Mechanical engineering development as key branch of economy of Russia is among the priority problems of the state reflected in state programs. Innovative processes in mechanical engineering are urged to provide accelerations of economic process. Transition of machine-building production to an innovative phase of development directly depends on qualitative and quantitative characteristics of the experts working in branch. The main feature of a modern situation of development of professional education is its restructuring. Formation of multilevel system of professional education gives new opportunities for optimization of activity of establishments of education in ensuring personnel requirements of innovative economy. There is possible experts' a "piece" of training, especially demanded on production, and possibility of mobile satisfaction of the order of the enterprise on staff.
In real research conducted in the territory of the Republic of Tatarstan, given the description of perspective models of the staff training adequate to modern and perspective requirements of branch and society as a whole.
In pedagogic a certain volume of scientific knowledge in the field of design of systems of preparation is acquired. At the same time there are insufficiently investigated questions connected with accounting of high dynamics of changes of regional requirements in staff of different level and a profile of preparation, demanding variable models of training. Taking into account tendencies of development of machine-building branch of the region we developed two basic models of systems of training for machine-building enterprises.
The main characteristic of the first basic model is the cluster organization. Educational activity in a cluster is based on the basis of continuous access to information on a labor market; timely specification of structure, demand of staff on a labor market; the accounting of requirements of employers according to the content of vocational training; effective realization of practice of students at the branch enterprises; estimation of quality of training by independent experts. All actions are directed to the increasing efficiency at all stages of training – vocational guidance, training, education, professional development, employment, professional development.
The important characteristic of this model is various options of the integrated establishments of professional education (IEPE). They represent the result of horizontal and vertical integration at the level of educational institution and allow to prepare staff of different skill level of new type. Such IEPE in the course of experimental and skilled work was created on the basis of the KNRTU-KAI Zelenodolsk branch where preparation as masters and bachelors, and experts of an average link and skilled workers is carried out. Interaction of IEPE with social partners allows to cooperate efforts in the training organization, to realize variable multilevel educational programs, with possibility of a choice being trained in an individual educational trajectory taking into account their interests and abilities. It allows to improve quality of training and satisfy needs of customers.
Developing strategic model, applying methods of forecasting of development of pedagogical systems, consistently passing from design to of system management, we pass to perspective predictive model. It is presented in the form of the distributed educational network. In it subjects of educational activity of different type at various levels of interaction are presented. In searching of an optimum form of the organization of system we recognized that the network organization recently becomes more and more widespread in various fields of activity. It is connected with that the network represents optimum option of interaction of partners, uniting their resources for the solution of the general tasks.
Method
Methodological basis of conducted research provided: Philosophical level of methodology of research has the principle of the creative beginning in knowledge and transformation of reality, the provision of native philosophy of the XIX-XX centuries in a basis(I.A. Ilyin, V.I. Kurashov, V.V. Rozanov, G.P. Fedotov, etc.).
General scientific level of methodology of research is guided by regulations of the theory of pedagogical systems (V.P. Bespalko, A.A. Kirsanov, etc.), regulations on the leading role of education in society and personality development (B.S. Gershunsky, G.V. Mukhametzyanova, A.M. Novikov, etc.), fundamental works in the field of philosophy of education and methodology of pedagogical science (V.I. Ginetsinsky, B.S. Gershunsky, M.A. Danilov, V.V. Davydov, V.I. Zagvyazinsky, V.V. Krayevsky, P.G. Schedrovitsky), conceptual ideas of modern engineering education (V.M. Zhurakovsky, V.G. Ivanov, V.V. Kondratyev, A.A. Kirsanov, V.M. Prikhodko, etc.), theories of systems and system approach (V. S. Lazarev, M.M. Potashnik, V.I. Slobodchikov, T.I. Shamova, E.G. Yudin, etc.).
Concrete and scientific level of methodology of research represents set of theoretic-methodological provisions and the concepts making a basis of solution of the problem of research:
• the modern economic and sociological researches in the field of machine-building production, regional policy, interaction of social institutes (R.A. Abdeev, B.N. Bessonov, V.V. Voronin, A.A. Konovalov, A. Ya. Rybakov, etc.);
• the theory of continuous multilevel professional education (A.M. Novikov, etc.);
• the theory of continuity of professional education (A.V. Batarshev, E.M.Ibragimova, Yu.A.Kustov, M. I. Makhmutov, etc.);
• the theory of professional development of the personality at profession grade levels (E.F. Zeer, E.A. Klimov, N. S. Pryazhnikov, etc.);
• concepts of personal focused (V.V. Serikov, V.A. Slastenin, I.S. Yakimanskaya), competence-based approaches in the education organization (V. I. Baydenko, E.F. Zeer, I.M. Zimnyaya, etc.), contextual training (A.A.Verbitsky);
• the theory of a role of the environment in personal and professional development of future expert (A.A. Bodalev, S. D. Deryabo, etc.);
• the theoretical analysis of tendencies of development of professional education in Russia and abroad (A.A. Andreyeva, L.I.Gurye, A.A. Kirsanov, V. V. Kondratyev, A.M. Novikov, S. Davis, D. Fordyce, N. Stromquist, etc.);
• the theory of social partnership between social subjects in the organization of effective interaction in the sphere of a vocational education (P.F. Anisimov, G. I. Ibragimov, E.A. Korchagin, I.P. Smirnov, E.V. Tkachenko, etc.).
Expected Outcomes
Characteristic features of a modern model of the organization of training for machine-building enterprises are the active development contacts, the openness of educational institutions to mutual activity; consecutive initiative; strengthen cooperation in education and industry in increasing of practice- oriented training , cooperation of educational institutions of different status in the space of the municipality, as well as the development of corporate forms of interaction in a growing number of subjects of education and the formation of an integrated space training with centralized management to ensure the continuity of vocational education.
The developed models of the system correspond to the current trends in the development of the education system as a whole, requirements for developing of mechanical engineering.
Development of integration processes in education led to the emergence of a new model of regional education, which can provide qualitative and quantitative diversity staffing needs of machine-building industry. Integration provides variability of educational trajectories of training a new profile. Variability of educational trajectories reflects the development of vocational education in modern conditions.
Implemented during the researching the modeling and designing organizationally - administrative and socio- pedagogical conditions of multilevel training for the implementation of the staffing needs of industrial regions and municipalities reflects the general trend of public policy in the field of vocational education, the social order of society and production for professional and personal development of students.
Developed during the experiment period of researching plan of transformative actions with describing its consistent implementation in the educational space of the region presents socially and educationally significant experience whose diffusion in the space of Russia will provide perspectives of development of vocational education and training solution to the problem of a new type.
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