1. Additional vocational education is aimed at meeting educational and professional needs, professional development of a person, ensuring that his qualifications correspond to changing conditions professional activity and social environment.

2. Additional professional education is carried out through the implementation of additional professional programs(training programs and professional retraining programs).

3. The following are allowed to master additional professional programs:

1) persons with secondary vocational and (or) higher education;

2) persons receiving secondary vocational and (or) higher education.

4. The advanced training program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) increasing professional level within existing qualifications.

5. The professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity, acquiring a new qualification.

6. The content of the additional professional program is determined by the educational program developed and approved by the organization implementing educational activities, unless otherwise provided by this Federal Law and other federal laws, taking into account the needs of the person, organization, on the initiative of which additional professional education is carried out.

7. Typical additional professional programs are approved:

1) the federal executive body exercising the functions of developing public policy and legal regulation in the field of transport, - in the field of international road transport;

2) the federal executive body authorized to exercise the functions of legal regulation in the field of maintaining the state real estate cadastre, cadastral registration and cadastral activities - in the field of cadastral activities;

3) by the federal executive body in the field of industrial safety in agreement with the federal executive body authorized to solve problems in the field of protecting the population and territories from emergencies - in the field of industrial safety of hazardous production facilities.

7.1. Standard additional professional programs in the field of assessing the compliance of cash registers and technical means of the operator of fiscal data (applicant for permission to process fiscal data) with the requirements for them are approved by the federal executive body authorized to control and supervise the use of cash registers.

8. The procedure for the development of additional professional programs containing information constituting a state secret and additional professional programs in the field of information security is established by the federal executive body that performs the functions of developing and implementing state policy and legal regulation in the field of information security. higher education, in agreement with the federal executive body responsible for the development and implementation of state policy and legal regulation in the field of general education, the federal executive body in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.

(see text in previous edition)

9. The content of additional professional programs should take into account professional standards, qualification requirements specified in the qualification reference books for relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary for the performance official duties, which are established in accordance with federal laws and other regulatory legal acts Russian Federation about public service.

10. Professional retraining programs are developed on the basis of established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education to the results of mastering educational programs.

11. Training in additional professional programs is carried out both at a time and continuously, and in stages (discretely), including through the development of individual subjects, courses, disciplines (modules), internship, application of network forms, in the manner established by the educational program and (or) an agreement on education.

16. When mastering an additional professional program in parallel with obtaining a secondary vocational education and (or) higher education, a certificate of advanced training and (or) a diploma of professional retraining are issued simultaneously with the receipt of the corresponding document on education and qualifications.

17. Model additional professional education programs for persons who are admitted to the collection, transportation, processing, disposal, neutralization, disposal of waste of I - IV hazard classes are approved by the federal executive body responsible for state regulation in the field of environmental protection.

Document's name:
Document Number:	1700
Type of document:	Order of the State Committee for Higher Education of Russia
Host body:	State Committee for Higher Education of Russia
Status:	Inactive
Published:
Acceptance date:	December 25, 1995
Effective start date:	December 25, 1995
Expiration date:	09 October 2013
Revision date:	01 April 1999

STATE COMMITTEE OF THE RUSSIAN FEDERATION
HIGHER EDUCATION

On approval of the state educational standard of additional professional education (advanced training and retraining) of federal civil servants

(as amended on April 1, 1999)

Revoked due to
Order of the Ministry of Education and Science of Russia dated October 9, 2013 N 1129
____________________________________________________________________

____________________________________________________________________
Document as amended by:
;
.

____________________________________________________________________

____________________________________________________________________
This order was declared invalid on the basis of the order of the Ministry of Education of Russia dated July 31, 2000 N 2370.
Order of the Ministry of Education of Russia of July 31, 2000 N 2370 was canceled due to the refusal of state registration by the Ministry of Justice of Russia (letter of the Ministry of Justice of Russia of 07.02.2002 N 07 / 1162-YUD) based on the order of the Ministry of Education of Russia of April 4, 2002 N 1213.

____________________________________________________________________

In pursuance of Decree of the President of the Russian Federation of September 6, 1995 N 900 "On priority measures to improve work with personnel in the public service system and the implementation of the Federal Law "On the fundamentals of the public service of the Russian Federation"

I order:

1. Approve the attached state educational standard for additional professional education (advanced training and retraining) of federal civil servants.

2. Heads of educational institutions that provide advanced training and retraining of federal civil servants to bring curricula and programs in line with the requirements of this standard, as well as with the qualification requirements (characteristics) for public positions of federal civil servants.

3. The Department of Licensing, Accreditation and Nostrification (Savelyev B.A.), on the proposal of the Department of Additional Education (Bezlepkina V.V.), license educational institutions for the right to conduct educational activities in the field of advanced training and retraining of federal civil servants in accordance with the list of areas specified in the appendix to the standard.

4. To impose control over the implementation of this Order on the Department of Additional Education (Bezlepkina V.V.).

Vice-chairman
State Committee for Higher Education of Russia
V.D. Shandrikov

State educational standard of additional professional education (advanced training and retraining) of federal civil servants

APPROVED
Order of the State
Committee of the Russian Federation
higher education
dated December 25, 1995
N 1700

1.1. The state educational standard of additional professional establishes:

The structure of additional professional education of federal civil servants, based on the basic legal documents, determines the key concepts of this field of education;

General requirements for educational programs of additional professional education of federal civil servants and the conditions for their implementation;

General standards of teaching load for students of educational institutions of additional professional education;

Requirements for educational institutions implementing additional professional education programs for federal civil servants;

General requirements for the list of areas of additional professional education for federal civil servants;

State control over the fulfillment of requirements for the level of additional professional education of federal civil servants.

1.2. The provisions of this standard are subject to mandatory application by all institutions of additional professional education located on the territory of the Russian Federation and providing training for federal civil servants.

2.1. This State educational standard for additional professional education (advanced training and retraining) of federal civil servants is based on the provisions of the Laws of the Russian Federation "On Education", "On the Basics of the Public Service of the Russian Federation", Decrees of the President of the Russian Federation "On Approval of the Regulations on the Federal Public Service" ( dated 22.12.93 N 2267) and additions to this Decree (dated 29.04.94 N 841). "On the Russian Academy of Public Administration under the President of the Russian Federation" (dated June 6, 1994 N 1140), "On the advanced training and retraining of federal civil servants" (dated August 23, 1994 N 1722), "On the register of public positions of federal civil servants" (dated 11.01.95 N 33), "On the state order for retraining and advanced training of civil servants" (dated 07.02.95 N 103), resolutions of the Government of the Russian Federation "On the organization of retraining and advanced training of civil servants of federal executive bodies" (dated 13.09. 94 N 1047), "On approval of the Regulations on the state order for retraining and advanced training of civil servants of federal executive bodies" (dated 12.30.94 N 1462), "On approval of the Model Regulations on an educational institution of additional professional education (advanced training) of specialists" (dated 06/26/95 N 610), "On approval of the charter A Academy of National Economy under the Government of the Russian Federation (No. 830 of August 26, 1995), "On the Interdepartmental Commission for the Retraining and Advanced Training of Civil Servants of Federal Executive Bodies" (No. 805 of August 11, 1995) and other legal documents adopted in development named government decisions.

2.2. Additional professional education of federal civil servants - education on the basis of higher or secondary vocational education, carried out in educational institutions of higher, secondary and corresponding additional professional education, in order to improve the professional knowledge and qualifications of federal civil servants, improve their business qualities, prepare for the implementation of new labor functions.

2.3. The advanced training of federal civil servants is carried out as necessary, but at least once every 5 years.

For persons first admitted to the federal civil service, advanced training during the first year of work is mandatory.

Section 3. Structure of additional professional education
federal civil servants, promotion documents
qualifications and professional retraining

3.1. The structure of additional professional education is determined by the totality of all professional educational programs for higher, main, leading, senior and junior government positions.

3.2. For advanced training and retraining programs of three levels are established:

Short-term programs with a volume of 72 to 100 academic hours aimed at improving skills in certain areas of professional activity;

Medium-term professional development programs ranging from 100 to 500 hours, aimed at comprehensive advanced training in the field of state and municipal administration, with specialization by position;

Programs of professional retraining in the field of state and municipal management with a volume of more than 500 hours with specialization by position.

3.3. In order to implement educational programs for additional professional education of federal civil servants, the following training periods are established:

For advanced training - from two to six weeks with a break from public service and from six weeks to six months without a break from public service;

For professional retraining - from three to six months with a break from public service and from six months to one year without a break from public service.

3.4. Curricula and programs for advanced training and professional retraining of federal civil servants in force at the time of the adoption of this standard are brought into line with this standard during the academic year.

3.5. The mastery of educational programs of additional professional education by federal civil servants is confirmed by the state final certification, based on the results of which a state document is issued:

Certificate of advanced training - for persons who have mastered short-term programs;

Certificate of advanced training - for persons who have mastered medium-term programs;

Diploma of vocational retraining - for persons who have completed training under a vocational retraining program.

3.6. For persons who have not completed the program of additional professional education chosen for mastering or who are not certified, the educational institution issues an academic certificate, which reflects the actual volume and content of the mastered educational program.

Section 4. General requirements for educational programs
additional professional education federal
civil servants and organization of their training

4.1. Educational programs determine the content of additional professional education based on the established requirements for federal civil servants. These programs define:

For the highest and main state positions of the civil service - the content of education, additional to higher professional education in the specialization of state positions of the civil service;

For leading and senior civil service positions - the content of education, additional to higher professional education in the specialty "Public and municipal government"or by specialization of positions;

For junior public positions - the content of education, additional to secondary vocational education in the specialization of positions.

4.2. Educational programs of additional professional education in professional retraining should provide (include);

Basic training (state-legal, state-administrative, economic and general humanitarian training);

General special training (disciplines in the specialty);

Applied disciplines (disciplines by specialization, including the main disciplines of specialization, disciplines at the suggestion of departments / teachers and the choice of students);

General or special computer training;

internship or practice;

Preparation of graduation work;

language training;

Physical training.

4.3. The specific content of educational programs for additional professional education of federal civil servants is determined by the educational institution independently within the framework of the general requirements established by this standard, as well as the qualification requirements for employees holding public positions in the civil service, taking into account the sectoral and regional characteristics of the civil service and the training of civil servants.

4.4. The programs of additional professional education of federal civil servants implemented in educational institutions should include adapted world and domestic experience in organizing the civil service and political and administrative activities in the state. Programs should cover existing and promising areas of science, engineering and technology, law and politics, economics and culture from the standpoint of social and personal significance.

4.5. Professional educational programs of additional professional education should include, along with the development of compulsory disciplines, a certain amount of disciplines at the choice of the student (optional disciplines), and also provide for the prompt introduction of changes in the content of programs at the suggestion of students and executive authorities that sent them to study.

4.6. The procedure for the implementation of educational programs approved by the educational institution takes into account the compatibility of programs of different levels of vocational education and provides the opportunity to continue education in programs of a higher level.

Section 5. General standards of student workload
institutions of additional professional education

5.1. The amount of study load of students should not exceed per week:

When studying with a separation from the public service (full-time form) - 36 hours of classroom study;

Without interruption from public service (evening form) - 14 hours of classroom study;

With a partial separation from the public service (full-time form) at least 16 hours of classroom study.

5.2. The total study load of students should not be less than 54 hours per week, including all types of classroom and extracurricular (independent) study work.

When calculating the teaching load of students studying on-the-job or with a partial separation from the public service, the working time at the place of the main job is included in 54 hours.

Section 6. Requirements for educational institutions,
implementing programs of additional professional
education of federal civil servants

6.1. The right to educational activities and to receive benefits provided by the legislation of the Russian Federation arises for an educational institution from the moment it is issued a state license.

An educational institution conducting professional retraining and advanced training of federal civil servants must have a license in the areas provided for in the Appendix.

6.2. Separate types learning activities(language training, information technology, etc.) can be carried out under an agreement with other educational institutions (universities, specialized universities and colleges) that have the appropriate license.

Section 7. State control over execution
requirements for the level of additional professional
education of federal civil servants

7.1. Legal basis state control for compliance with the state educational standard of additional professional education of federal civil servants are determined by the legislation of the Russian Federation.

The organization of state control over compliance with the requirements of this standard is carried out by the federal higher education management body together with ministries, departments and other executive authorities that send federal civil servants for training, as well as which are in charge of educational institutions that carry out advanced training and retraining of federal civil servants.

The standard was developed by the State Committee for Higher Education of Russia, the Ministry of Labor of Russia, the Academy of Public Administration under the President of the Russian Federation, the Academy of National Economy under the Government of the Russian Federation, and the Financial Academy under the Government of the Russian Federation.

Appendix to the State Educational Standard. LIST of areas of professional retraining and advanced training of federal civil servants for obtaining a license for the right to conduct educational activities of an educator

Application
to the State
educational
standard

SCROLL
areas of professional retraining and improvement
qualifications of federal civil servants for
obtaining a license for the right to conduct educational
activities of educational institutions

1. Public service in the Russian Federation

2. State building and management

3. State and municipal administration

4. Economic and social policy

5. Jurisprudence

6. Political science

7. Sociology and psychology

8. World economy

9. Finance and credit

10. International economic relations

11. Management of state property

12. Personnel management

13. Financial management and analysis of investment projects

14. Document management and documentation management

15. Information technology in management

16. Ecology, nature protection and environmental safety

17. Military and economic security of the state

18. Business foreign language

19. Organization and holding of auctions (competitions) for the purchase of products for state needs

Revision of the document, taking into account
changes and additions
"CODE"

On approval of the state educational standard of additional vocational education (advanced training and retraining) federal ... (as amended on 04/01/1999)

Document's name:	On approval of the state educational standard of additional vocational education (advanced training and retraining) federal ... (as amended on 04/01/1999)
Document Number:	1700
Type of document:	Order of the State Committee for Higher Education of Russia
Host body:	State Committee for Higher Education of Russia
Status:	Inactive
Published:	B-ka journal. "Social protection" - State Service, N 1, 1998 Bulletin of the State Committee. on higher education N 3, 1996
Acceptance date:	December 25, 1995
Effective start date:	December 25, 1995
Expiration date:	09 October 2013
Revision date:	01 April 1999

In connection with the entry into force of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" and numerous requests from educational organizations and organizations providing training that implement additional professional programs, the Ministry of Education and Science of Russia sends information about the features of legislative and regulatory legal support in the field of additional professional education.

Application: for 25 l.

clarification
on legislative and regulatory legal support for additional professional education

Abbreviations used:

Federal Law No. 273-FZ - Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation";

Order - order of the Ministry of Education and Science of Russia dated July 1, 2013 No. 499 "On approval of the Procedure for organizing and implementing educational activities for additional professional programs" (registered by the Ministry of Justice of Russia dated August 20, 2013, registration No. 29444);

CPE - additional vocational education;

DPP - additional professional programs.

Question 1. In the definitions of the basic concepts (Article 2 of the Federal Law) subparagraph 3 - training, subparagraph 5 - qualification, subparagraph 12 - vocational education, a new concept of "competence" has appeared. What is its content?

Through the concept of “competence”, Federal Law No. 273-FZ defines learning outcomes, and also implies a description of qualifications using competencies.

The higher education system has already accumulated some experience in developing and implementing educational programs based on a competency-based approach, and now Federal Law No. 273-FZ extends this practice to additional professional education.

You can get acquainted with the main aspects of the competence-based approach in education, including on the Internet, on the websites of the Research Center for the Problems of the Quality of Training of Specialists, FGAU " Federal Institute development of education” and others.

Question 2. How should the implementation of additional educational programs be guided by a competency-based approach, and is this mandatory for short-term programs?

In accordance with Part 4 of Article 76 of Federal Law No. 273-FZ, the advanced training program is aimed at improving and (or) obtaining new competencies necessary for professional activities, and (or) improving the professional level within the framework of existing qualifications.

In accordance with Part 5 of Article 76 of Federal Law No. 273-FZ, the professional retraining program is aimed at obtaining the competence necessary to perform a new type of professional activity, acquiring a new qualification.

The structure of the programs should indicate the planned result (paragraph 9 of Article 2 of Federal Law No. 273-FZ), which is formulated in a competency-based form for all types of DPP, including short-term programs.

It is obvious that organizations implementing additional professional educational programs will need to develop their own regulatory and methodological support that will demonstrate the implementation of the competency-based approach, including the planning of learning outcomes (formation of competency models), assessment of the level of formation of competencies among graduates, etc.

Question 3. In the basic concepts (Article 2 of the Federal Law No. 273-FZ), a definition of an exemplary basic educational program is given. Will exemplary, typical additional professional programs be developed for use in the educational process?

Educational programs are independently developed and approved by the organization carrying out educational activities, unless otherwise provided by the Law (Part 5 of Article 12 of Federal Law No. 273-FZ).

In the cases established by Federal Law No. 273-FZ, the authorized federal state bodies organize the development and approval of exemplary additional professional programs or standard additional professional programs, in accordance with which organizations engaged in educational activities develop appropriate additional professional programs (part 14 of Article 12 of the Federal Law No. 273-FZ).

Typical and exemplary programs will be developed for the following cases established by Federal Law No. 273-FZ:

Standard additional professional programs in the field of international road transport are approved by the federal executive body responsible for developing state policy and legal regulation in the field of transport (Part 7 of Article 76 of Federal Law No. 273-FZ).

Approximate additional professional programs in the field of defense and security of the state, ensuring law and order are developed and approved by the federal state body in whose interests vocational training or additional vocational education is carried out (Part 3 of Article 81 of Federal Law No. 273-FZ).

Sample Additional Professional Programs medical education and pharmaceutical education are developed and approved by the federal executive body responsible for the development of state policy and legal regulation in the field of healthcare (Part 3 of Article 82 of Federal Law No. 273-FZ).

Typical main programs vocational training and standard additional professional programs in the field of training of civil aviation personnel, ship crew members in accordance with international requirements, as well as in the field of training of railway workers directly related to the movement of trains and shunting work, are approved by the federal executive body responsible for developing state policy and legal regulation in the field of transport (part 3 of article 85 of Federal Law No. 273-FZ ).

In order to provide methodological support for the implementation of Federal Law 273-FZ and the Order of the Ministry of Education and Science of Russia, it will present models of advanced training and professional retraining programs. Access to these resources will be free.

Question 4. Is the concept of "student", along with the concept of "listener" applicable in the system of additional professional education?

Students - persons mastering additional professional programs, persons mastering professional training programs, as well as persons enrolled in preparatory departments of educational institutions of higher education (paragraph 8 of part 1. Article 33 of Federal Law No. 273-FZ).

A student is an individual who is mastering an educational program (Part 2 of Article 15 of Federal Law No. 273-FZ).

Thus, both concepts can be used in additional professional education.

Question 5. The concept of "individual entrepreneurs engaged in educational activities" has appeared. Do they need to obtain a license to practice education? Can they implement additional professional programs?

Individual entrepreneurs can carry out educational activities only under basic and additional general education programs and vocational training programs (Part 3 of Article 32 of Federal Law No. 273-FZ). The implementation of additional professional programs by individual entrepreneurs is not provided for by Federal Law No. 273-FZ.

At the same time, individual entrepreneurs who carry out educational activities directly, that is, individually, have the right not to go through the procedure for licensing educational activities.

Question 6. Is the concept of "teaching worker" applicable to teachers of additional professional education?

The concept of "teaching worker" is applicable to teachers of the FVE. In accordance with Part 21 of Article 2 of Federal Law No. 273-FZ, a pedagogical worker is an individual who is in labor, service relations with an organization engaged in educational activities and performs the duties of training, educating students and (or) organizing educational activities;

In organizations engaged in educational activities for the implementation of educational programs of higher education and additional professional programs, positions are provided teaching staff and scientific workers who belong to scientific and pedagogical workers. Teaching staff belong to the teaching staff of these organizations (Part 1 of Article 50 of Federal Law No. 273-FZ)

Organizations providing training and individual entrepreneurs, their students, teachers employed in organizations providing training, or individual entrepreneurs, are subject to the rights, social guarantees, duties and responsibilities of educational organizations, students and teachers of such educational organizations ( Part 2 of Article 21 of Federal Law No. 273-FZ).

Decree of the Government of the Russian Federation of August 8, 2013 No. 687 approved the nomenclature of positions of teaching staff of organizations engaged in educational activities, positions of heads of educational organizations.

There appears to be a typo in the previous paragraph. This refers to the Decree of the Government of the Russian Federation of August 8, 2013 No. 678

Question 7. Federal Law No. 273-FZ does not provide for either federal state educational standards (FGOS) or federal state requirements (FGT) in the field of further vocational education. Paragraph 29 of Article 2 of Federal Law No. 273-FZ defines the quality of education through compliance with the Federal State Educational Standards and the FGT. Does this mean that the quality of education is not determined in AVE?

In accordance with paragraphs 21-22 of the Procedure, the quality of additional professional education is assessed in relation to:

compliance of the results of mastering the additional professional program with the stated goals and planned learning outcomes;

compliance of the procedure (process) for organizing and implementing an additional professional program with the established requirements for the structure, procedure and conditions for the implementation of programs;

the ability of the organization to effectively and efficiently carry out activities to provide educational services.

The assessment of the quality of mastering additional professional programs is carried out in the following forms:

internal monitoring of the quality of education;

external independent assessment of the quality of education.

The organization independently establishes the types and forms of internal assessment of the quality of the implementation of additional professional programs and their results.

Requirements to internal evaluation the quality of additional professional programs and the results of their implementation is approved in the manner prescribed by the educational organization.

Organizations on a voluntary basis can apply the procedures for an independent assessment of the quality of education, professional and public accreditation of additional professional programs and public accreditation of organizations.

Question 8. Is additional professional education an integral part of continuing education?

According to Part 2 of Article 10 of Federal Law No. 273-FZ, education is divided into general education, vocational education, additional education and vocational training that enables the realization of the right to education throughout life (continuing education).

Part 6 of Article 10 of Federal Law No. 273-FZ defines that additional education includes such subspecies as additional education for children and adults and additional vocational education.

At the same time, the education system creates conditions for continuous education through the implementation of basic educational programs and various additional educational programs, providing the opportunity to simultaneously master several educational programs, as well as taking into account existing education, qualifications, practical experience in obtaining education.

Thus, it can be unequivocally asserted that CVE belongs to lifelong education (Part 7 of Article 10 of Federal Law No. 237-FZ).

Question 9. Additional education includes additional adult education and additional vocational education. Is additional vocational education additional adult education?

Additional education includes such subspecies as additional education for children and adults, as well as additional professional education (Part 6 of Article 10 of Federal Law No. 273-FZ). Thus, additional vocational education is an independent subspecies of additional education.

Question 10. Programs of additional professional education include advanced training and professional retraining programs. Does Federal Law No. 273-FZ set the scope for these types of programs?

The volume of development of the DPP is established by the Procedure. Clause 12 of the Procedure defines the minimum allowable amount of DPP development. So for advanced training programs, the period of development cannot be less than 16 hours, and the period of development of professional retraining programs - less than 250 hours.

Question 11. Federal Law No. 273-FZ states that licensing of educational activities is carried out according to subtypes of additional education. What is meant by this? What subspecies of additional education can be implemented by professional educational organizations?

In accordance with Part 6 of Article 10 of Federal Law No. 273-FZ, additional education includes such subtypes as additional education for children and adults and additional vocational education.

According to Part 4 of Article 23 of Federal Law No. 273-FZ, professional educational organizations have the right to carry out educational activities in the following educational programs, the implementation of which is not the main goal of their activities - these are additional professional programs and additional general educational programs.

In accordance with Part 2 of Article 75 of Federal Law No. 273-FZ, additional general education programs are divided into general developmental and pre-professional programs. Additional general developmental programs are implemented for both children and adults. Additional pre-professional programs in the arts, physical education and sports are implemented for children.

Question 12. Part 1 of Article 15 of Federal Law No. 273-FZ provides for a network form for the implementation of educational programs. Is it applicable to the system of additional professional education?

The network form for the implementation of educational programs (hereinafter referred to as the network form) provides the opportunity for students to master the educational program using the resources of several organizations engaged in educational activities, including foreign ones, and also, if necessary, using the resources of other organizations. In the implementation of educational programs using the network form, along with organizations engaged in educational activities, scientific organizations, medical organizations, cultural organizations, physical culture and sports and other organizations that have the resources necessary for training, conducting training and industrial practice and the implementation of other types of educational activities provided for by the relevant educational program (Part 1 of Article 15 of Federal Law No. 273-FZ).

This article provides for a network form of implementation of any type of educational programs, including programs of additional professional education.

Question 13. Is it possible to use e-learning and distance learning technologies in educational institutions of additional professional education?

The use of e-learning and distance learning technologies (hereinafter referred to as DOT) in educational institutions of the CPE is possible if conditions are created in the CPE organizations that meet the requirements of Article 16 of Federal Law No. 273-FZ.

At the same time, organizations engaged in educational activities have the right to apply e-learning, DOT in the implementation of educational programs in the manner established by the federal executive body responsible for the development of state policy and legal regulation in the field of education.

Question 14. Can the library fund of an educational organization of additional professional education be completed only with electronic educational publications?

In accordance with Federal Law No. 273-FZ, in order to ensure the implementation of educational programs, libraries are formed in organizations engaged in educational activities, including digital (electronic) libraries that provide access to professional databases, information reference and search systems, as well as other information resources.

In accordance with Part 1 of Article 18 of Federal Law No. 273-FZ, the library fund must be completed with printed and (or) electronic educational publications (including textbooks and teaching aids).

Question 15. If additional vocational education is an integral part of additional education, then can an organization of additional education conduct educational activities according to the DPP, and an organization of additional vocational education - according to additional general educational programs?

In accordance with Part 3 of Article 23 of Federal Law No. 273-FZ, the following types of educational organizations are established in the Russian Federation that implement additional educational programs:

1) organization of additional education - an educational organization that, as the main goal of its activities, carries out educational activities in additional general educational programs;

2) organization of additional vocational education - an educational organization that, as the main goal of its activities, carries out educational activities for additional professional programs.

Educational organizations of additional education have the right to carry out educational activities in the following educational programs, the implementation of which is not their main goal: educational programs preschool education, vocational training programs (Article 23, Part 4, Clause 5 of Federal Law No. 273-FZ).

Educational organizations of additional professional education in accordance with clause 6 of part 4 of Article 23 of Federal Law No. 273-FZ may also implement training programs for scientific and pedagogical personnel, residency programs, additional general education programs, and vocational training programs.

Question 16. Is it possible to involve persons who do not have academic degrees and titles in the educational process in organizations of additional professional education?

In accordance with Part 1 of Article 46 of Federal Law No. 273-FZ, persons who meet the qualification requirements specified in the qualification reference books and (or) professional standards have the right to engage in pedagogical activities. Thus, persons who do not have academic degrees and titles can participate in the educational process of additional professional education organizations.

For the position of "teacher" by order of the Ministry of Health and Social Development of the Russian Federation dated January 11, 2011 No. 1n "On approval of the Unified Qualification Handbook for Managers, Specialists and Employees, section" Qualification Characteristics of the Positions of Managers and Specialists of Higher Professional and Additional Professional Education "the following qualifications are established requirements: higher professional education and work experience in an educational institution for at least 1 year, with postgraduate professional education (postgraduate, residency, adjuncture) or a PhD degree - without presenting requirements for work experience.

Question 17. Do I need state accreditation for additional professional programs?

Federal Law No. 273-FZ does not provide for state accreditation of educational activities for additional professional programs. In accordance with Part 8 of Article 108 of Federal Law No. 273-FZ, from the date of its entry into force, the certificate of state accreditation in terms of additional professional educational programs with state accreditation is recognized as invalid for all educational organizations.

Question 18. What are the features of licensing of further vocational education programs in connection with the introduction of Federal Law No. 273-FZ?

In connection with the entry into force of Federal Law No. 273-FZ, all educational organizations will change their license, and the corresponding changes must be made to the annexes to the license. The content of the Law (Part 1 of Article 91; subparagraph 5 of part 5 of Article 108, part 7 of Article 108) says that after its adoption, educational organizations operate on the basis of licenses issued earlier, taking into account the norms of the new Law.

Part 4 of Article 91 of Federal Law No. 273-FZ provides that the annex to the license to carry out educational activities for additional professional programs will indicate only the subtype of additional education (in this case- additional vocational education) without listing the entire list of ongoing additional professional programs. Also, for additional vocational education, the requirement to indicate in the annex to the license information about the addresses of places where educational activities are carried out is excluded.

Question 19. How will the content of additional professional programs be determined?

The content of the additional professional program is determined by the educational program developed and approved by the organization carrying out educational activities, unless otherwise specified, taking into account the needs of the person, organization, on whose initiative additional professional education is carried out (Part 6 of Article 76 of the Federal Law No. 273-FZ).

At the same time, organizations that carry out educational activities on additional professional programs should be guided by the following when developing them.

The content of additional professional programs must take into account professional standards, qualification requirements specified in the qualification reference books for the relevant positions, professions and specialties, or qualification requirements for professional knowledge and skills necessary for the performance of job duties, which are established in accordance with federal laws and other regulatory legal acts. acts of the Russian Federation on public service.

In addition, part 10 of Article 76 of Federal Law No. 273-FZ provides that professional retraining programs are developed on the basis of established qualification requirements, professional standards and the requirements of the relevant federal state educational standards of secondary vocational and (or) higher education for the results of mastering educational programs.

Question 20. What are the requirements for the structure of the DPP?

Requirements for the structure of additional professional educational programs are determined by Federal Law No. 273-FZ and the Procedure. The structure of the additional professional program includes the goal, the planned learning outcomes, the curriculum, the calendar curriculum, the work programs of the subjects, courses, disciplines (modules), organizational and pedagogical conditions, attestation forms, assessment materials and other components (Part 9 of Article 2 of the Federal Law No. 273-FZ). The curriculum of the additional professional program determines the list, labor intensity, sequence and distribution of academic subjects, courses, disciplines (modules), other types of educational activities of students and the form of certification (clause 9 of the Order).

In accordance with paragraph 6 of the Procedure: the structure of the advanced training program should contain a description of the list of professional competencies within the framework of the existing qualification, the qualitative change of which is carried out as a result of training.

The structure of the professional retraining program should include:

characteristics of the new qualification and related types of professional activity, labor functions and (or) skill levels;

characteristics of competencies to be improved, and (or) a list of new competencies formed as a result of mastering the program.

Question 21. What is the status of an internship in the field of FVE?

Federal Law No. 273-FZ singles out an internship as a form of implementing additional professional programs, and not a separate type of additional professional educational program.

According to Part 12 of Article 76 of Federal Law No. 273-FZ, an additional professional program can be implemented in the forms provided for by Federal Law No. 273-FZ, as well as in full or in part in the form of an internship.

Clause 13 of the Procedure describes this form of implementation of the DPP, the content of the internship is determined by the organization, taking into account the proposals of organizations sending specialists for internships, the content of additional professional programs.

The terms of the internship are determined by the organization, independently based on the objectives of the training. The duration of the internship is agreed with the head of the organization where it is held.

The internship is individual or group and may include activities such as:

independent work with educational publications;

acquisition of professional and organizational skills;

study of the organization and technology of production, work;

direct participation in planning the work of the organization;

work with technical, regulatory and other documentation;

performance of functional duties of officials (as a temporary acting or understudy);

participation in meetings, business meetings.

Based on the results of the internship, the trainee is issued a qualification document depending on the additional professional program being implemented.

Question 22. What are the requirements for documents that are issued as a result of mastering additional professional programs?

General requirements for qualification documents are established by paragraph 2 of Article 60 of Federal Law No. 273-FZ.

Qualification documents are drawn up in the state language of the Russian Federation, unless otherwise provided by this Federal Law, the Law of the Russian Federation dated October 25, 1991 No. 1807-1 "On the Languages ​​of the Peoples of the Russian Federation", and certified by the seals of organizations engaged in educational activities.

Qualification documents can also be issued on foreign language in the manner prescribed by organizations engaged in educational activities.

Based on the results of mastering additional professional programs, a qualification document is issued, a sample of which is independently established by organizations engaged in educational activities.

Paragraph 1 of Part 10 of Article 60 of Federal Law No. 273-FZ determines that a qualification document confirms the improvement or assignment of qualifications based on the results of additional professional education (confirmed by a certificate of advanced training or a diploma of professional retraining).

In accordance with paragraph 19 of the Procedure, the qualification document is issued on a form that is a counterfeit-proof printing product, the sample of which is independently established by the organization.

Question 23. Who establishes the procedure for approving the forms of qualification documents?

An educational institution develops a procedure for approving the forms of qualification documents on its own and fixes this procedure with a local act of the organization.

In accordance with Part 15 of Article 60 of Federal Law No. 273-FZ, organizations engaged in educational activities have the right to issue documents on training to persons who have mastered educational programs that do not provide for final certification, training documents according to the model and in the manner that are established by these organizations independently.

Question 25. Does the organization have the right to enroll for advanced training and issue a certificate of advanced training to students with secondary general or primary vocational education from September 1, 2013?

In accordance with Part 2 of Article 76 of Federal Law No. 273-FZ, the following are allowed to master additional professional programs:

1) persons with secondary vocational and (or) higher education;

2) persons receiving secondary vocational and (or) higher education.

Thus, the admission of students to study under the DPP with secondary general education is not allowed, with the exception of persons studying in the main professional educational programs of secondary vocational and higher education.

Question 26. Are there professional development programs that will require coordination with Ministries and departments from September 1, 2013? Will there be a register of such programs?

Coordination with Ministries and departments will require additional professional programs containing information constituting a state secret, as well as additional professional programs in the field of information security.

According to Part 8 of Article 76 of Federal Law No. 273-FZ, the procedure for developing additional professional programs containing information constituting a state secret and additional professional programs in the field of information security is established by the federal executive body that performs the functions of developing state policy and legal regulation in in the field of education, in agreement with the federal executive body in the field of security and the federal executive body authorized in the field of countering technical intelligence and technical protection of information.

Question 27. What documents must be required for admission to study under FVE programs from people from near and far abroad?

In accordance with Part 1 of Article 78 of Federal Law No. 273-FZ, foreign citizens and stateless persons have the right to receive education in the Russian Federation in accordance with international treaties of the Russian Federation and Federal Law No. 273-FZ.

1) If the applicant has a document from educational institution listed under Government Decree No. 1624-r dated September 19, 2013, then it is accepted on an equal basis with citizens of the Russian Federation.

2) Foreign citizens who are compatriots living abroad have the right to receive secondary vocational education, higher education and additional professional education on an equal basis with citizens of the Russian Federation, provided they comply with the requirements provided for by Article 17 of the Federal Law of May 24, 1999 No. 99- Federal Law "On the state policy of the Russian Federation in relation to compatriots abroad" (part 4 of Article 78 of Federal Law No. 273-FZ).

3) Interstate agreements signed by the Russian Federation and the former republics of the USSR can be taken into account.

Documents on foreign education and (or) foreign qualifications recognized in the Russian Federation must be legalized and translated into Russian in accordance with the procedure established by the legislation of the Russian Federation, unless otherwise provided international treaty Russian Federation (Part 13 of Article 107 of Federal Law No. 273-FZ).

Question 28

From September 1, 2013, persons who have successfully completed the relevant additional professional program and passed final certification, a certificate of advanced training and (or) a diploma of professional retraining is issued (Part 16 of Article 76 of Federal Law No. 273-FZ).

The document, which is issued on the basis of the results of the development of the DPP, is certified by the seal of the educational organization, which is enshrined in the Charter of the organization.

Question 29. Is there a difference in the documents that are issued as a result of mastering professional retraining programs that allow you to carry out a new type of professional activity and confirm the assignment of a new qualification?

In accordance with paragraph 5 of Article 76 of Federal Law No. 273-FZ, the professional retraining program is aimed at obtaining the competencies necessary to perform a new type of professional activity, acquiring a new qualification.

Considering that the form of the qualification document (diploma of vocational retraining) is determined by the organization independently, then various options samples of documents that use different record options:

assignment of a new qualification (indication of the name of the qualification);

assignment of a new qualification (indication of the name of the qualification) and performance of a new type of professional activity (indication of a new type of professional activity);

performance of a new type of professional activity (indication of a new type of professional activity) within the framework of the previously existing qualification.

The organization independently decides on the formalization of entries in the professional retraining diplomas.

Question 30. By what sign or principle can it be determined that a professional retraining program is being implemented or developed as part of the main educational program?

Such a sign is the presence of learning outcomes in professional retraining programs that correlate with the learning outcomes (competences) formulated in the federal state educational standards for vocational education and (or) the main educational programs for vocational education and are aimed at acquiring a new qualification.

Question 31. What is the difference between "e-learning" and "distance learning technologies"?

According to Part 1 of Article 16 of Federal Law No. 273-FZ, e-learning is understood as the organization of educational activities using the information contained in databases and used in the implementation of educational programs and the information technologies, technical means that ensure its processing, as well as information and telecommunication networks that ensure the transmission along the lines of communication of the specified information, the interaction of students and teachers.

Distance learning technologies are understood as educational technologies implemented mainly with the use of information and telecommunication networks with indirect (at a distance) interaction between students and teachers.

E-learning does not require the interaction of students and teachers.

Question 32 and municipal customers?

The customer can indicate in the terms of reference that the program is implemented in a network form. The contractor shall attach to the application an agreement on joint activities of educational and other organizations. According to Part 3 of Article 16 of Federal Law No. 273-FZ, the agreement on the network form of educational programs implementation specifies:

There appears to be a typo in the previous paragraph. This refers to part 3 of Article 15 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”

1) type, level and (or) focus of the educational program (part of the educational program of a certain level, type and focus), implemented using the network form;

2) the status of students in the organizations specified in part 1 of this article, the rules for admission to study in an educational program implemented using the network form, the procedure for organizing academic mobility of students (for students in basic professional educational programs) mastering the educational program implemented using network form;

3) the conditions and procedure for the implementation of educational activities under the educational program implemented through the network form, including the distribution of responsibilities between the organizations specified in Part 1 of this Article, the procedure for implementing the educational program, the nature and amount of resources used by each organization implementing educational programs through network form;

4) issued document or documents on education and (or) qualification, document or documents on education, as well as organizations engaged in educational activities, which issue these documents;

5) the term of the contract, the procedure for its amendment and termination.

Please note that from January 1, 2014, the Federal Law of April 5, 2013 No. 44-FZ “On the contract system in the field of procurement of goods, works, services to meet state and municipal needs” comes into force, according to which it becomes invalid Federal Law of July 21, 2005 No. 94-FZ "On placing orders for the supply of goods, performance of work, provision of services for state and municipal needs."

Question 33. What is the mechanism for creating organizations that carry out professional public and public accreditation?

The Decree of the Government of the Russian Federation No. 286 dated March 30, 2013 "On the formation of an independent system for assessing the quality of work of organizations providing social services" created legal basis to organize public-state councils, which will have the authority to create accreditation agencies in various areas.

The rules approved by this Government Decree determine the procedure for the formation of an independent system for assessing the quality of work of organizations providing social services, carried out with the participation and on the basis of the opinion public organizations, professional communities, funds mass media, specialized rating agencies and other experts in order to improve the quality of the work of these organizations.

Question 34. Is it planned to develop professional standards in the field of education?

The order to approve at least 800 professional standards is given in the Decree of the President of the Russian Federation dated May 7, 2012 No. 597 “On measures to implement state social policy”.

Decree of the Government of the Russian Federation dated November 29, 2012 No. 2204-r approved a plan for the development of professional standards for 2012-2015.

The Ministry of Education and Science of Russia approved the Schedule for the development of professional standards for 2013-2014 (dated July 9, 2013 No. DL-14/06), which includes 7 professional standards in the field of education and science:

teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher);

specialist in the field of education (activities for the social and pedagogical support of students);

teacher (pedagogical activity in professional education, additional professional education, additional education);

specialist in the field of educational psychology (activities for the psychological and pedagogical support of students);

head of an educational organization (management in the field of education);

head of a scientific organization (management of scientific research);

scientific worker (scientific (research) activity).

Question 35. What is the mechanism for reimbursement of costs to educational organizations for the training of discharged military personnel as part of the experiment in 2012-2014?

The regulation on conducting an experiment in 2012-2014 on training discharged military personnel based on the provision of state personalized educational certificates was approved by Decree of the Government of the Russian Federation dated May 21, 2012 No. 501 (hereinafter referred to as the Regulation) and entered into force on June 5, 2012. In accordance with the specified resolution, it is necessary to ensure the creation of conditions for the training of at least 2,000 discharged military personnel during the period of the experiment.

Part 9 of the Regulations establishes that the reimbursement of expenses of educational institutions within the framework of the experiment is carried out by the Ministry of Education and Science of the Russian Federation in the amount of standard costs for the provision of educational services provided by educational institutions within the framework of the experiment under professional retraining programs based on secondary vocational and higher professional education by providing subsidies from the federal budget to budgetary and autonomous institutions for these purposes in accordance with paragraph two of part 1 of article 78.1 of the Budget Code of the Russian Federation in the prescribed manner.

If the cost of training under a professional retraining program exceeds the amount of standard costs for the provision of educational services provided by educational institutions as part of the experiment under professional retraining programs based on secondary vocational and higher professional education, the cost of training in excess of the standard costs is reimbursed at the expense of the certificate holder and (or) another individual (legal) person in accordance with the legislation of the Russian Federation (Part 12 of the Regulations).

Question 36: How is the selection of discharged military personnel in the framework of the experiment in 2012-2014?

The regulation on conducting the experiment in 2012-2014 was approved by Decree of the Government of the Russian Federation of May 21, 2012 No. 501 (hereinafter referred to as the Regulation) and entered into force on June 5, 2012. In accordance with the specified resolution, it is necessary to ensure the creation of conditions for the training of at least 2,000 discharged military personnel during the period of the experiment.

The selection of discharged military personnel for participation in the experiment on training discharged military personnel on the basis of the provision of state nominal educational certificates is carried out in the manner and in accordance with the criteria established by the Russian Ministry of Defense, the Russian Ministry of Internal Affairs, the Russian Emergencies Ministry and the Federal Security Service of Russia, from among the military personnel undergoing military service under the contract , for which the following requirements are simultaneously met:

the total duration of military service in calendar terms is 5 years or more, not counting the time of study in military educational institutions of higher professional and (or) secondary professional education;

the serviceman being dismissed has higher professional or secondary professional education;

dismissal from military service on grounds that provide for the achievement of the age limit for military service military service, expiration of the contract, as well as for health reasons and organizational and staffing activities.

In accordance with part 2 of the Regulations, a certificate is understood as a nominal document confirming the right of its owner to additional measures state support in terms of paying for his education under an additional professional educational program for professional retraining (hereinafter referred to as the professional retraining program).

The certificate is issued to a dismissed serviceman when he is excluded from the lists of personnel of a command body, military unit, ship, institution, organization of the Armed Forces of the Russian Federation, other troops, military formations and bodies in the manner established by the Ministry of Defense of Russia, the Ministry of Internal Affairs of Russia, the Ministry of Emergency Situations of Russia and the FSO of Russia, respectively (Part 3 of the Regulations).

Document overview

On September 1, 2013, a new Law on Education came into force. Some issues related to its application in terms of additional vocational education are considered.

So, the concept of "competence" is fixed. Through it, learning outcomes are determined. The description by means of qualifications is implied.

Concerning additional professional programs. They will be developed by authorized bodies. Thus, exemplary programs in the field of defense and security of the state, ensuring law and order are designed and approved by the federal government agency in whose interests training or education is conducted. The Ministry of Education and Science of Russia will present models of advanced training and professional retraining programs. Resources will be free.

It is also explained that in additional vocational education two concepts can be used simultaneously: listener and student.

By virtue of the law, an individual entrepreneur has the right to engage in educational activities without a license. Organizations can apply e-learning, the necessary distance learning technologies.

A number of other issues were considered, including the state accreditation of programs and their content. The status of internships in the field of additional vocational education is explained. The requirements for documents issued as a result of mastering additional professional programs are listed.

De jure and de facto

In 1992, the Russian legislation introduced the concept and procedure of state accreditation for all educational institutions without exception. The law fixed the triad: state educational standard - state accreditation - state diploma (or other document on education of the state sample). But over the past twenty years, this "reinforced concrete structure" has gradually disintegrated brick by brick, and the new law "On Education in the Russian Federation" provides for variations.

Pre-school education does not involve obtaining a level of education and issuing documents on education to graduates. In the new federal law "On Education in the Russian Federation" dated December 29, 2012, No. 273-FZ (Article 92, paragraph 1), educational programs for preschool education do not undergo state accreditation. The presence and purpose of federal educational standards for preschool education as the first level of general education (Article 11) are not clearly spelled out.

Medium comprehensive school could undergo state accreditation once and for all, if she did not change her accreditation status to a lyceum or gymnasium. New law provides for periodic state accreditation of general education programs for each level of education and the issuance of a certificate of state accreditation for the institution as a whole for a period of twelve years.

For higher education (as well as for other educational organizations), the accreditation status for state accreditation will no longer be established - accreditation is established for each level and each enlarged group of specialties and areas of training. But now the document on education will not necessarily be state (Article 60, paragraph 4). Yes, and federal state educational standards will be established only for the main educational programs, which include bachelor's, specialist's, master's and postgraduate studies (adjuncture, residency) in higher education.

Additional professional education (AVE) does not apply to the main educational programs, federal state standards(FGOS) does not have and federal state requirements (FGT) the new law does not provide for it. Consequently, the state accreditation of the DPO does not pass and cannot issue state documents to its students. Law-abiding institutions of additional vocational education, accustomed to state regulation, do not understand such a situation, even considering the fact that before, the Ministry of Education was the last to get to the procedural issues of assessing the quality of CPE.

When you can't see the forest for the trees

The regulatory and legal framework for state accreditation of CPE institutions was introduced by order of the Ministry of Education of Russia dated September 23, 1996, No. 113. Prior to the issuance of this order, certification of CPE educational institutions was carried out both under professional retraining programs (more than 500 classroom hours) and under programs to improve qualifications of specialists (from 72 to 500 hours). With the release of this document, which regulates the procedure for attestation and state accreditation of educational programs for further vocational education, attestation and state accreditation began to be carried out only for educational programs of professional retraining. On the basis of the current State educational standard for advanced training of federal civil servants, approved by order State Committee on higher education of Russia dated December 25, 1995, No. 1700, educational programs for advanced training of federal civil servants with a volume of 36 classroom hours were also subject to certification and subsequent accreditation.

Professional development programs were not considered at all during the certification of educational institutions of different levels (universities, colleges, further vocational education). Meanwhile, they make up more than 90 percent of the educational programs of the FVE. Thus, it turns out that most of them did not actually undergo expert evaluation, and the quality of education in these programs was not controlled by the accrediting body.

For state educational institutions, the problem of accreditation of these educational programs was solved by the order of the Ministry of Education of Russia dated May 20, 1997, No. 946 "On state accreditation of educational institutions of additional professional education." In accordance with paragraph 2 of this order, it was accepted to “consider state educational institutions of the FVE that implement advanced training programs for specialists and have received the appropriate licenses as having state accreditation until the adoption in the prescribed manner of the regulation on state accreditation of educational institutions of the FVE implementing advanced training programs for specialists.”

Moreover, state educational institutions of the APE, implementing only advanced training programs, could not receive certificates of accreditation, since, on a formal basis, they had no grounds for obtaining a positive attestation, and after the abolition of attestation as a procedure, an accreditation conclusion, on the basis of which, in accordance with accreditation is carried out by the Law “On Education”. Thus, until July 2008, only educational programs over 500 hours were subject to attestation and then accreditation examination.

In July 2008, the “Regulations on State Accreditation of Educational Institutions and Scientific Organizations” came into force, approved by Decree of the Government of the Russian Federation dated July 14, 2008, No. 22. It established the procedure for state accreditation of educational institutions and educational organizations established in other organizational and legal forms and implementing educational programs in accordance with the legislation of the Russian Federation. In terms of additional professional educational programs, the regulation regulates the state accreditation of educational institutions of the APE - only those that implement educational programs of postgraduate and / or additional professional education, in respect of which state educational standards or federal state requirements are established (educational programs of the AVE over 1000 hours overall labor intensity). These programs make up just over 1.5 percent of the total AVE programs.

As a result, at present, all educational programs for advanced training, as well as professional retraining programs (from 500 to 1000 classroom hours) are not subject to examination to establish the quality of education - neither at the federal level, nor at the level of the constituent entities of the Russian Federation. Thus, educational programs of professional retraining (over 500 classroom hours) without assigning a new qualification are currently excluded from the field of accreditation expertise.

"To be honest, they are not a couple" ...

The lack of requirements of federal state educational standards (FSES) and federal state requirements (FGT) for the content and conditions for the implementation of educational programs for further vocational education, in turn, “frees hands” in the development and use of new standards, criteria and procedures for their evaluation. In the course of state accreditation of APE institutions, indicators and criteria were used (by the way, they have not yet been officially approved), which are not fundamentally different from the indicators for HPE: the qualifications of teaching staff (the percentage of teachers with academic degrees and titles and leading specialists in the relevant industry), the publication of educational - methodological manuals and monographs, the volume of research funding per teaching staff unit.

With a fundamental change in the target function of the implementation of educational programs of the APE and the actual customer, such requirements will cause, at least, bewilderment: what impact on the quality of the program Scientific research, monographs and the number of doctors of sciences? And are criteria values ​​of indicators necessary in this case with such a significant diversity in the content and volume of training, besides, we are not talking about establishing the accreditation status of an institution.

These differences do not exhaust the entire set of inconsistencies between the accreditation indicators of universities and institutions of further vocational education. But even the above is enough to conclude that it is necessary to develop such a list of indicators that will allow an objective and informal assessment of the quality of education in AVE programs.

Per last years the legislative and regulatory framework governing the activities of universities and colleges has undergone significant changes, but this did not affect the documents that determine the activities of the APE at all. At the same time, it is obvious that there are big differences in the work of a higher education institution or college and an FVE institution.

Firstly, universities and colleges work on educational programs in accordance with the Federal State Educational Standards, which change relatively rarely (as a rule, no more than once every five years). Programs in educational institutions of further vocational education, which are practically self-financing, have a short duration (from 72 hours) and are developed taking into account the requirements of consumer listeners). The time of their demand in the market of educational services sometimes does not exceed a year.

Second the most important difference is the audience. These are not students who do not yet have a special education and receive fundamental knowledge at a university or college. This is a specialist with a higher or secondary vocational education, who has not only certain life experience, but also experience in his specialty. This professional specialist is primarily interested in improving his qualifications in accordance with the innovations that have appeared since he received basic professional education. Hence, another feature - the problem of the teaching staff, able to satisfy his requests for modern and relevant information.

Highly qualified teachers of universities and colleges are focused on the student audience and stable learning programs determined by the current requirements of the Federal State Educational Standard of Higher Professional Education and the Federal State Educational Standard of Higher Professional Education. Meanwhile, students of the AVE system are interested in information related to solving practical problems that they face in their daily professional activities. Often, a university or college teacher cannot answer these questions, and inviting highly qualified specialists from enterprises and institutions that do not have an academic degree or academic title as teachers can significantly reduce the overall performance of an institution passing state accreditation. In educational institutions implementing FVE programs, the structure of the teaching staff differs from the university one not only in terms of the proportion of teachers with academic degrees and titles, but also in terms of their work experience and professional qualifications.

Thirdly, in accordance with the new legislation graduate School switched to two-tier training, which culminates in the award of academic degrees (bachelor's and master's) rather than professional qualifications. This means a transition from higher professional education to higher education. And one more thing - that professional qualifications should be awarded in a different environment than the academic one.

The transition to a system of two-level higher education leads to the fact that the main educational programs lose their professional status, since the educational function becomes prevalent for the bachelor's degree. The emergence of mass bachelor's programs that do not have professionally completed educational programs increases the need to develop a large number of constantly updated short educational programs for vocational training in order to effectively adapt to the demands of the labor market and reduce the conflict situation between education and the labor market.

Thus, it is quite obvious that other approaches are needed for the development of the AVE system, both in the organization of educational activities and in the assessment of its quality. No one denies that APE programs can be implemented in educational institutions of higher and secondary vocational education, and in specialized agencies additional professional education. But it is impossible not to take into account their specificity.

If from September of this year state documents are not issued under the programs of further education, many of them will lose their relevance, demand and, as a result, funding, since most of them are sold on a paid basis. The DPO system may be on the brink of survival. The only condition for maintaining its attractiveness is a clearly defined niche of the “link” between basic education and practice, when the higher education system does not know WHAT is needed to train a specialist, and production does not know HOW.

Saving the DPO is the work of the DPO itself

At present, the Ministry of Education and Science of the Russian Federation is implementing the Federal target program development of education for 2011-2015. As part of “creating conditions for the development of state and public assessment of the activities of educational institutions, public and professional accreditation of educational programs” (measure 10), a model of professional and public accreditation of additional professional programs should be developed, the development goals of which are:

• determination of objective, understandable and transparent parameters, criteria and procedures for conducting an independent assessment of the quality of additional professional education programs;
• bringing AVE programs in line with the requirements of the economy and the labor market;
• creation of conditions for civilized competition through the formation of independent ratings of companies providing additional professional education and their further professional education programs;
• improving the quality of education of AVE programs and providing assistance in this regard to institutions implementing AVE programs;
• recognition of the level of training of graduates who have mastered the FVE program that meets the requirements of professional standards, the requirements of the labor market;
• formulation of the principles on the basis of which a register of respectable organizations is formed that carry out public and professional accreditation of AVE programs, the decisions of which are trusted by the state, society, employers and their employees, companies participating in the AVE market.

In addition, Presidential Decree of May 7, 2012, No. 599 prescribes to create a system of public and professional accreditation in the country by December 2014.

The Department of State Policy in the Field of Training of Workers and APE, which is a structural subdivision of the Ministry of Education and Science of the Russian Federation (Order No. 835 dated October 17, 2012), is entrusted with the implementation of interaction with public and professional organizations, employers, including on the development and application of professional standards, social and professional assessment of the quality of vocational education.

In accordance with the new federal law, additional professional educational programs will be developed, implemented and evaluated in terms of their usefulness to the labor market.

In the new law, additional education is interpreted as “a type of education that is aimed at the comprehensive satisfaction of a person’s educational needs for intellectual, spiritual, moral, physical and (or) professional improvement and is not accompanied by an increase in the level of education” (Article 2, paragraph 14). For the first time, it was stated that “the education system creates conditions for lifelong education through the implementation of basic educational programs and various additional educational programs, providing the opportunity for the simultaneous development of several educational programs, as well as taking into account existing education, qualifications, and practical experience in obtaining education” (Article 10 , item 7).

The quality of the implementation of professional educational programs, including additional ones, can be assessed through professional public accreditation with the involvement of employers, their associations, as well as organizations authorized by them (Article 96, paragraph 3). “Professional and public accreditation of professional educational programs is a recognition of the quality and level of training of graduates who have mastered such an educational program in a particular organization engaged in educational activities that meet the requirements of professional standards, labor market requirements for specialists, workers and employees of the relevant profile” (Article 96 , item 4).

Organizations, including independent accreditation agencies conducting professional public accreditation, must ensure openness and accessibility of information on the procedure for such accreditation (Article 96, paragraph 7). The procedure, standards, criteria for decision-making are developed in this case by the accrediting organization.

Yes, the executive state power reserves the coordination of procedures for assessing the quality of AVE programs and the activities of accreditation organizations evaluating them, but all procedural and organizational issues should be resolved in a professional and academic environment. In this case, in order for the results of public and professional accreditation to become recognized within the country and even possibly at the international level, it is necessary to have:

• the technology of social and professional accreditation agreed upon and accepted by the professional community of employers and the academic community;
• regulations governing relations and procedures of educational organizations, accreditation agencies, associations of employers and public organizations;
• high qualification, authority and reputation of certified experts and accreditation agencies.

It is fundamentally important to ensure confidence in the results of public and professional expertise. This means that all procedural issues should be thought out, starting with the conditions for entering public and professional accreditation, preparing and conducting an examination on the spot (given the fact that, unlike the main programs, in this case it is very difficult to assess the level of knowledge acquired by graduates such programs), the formation of an expert commission, consisting of highly qualified certified experts.

It should be taken into account that the result of training in FVE programs, to a greater extent than for anyone else, is the degree of satisfaction of the students themselves.

Efforts to provide independent, objective, carefully thought-out public and professional expertise are worth it. The results of public and professional accreditation can have a positive impact on updating and improving training programs in accordance with the constantly changing requirements of employers and indicate that such a program occupies a leading position among similar Russian educational programs for further vocational education, and its graduates have great prospects in the labor market, which provides a guarantee of further employment or career growth.

LITERATURE

1. Accreditation of higher educational institutions in Russia: tutorial/ Navodnov V.G., Gevorkyan E.N., Motova G.N., Petropavlovsky M.V. - Yoshkar-Ola: Mari State Technical University, 2008. - 166 p.
2. Barabanova S.V., Shageeva F.T., Gorodetskaya I.M. Additional professional education in the Russian Federation: legal regulation and technologies (see kstu.ru/servlet/contentblob?id=56551).
3. Motova G.N. Accreditation educational systems: monograph. - Yoshkar-Ola - Moscow: State Accreditation Center, 2004. - 260 p.