality system"

Neither level of teaching and methodological service is carried out.

Translation of the requirements of the State Standard of the SPO;

Development of requirements for the graduate;

Formation of a quality control system based on the State Standard of the SPO;

Determining the content of education and training;

The departments reveal the level of students' learning at all stages of the educational process.

Cycle methodological commissions develop work programs, requirements for disciplines and cycles of disciplines, monitor the quality of education, make changes to the content of education and teaching technology in accordance with the monitoring results.

The tasks of the psychological service are to diagnose the personality of the student, the psychological and pedagogical competence of the teacher, and the development of recommendations.

The teacher's function is to correct the content, methods and techniques in accordance with the results of monitoring, to choose the best learning technologies.

Development of an effective process monitoring system, i.e. system of continuous assessment (measurement) of parameters and characteristics, is built on the basis of the organization's strategy, the goals arising from it, the formulated critical factors of satisfaction (success) and the characteristics of the organizational structure of the educational institution. These factors find their expression:

In the choice of criteria for the degree of achievement of goals;

In the definition of specific indicators and indicators - directly measured values ​​(characteristics) that make it possible to quantify indicators;

In setting the required values ​​for the measured indicators.

Methodological approaches to monitoring the quality of education in a technical school are to determine the principles, goals and objectives of monitoring its indicators and indicators.

The principles of monitoring are as follows:

The system of monitoring indicators should meet the main characteristics of the object under study, that is, reflect the state, as well as the patterns and features of the development of secondary vocational education;

In a systemic integrated approach to monitoring, which provides for monitoring the transformation of not only individual links of the observed object, but also involves a comprehensive scientifically based study of the entire pedagogical system;

The maximum possible use of all existing sources of information.

The purpose of monitoring in a technical school is to obtain complete objective information about the level of formation of students' professional competence with the aim of managerial influences aimed at increasing this level.

Methodology for the formation of professional competence in a technical school

For a modern specialist, not only the very fact of possessing knowledge and skills is important, but also the ability to implement this totality in practical activities. Therefore, knowledge and skills cannot act as an end in itself, as they are tools for the implementation of professional activities.

If activity is the result, then we need such a model of it that would reflect its real structure with minimal distortion. Therefore, it is necessary to identify and form key and special competencies. The total professional competencies of graduates should include mobility, the desire to update knowledge throughout life, the ability to shape their individual career trajectory and ensure the required quality of life.

The formation of professional competence is possible only if the following pedagogical conditions are met:

Formation of internal motivation for vocational training;

Building learning on activities! and reflexive basis,

The personality model is derived mainly from production activities, which can only be partially recreated in the educational process. In this regard, it should be noted that the educational process must be subordinated to the goals of implementing the “model”, adequate to the requirements of modern labor; but at the same time, periodic adjustments are necessary, which are dictated by changes in market conditions

In the studies of E.E. Smirnova, the model of a specialist is considered as an analogue of his activity, which combines such personality traits (professional thinking, professional beliefs, and others) that are of a specific nature, i.e. actually represented in the personality structure. The development of the personality of a professional occurs both during the period of professional training and upon completion of training in the process of working in the specialty.

The driving forces of personality development were considered in the works of E.F. Zeer and A.K. Markova. In their opinion5 in the process professional development there are contradictions of two kinds: I) between the personality and the external conditions of life; 2) intrapersonal.

The main contradiction that determines the development of the individual is the contradiction between the existing properties and qualities of the individual and the objective requirements of professional activity.

The professional-personal model of a graduate of a technical school is a guide for the training of a specialist and is an important characteristic of the goal-setting of the educational process.

Within the framework of the professional-personal model, specific parameters are formed by which the results of education are evaluated, that is, the minimum and maximum values ​​​​of these parameters are determined, which the educational system of the educational institution can guarantee its social customers as a result of education.

Taking into account the new reality, the state educational standard has developed qualification characteristics that reflect the knowledge and skills necessary for a graduate, they clearly show a social, economic, cultural, psychological, professional orientation

Ulyanovsk Institute for Advanced Studies and

retraining of educators

Department of Professional Education

Graduation qualifying work

on this topic: "Monitoring the quality of vocational training for workers and specialists."

Work completed:

Kaznacheeva Larisa Anatolievna

master p / o OGOU SPO UTPiT

student of group PO-3

Ulyanovsk

Introduction 3

Theoretical part

1.1. Content, goals, objectives, principles of educational monitoring 5

1.2. Objective and subjective problems of pedagogical monitoring 12

2.1. The role, place and functions of specialists in primary vocational education 16

2.2. Development of effective partnerships as a factor in improving the quality of workforce training 17

Practical part

3. Model for monitoring the quality of professional training of specialists

3.1. Monitoring program 21

5. List of used literature. 26

6. Annex 27

Introduction

The relevance and formulation of the problem of the work lies in the fact that the reform of vocational education, the strategy for the development of Russian education until 2010, the signing of the Bologna and Bruges-Copenhagen agreements by Russia, which ensures entry into the open European educational space, has sharpened attention to the quality of education. Its increase in accordance with Russian and European requirements is one of the urgent problems not only for Russia, but for the entire world community. In the labor market, more and more stringent requirements are imposed on specialists, compliance with their qualification characteristics, the specifics of a particular production. In the new conditions of functioning and development of the economy, the education system is forced to reconsider the ideas that have developed over the past decades about what a quality specialist is, what should be the process of training a specialist to meet new production requirements.

The task of vocational education is not only the development of the individual, the formation of knowledge, skills and abilities, but also the development of the ability to adapt to changes in technology, technology, labor organization,

The solution to this problem is connected with the modernization of the content of education, optimization of methods and technologies for organizing the educational process and, of course, rethinking the purpose and result of education.

The goal of education has become correlated with the formation of key competencies, which is noted in the "Strategy for Modernizing the Content of General Education" (2001) and "The Concept for the Modernization of Russian Education for the Period up to 2010". According to scientists and specialists in the field of vocational education, when developing a methodology and mechanism Assessing the quality of education, it is necessary to choose a competency-based approach as the basic concept, in which the professional knowledge and career opportunities of graduates are assessed. The use of such an approach can help overcome the cognitive orientations of education, which will lead to a new vision of the very content of education, its methods and technologies.

In this regard, the problem of managing the quality of education, the need for highly effective monitoring, which contributes to the further development of an educational institution, is of particular relevance.

1 Monitoring the quality of vocational training

1.1. Content, goals and objectives of educational monitoring

Currently, modern pedagogy pays great attention to the theory and practice of operational and effective management of the quality of education.

1. The main means of obtaining information about the quality of education is monitoring - the process of continuous monitoring of the state and development of the educational process. Monitoring allows not only to systematize information, on the basis of its analysis and comprehension, to identify the problem field and ways to solve problems, but can also become a real mechanism for material incentives for teachers.

2. Material incentives in the form of additional payments in accordance with the teacher's rating - this is a prototype new system wages, where the salary of each will directly depend on the personal contribution to the common cause. Rating system for evaluating an individual methodical work teacher and the entire subject-cycle commission reflects a multifaceted and versatile activity.

3. Each teacher must take a subject position - the position of an active analyst of his pedagogical activity and its organizer. This fully allows you to make the "portfolio" technology, effective remedy pedagogical diagnostics and assessment of the professionalism of teachers.

In a generalized form, all areas of monitoring carried out at the technical school can be represented in the form of four interconnected main aggregated indicators:

1) assessment of the quality of the original "product" (applicant);

2) assessment of the qualitative characteristics of the educational environment (the quality of the teaching staff, compliance with the established requirements of the material and technical base and information and methodological support, the level of research work of teachers);

3) assessment of the quality of the intermediate "product" - the result of the educational activities of students;

4) assessment of the quality of manufactured "products" - the quality of preparedness of graduates of the technical school.

Monitoring involves diagnostics in the form of various control and measuring measures, and control is one of the conflict-forming moments in the activities of an educational institution.

The main task is to turn time-consuming and boring work with “dry” numbers into joyful and mutually developing professional communication.

Ensuring the high quality of education is the main task of the state educational policy at the present stage. The main means of obtaining information about the quality of education and improving the effectiveness of the educational process is monitoring.

Monitoring is an integral component of the effective management of the pedagogical system (or processes). Comprehensive monitoring can be defined as a process of continuous monitoring of the state and development of the pedagogical process of specialist training.

The purpose of monitoring is to quickly and timely identify all the changes taking place in the field of education. The obtained objective data are the basis for making managerial decisions. Thus, the monitoring carried out at the technical school made it possible to identify areas that need special attention from teachers and administration:

- strengthening the material and technical base of the technical school;

- regular updating of educational and methodological materials, the content of disciplines, taking into account the requirements of the state educational standard of secondary vocational education (work programs, lecture and test material, study guides, etc.);

- strengthening the educational potential of ongoing activities, placing at the center of all work the professionally significant qualities of the individual, his spiritual and moral orientation;

- continuous professional development of teachers, improvement of forms of self-education, etc.

Monitoring allows not only to systematize information, on the basis of its analysis and comprehension, to identify the problem field and ways to solve problems, but can also become a real mechanism for material incentives for teachers who work effectively in the development mode. A new method of stimulating the activities of teachers in our technical school has become professional competitions based on the results of the rating assessment of teachers of the technical school "Master of the Year", "PCC of the Year", held on the eve of the Teacher's Day. Material incentives in the form of additional payments in accordance with the rating, as well as moral encouragement, which is also important - this is a prototype of a new wage system, where everyone's salary will directly depend on their personal contribution to the common cause.

Today, there is an acute issue of providing this area of ​​monitoring with reliable diagnostic tools, in which the views of the administration, colleagues on the results of educational activities, and the teacher himself, who must take a subjective position - the position of an active analyst of his pedagogical activity and its organizer, are closely intertwined. This fully allows us to make the "portfolio" technology, which in world and domestic practice is considered both as an effective means of pedagogical diagnostics and as a method for assessing the professionalism of teachers.

The prototype of the portfolio is our methodological passport of the teacher, which records all the achievements for the academic year. Without a doubt, this set of materials, which demonstrates the ability of the master of industrial training and the teacher to solve the problems of their professional activities, should form the basis not only for the rating assessment of the teacher to determine the incentive salary supplement, but also for the next certification.

But not only teachers are the subjects of monitoring, but all participants in the educational process. The degree of their participation is different, but all of them (both teachers, and students, and parents, and the public) receive information, analyze it.

For example, the society receives information about an educational institution. Based on this information, public opinion is formed. The objectivity and timeliness of information, the quality of its presentation will help resolve many issues, such as enrollment for the new academic year. In this direction, the connection with the press, the media of the city, and of course - the organization of the work of the site of our technical school is seen as promising.

The student also receives information about the results of studies, on the basis of which he builds an individual trajectory of activity. We need to take into account his opinion about the quality of education. The problem is that some young people receiving education often evaluate satisfaction as ease of passing the exam, ease of learning, etc., while others evaluate the content of the disciplines studied and the professionalism of teachers. Therefore, such a multifaceted aspect of assessing satisfaction with education makes it easy to disguise the effectiveness of education.

The PCC of special disciplines is successfully working on this problem, the teachers of which do not separate the work of the student from the work of the teacher, but put three most important principles at the forefront: objectivity, visibility and consistency. This makes it possible to achieve consistently high results of pedagogical work (the quality of knowledge on the PCC is 54% -72%.

The objects of monitoring are the educational process and its results, the personal characteristics of all participants in the educational process, their needs and attitudes towards educational institution. In a generalized form, all areas of monitoring carried out at the technical school can be represented in the form of four interconnected main aggregated indicators:

1. An assessment of the quality of the initial “product”, which can be considered an applicant for a technical school, is reflected in the examination marks, as well as the data of psychological and pedagogical diagnostics at the stage of adaptation (1st year of study). Problem: every year this figure is declining, and the current demographic situation allows us to make a forecast for the consolidation and even strengthening of this trend.

2. Evaluation of the qualitative characteristics of the educational environment, which is understood as an educational institution. This indicator is characterized by:

the quality of the teaching staff (problem: the lack of pedagogical education among some teachers, the passivity of individual teachers in improving their qualifications);

compliance with the established requirements of the material and technical base and information and methodological support (problem: outdated equipment, poor classroom equipment, the state of the gym, as well as an insufficient number of classrooms that meet sanitary and hygienic requirements in terms of area for 1 person, lighting, noise effects); lack of a media library and access to the Internet by students and teachers;

3. Evaluation of the quality of the intermediate product - the result of the educational activities of students. Educational activity can be assessed based on the results of midterm control, which makes it possible to determine the success of mastering the program material at all stages of training. The problem is seen in the subjectivity of assessment by the teacher:

quite often there is a discrepancy between the requirements of different teachers, differences in their level of severity when evaluating the same answer;

differences in the professional qualifications of teachers;

possible impartiality of the teacher (for psychological and other reasons) to the assessment of the answers of some students, etc.

The outstanding teacher Ya. A. Komensky rightly noted: “True wisdom lies in judging things fairly, in considering each thing only as it is, not striving for the empty, as if it were precious, or not discarding the precious , taking it for empty, do not blame what deserves praise, and do not praise the one who deserves blame. It is precisely from this that all delusions and errors are born in human minds.

4. Evaluation of the quality of manufactured products - the quality of preparedness of graduates of the technical school. The level of preparedness of graduates is usually assessed by the results of their final certification. This assessment can be made directly on the basis of the results of final examinations and the defense of final theses, as well as on the qualitative characteristics of these works.

At the stage of preparation and defense of graduation projects, educational activity reaches its climax. After all, a student, preparing his term paper, refers to his knowledge in all subjects. At the review stage, the heads of practice from trade enterprises are already working with graduate students. Special meetings on the results of the defense have become traditional at the PCC, at which positive aspects are noted, shortcomings of the educational process are indicated and measures are outlined to eliminate them.

To improve work during the defense, the teachers of this commission consider it necessary:

1) create an office and course design;

2) equip the course design room with the necessary equipment, including duplicating equipment (computer, scanner, printer, xerox, overhead projector, screen, plotters, necessary reference literature, course paper design samples, etc.);

3) in the process of working on term papers, organize consultations of experienced teachers in various areas (possibly in the form of a comprehensive interdisciplinary optional course);

The assessment of the level of preparedness of graduates is also assessed by potential employers and is reflected in the characteristics and reports on the passage of undergraduate practice. Student conferences have become a traditional form of understanding the results of practice by students and teachers, which have become traditional and are held at a high methodological level. Problem: the limited terms of practice according to the new standards cannot ensure the participation of students at all stages of the trading process. At the technical school, we need to have educational equipment, a simulator that clearly demonstrates all the processes, educational films on this topic.

1.2. Objective and subjective difficulties of pedagogical monitoring

In the organization and functioning of the system of pedagogical monitoring, both objective and subjective difficulties and obstacles arise at various stages. For example, the lack of duplication technology to print enough test items, methodological developments etc. Objective difficulties also include: irrational distribution of hours in the content of individual work programs; currently underway at our college. The updating of all work programs is precisely aimed at a meaningful assessment of the current situation and making the necessary adjustments both in terms of content, the changed number of hours, and compliance with uniform requirements in design; significant discrepancies between the content of test tasks and existing work programs, the same tasks for students of all age groups

If it is difficult, and sometimes simply impossible, to influence objective reasons, then subjective reasons are much easier to correct. Moreover, with the effective organization of educational activities, it is possible to influence such factors in advance in a preventive mode. For example, in order to provide operational methodological assistance teachers on the basis of the methodological office was organized and held a special lesson-workshop on preparation for testing. This made it possible to remove many organizational issues from the agenda, as well as to hold this event on time at a good organizational level. The analysis of the test results was carefully analyzed, comprehended, and the results of this analysis are reflected in the plan for the new academic year.

Monitoring involves diagnostics in the form of various control and measuring measures, and, as everyone knows, control is one of the conflict-forming moments. The reason for this may be a sincere misunderstanding by the teachers why this particular topic, specifically his group, etc. is being controlled. It seems that if teachers are given the opportunity to independently plan intratechnical control after analyzing the results of the academic year, this can be avoided.

For example, in order to evaluate the results of their work, each teacher must conduct a “self-audit” in advance, during which: select a topic for self-education; with the help of a methodologist, he will outline acceptable and interesting forms of work; will plan specific activities, the implementation of which will allow not alone to look for the causes of gaps in the knowledge of students or their own failures, but to jointly discuss ways to solve these problems. Each PCC as a result of such analytical work at the end of the academic year will present a work plan for its commission, which will include topics on self-education of teachers, topics of intratechnical control, open lessons(1-2 throughout the PCC are mandatory, depending on the number of teachers in this commission; the rest are optional), seminars and round tables, etc.

Thus, it is possible to achieve two goals - to obtain a fairly holistic work plan for the methodological association of teachers (PCU) for the next year and to make this plan “transparent”, completely understandable to the teachers themselves. And the plan, in the development of which you took an active part, is being implemented in a completely different way, at a different level of responsibility.

Today, we all face a very important task of creating friendly and open relations in the team, an atmosphere of mutual assistance and support. Only on such a basis is it possible for teachers to reveal their creative potential, to develop a desire for professional self-improvement, to successfully solve emerging difficulties and move forward confidently.

The 2009-2010 academic year is a special one in the life of the College of Food and Trade. We were expected to pass the certification and accreditation procedure. In pursuance of the Law of the Russian Federation "On Education" in order to ensure the procedure for state accreditation in the new 2009/2010 academic year, we had important work to prepare methodological materials for the certification and accreditation of the technical school in 2010. The methodological service had the task of preparing information material for self-certification of the technical school ( guidelines on the analysis of the content and quality of training of specialists; forms of summary tables of generalized results of the final certification of graduates and control of students' knowledge; requirements for attestation pedagogical measuring materials, etc.).

The first step in this direction was an extended self-analysis of pedagogical activity, conducted by each teacher at the end of the 2008-2009 academic year using PORTFOLIO technology. Each teacher filled out an updated form of a methodological passport - a professional portfolio, which made it possible to systematize the existing developments, see the problems and prospects for the development of the professionalism of each teacher individually and the entire team as a whole.

The results of the pedagogical activity of each teacher and each subject-cycle commission are also included in the rating assessment card, which has been continuously improved since its introduction in the educational process. Thanks to the rating assessment of educational activities, it became possible to determine the contribution of each teacher to the common cause, to identify areas that need special attention from teachers. However, significant difficulties emerged. The educational system turned out to be too complex, multifaceted, so that it was possible to immediately create a system that would make it possible to objectively judge the state of all affairs. That is why the issues of further improvement of the rating assessment of the activities of technical school teachers, one of the most important areas of pedagogical monitoring, must be addressed in the new academic year, especially such parameters as a qualitative assessment of each completed activity.

Ya. A. Comenius was one of the first to realize the acuteness of this problem and, on the basis of this, made a fundamental conclusion for pedagogy: “A true judgment about things is the true basis of all virtue. There is nothing in human life more disastrous than those false judgments when things are given an improper assessment. The thoughts of our outstanding predecessors about the need to develop a correct evaluative attitude towards things and the surrounding reality find a lively response from modern educators. A person cannot be considered sufficiently developed and educated if he has not developed the ability to penetrate into all the subtleties and depths of the subject, if he does not know how to evaluate everything voluminously and broadly.

Each of us forms our own evaluation system, and not only our own life, but also the life of our pupils depends on how perfect or imperfect it is. That is why the improvement of their assessment should be an indispensable task of every teacher. The main task is to turn time-consuming and boring work with "dry" figures and facts into joyful and mutually developing professional communication.

2. Monitoring as a means of managing the quality of education

2.1. Role, place and functions of primary vocational education specialists

The administration of the technical school organized on-the-job training for the entire teaching staff using modern pedagogical technologies (domestic and foreign) with an emphasis on modular technologies and action-oriented methods. These pedagogical technologies are adapted into the educational process along with other technologies.

But today we are well aware that society and the employer in the labor market are interested in such a specialist who is prepared to solve professional problems in various conditions is able to work with information. This is confirmed by the data of questionnaires of our employers. Based on this, we recommended methodological associations to study and adapt the technology of developing critical thinking of students into the educational process. This technology made it possible to direct activities in the lesson to work with information as much as possible. In its structure there are many interesting methodological techniques that form the experience of independent activity in various situations. We plan to further expand the range of innovative pedagogical technologies used.

The introduction of a modular competence-based approach into the educational process has improved the quality of training of future specialists in the service sector, which is confirmed by the following results:

1. the dynamics of qualitative progress over the past three years in the subjects of the professional and general education cycle is positive;

2. quality indicators for industrial training and final certification by graduates are consistently high and tend to grow;

3. Over the past three years, our students have won prizes in regional competitions of professional excellence.

4. College graduates are in demand in the labor market and employers thank us for the high quality of their training.

I would like to emphasize that only those educational institutions that operate in an innovative mode can adapt to the strict socio-economic requirements of the situation in the educational services market. It is innovations that ultimately determine the image of an educational institution; today it is a matter of its viability in the educational space.

2.2. Development of effective partnerships as a factor in improving the quality of workforce training

The transformation of the economic structure, the emergence of labor markets, the capital of intellectual resources, and educational services have changed the strategy for training personnel. In connection with the change in ownership and a sharp drop in industrial production, the traditional relationship between professional institutions and employers was disrupted.

New economic conditions dictate new approaches to interaction with labor market participants, focusing on the specific needs of employers, which become a solution tool, first of all, economic problems society.

Being one of the most conservative, the education system is forced to adapt, change constantly and in a timely manner, cover an increasing number of interested participants, and strive to involve almost all possible resources.

The world community has already accumulated considerable experience social interaction carried out through the partnership of its members. Social partnership is recognized as the most important factor in the modernization of vocational education. Hence the need arises to search for partners with common production tasks and interests.

The mechanisms of interaction are based on certain fundamental principles and norms:

1. Partnerships are based on the voluntary recognition by partners of each other as participants in the relationship.

2. The decisive factor in partnership relations is the factor of mutual interest of the parties, respect and consideration of the interests of partners.

3. Mutual responsibility for a common cause is assumed, the obligation to fulfill the agreements reached within the framework of agreements and contracts.

The requirements of the industry for the qualification and quality of training of specialists are growing.

The problems of today in the training of qualified specialists, I think:

1. Logistics support of the educational process; (for high-quality training, modern technological equipment of a new generation is required)

2. Personnel "hunger"; (lack of teaching staff with innovative thinking)

3. Motivation of students; (low social bar for working specialties)

Since approaches to solving these problems are different, conditionally, partnerships can be divided into two categories:

Partners in the labor market;

Partners in the market of educational services;

The common task in this cooperation is the training of highly qualified personnel. Today, our educational institution concludes agreements with modern large trading companies ZAO Gulliver, TC Simbirka, TC Proviant-retail. Today, having a modern training center, we have something to offer our partner.

They once supported us in innovative projects and in solving some social problems. Provision of jobs with high-tech equipment, participation in technological process enterprise during work experience increases the degree of responsibility of students, implies a higher quality level training, increases the competitiveness of our graduate.

The training of highly qualified personnel is also our common interest. During the time of business cooperation, our social partners provide support in the form of multifunctional equipment, which significantly improves the quality of the material and technical support of the educational process. With their support and participation, we implemented plans for the implementation of the national project, and the most modern equipment for the training center was supplied.

Practical part

3. Model for monitoring the quality of education in USTP&T

3.1. Monitoring program

1. Diagnostics of the assimilation and quality of knowledge of students at the department should be carried out during the academic year in all academic disciplines, by groups and by the department as a whole.

2. Processing and analysis of the obtained results.

According to the results of diagnostics, tables of assimilation and quality of knowledge are compiled, then presented using graphs and diagrams. Analysis of the results involves comparing the indicators of each stage, tracking a number of end-to-end, as well as comparing the input and final indicators of each stage with the results of the director's control work.

The type of changes in student success is determined:

Ascending;

Smooth;

descending;

Uncertain.

The dynamics of the assimilation of knowledge at each stage is assessed: by ascending type or by descending type.

The causes of student failure are clarified by means of questioning students who are unsuccessful in certain disciplines and teachers who teach these disciplines. The overlay of histograms both for the discipline as a whole and for an individual student makes it possible to determine the type of underachieving students: with low learning ability, but a positive attitude towards learning, or with satisfactory, even higher learning ability, but persistent indifference or a negative attitude towards learning. A strategy for further work is outlined.

3. Correction.

Corrective measures include:

letters to parents indicating not only the student's learning outcomes at each stage and his current grades, but also the rating for the department and the progress trend;

discussion of student problems at meetings of student self-government groups;

discussion at expanded meetings of cyclic commissions with the invitation of parents;

formation of educational motivation;

development professional interests;

development of individual long-term plans for the work of the student;

conducting additional classes in the discipline for the purpose of a more accessible presentation of difficult material;

forecasting the final levels of educational achievements of students.

Diagnosing the quality of knowledge and skills of students requires systematic monitoring of the degree of learning in order to solve it step by step learning objectives, establishing and eliminating gaps in the material being mastered, followed by correction during the educational process and forecasting the content and technology of education. When monitoring the success of educational activities, certain patterns are revealed in the activities of teachers and students, the analysis of which allows building a strategy for further actions. This allows us to present the student not only as an object of educational activities, but also as a subject in the organization of the educational process.

Pedagogical monitoring for the purpose of prompt correction of the course of assimilation of educational material includes:

Input control in order to state the initial level of knowledge and skills in the discipline;

Monthly certification students;

Director's examinations ;

Frontier control – results of I and II half-semesters;

Semester examinations;

intermediate control in the form of a differentiated test or exam;

Exit control , which is diagnosable in nature and making a forecast for the further development of educational material.

At the department, during the academic year, in all academic disciplines, from 7 (if the discipline is studied for 1 semester) to 13 diagnostic procedures are carried out. The indicator of knowledge assimilation in each case is calculated by the method normal distribution. Analysis of the results involves comparing the indicators of each stage, tracking a number of end-to-end, as well as comparing input and output indicators. The type of changes in student success is recorded.

ascending

Smooth

descending

Uncertain

Quality control of education needs objective methods of pedagogical measurements. Pedagogical monitoring as a means of managing and controlling the educational process provides the teacher with feedback on the level of assimilation of educational material through regular systematic monitoring of the degree or level of exposure. In the conditions of innovative activity, pedagogical monitoring can become a mechanism in the system of the educational process, which will stimulate, activate, develop students, will be associated with providing them with greater freedom and responsibility, and this, in turn, will make the graduate in demand in the labor market.

Pedagogical monitoring should be systematically organized, primarily in terms of learning stages and tools.

For its organization in the technical school, the following conditions must be met:

Implementation of the control system in its main types: current, thematic, intermediate, milestone, final.

Organization of control and verification sections (director's control), ensuring the systematic and periodic control.

The presence of a package of meters at all stages of control.

Approbation of meters and subsequent correction of the discovered gaps in knowledge.

Based on this, the technical school has developed a monitoring system, including:

input control in order to determine the level of knowledge at the beginning of the study of the discipline;

current control work and thematic control upon completion of the discipline section;

boundary control following the results of 1 2 half-semesters;

intermediate control in the form of a differentiated test or exam;

exit control.

The objects of control are skills and abilities in disciplines according to work programs.

Bibliography

1. Alekseev N.A. The concept of student-centered learning, 1999.

2. Bespalko V.M. Monitoring the quality of education - a means of managing education, 1996.

3. Kukuev A.I. Pedagogical monitoring of student learning, 1997.

4. Kukuev A.I. Monitoring student learning - an education management tool, 1997

5. Potashnik M.M. Management of quality of education at school, 1996.

6. Bordovsky G.A. Quality management of the educational process, monograph /Text/ G.P. Bordovsky, A.A. Nesterov, S.Yu. Trapicin - St. Petersburg: publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2001

7. Ya. A. Comenius. Selected pedagogical works. In two volumes. Volume 2

Publisher: Pedagogy, 1982

8. Shibaeva L.V., Kuznetsova N.M., Grankina T.G. A system for tracking the success and productivity of the main areas of educational activity // Standards and monitoring in education. - 2000. - No. 1.

9. Kolmogortseva T.A. Pedagogical monitoring as a mechanism for managing the quality of education // Additional education. - 2003. - No. 7

10. Matros D.Sh., Polev D., Menshikova N.G. Quality management of education based on new information technologies and educational monitoring. Narodnoe obrazovanie. - 2000. - No. 8.

APPLICATION