Network interaction of educational institutions of vocational education. Development of the spo system - network communities. And information resources in the educational process

Finance
13.07.2020

In accordance with subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, Art. 2923; No. 33, Art. 4386; No. 37, Art. 4702; 2014, No. 2, Art. 126; No. 6, item 582; No. 27, item 3776; 2015, No. 26, item 3898; No. 43, item 5976; 2016, No. 2, item 325; No. 8, item 1121; No. 28 , art. 4741), clause 17 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 No. 661 (Collected Legislation of the Russian Federation, 2013, No. 33, art. 4377; 2014, No. 38, article 5069; 2016, No. 16, article 2230), as well as in order to implement paragraph 3 of the set of measures aimed at improving the system of secondary vocational education, for 2015 - 2020, approved by the order of the Government of the Russian Federation of March 3, 2015 No. 349-r (Collected Legislation of the Russian Federation, 2015, No. 11, Art. 1629), I order:

1.6. Education according to the educational program in an educational organization is carried out in full-time and part-time forms of education.

1.7. When implementing an educational program, an educational organization has the right to use e-learning and distance learning technologies.

When teaching disabled people and persons with disabilities, e-learning and distance learning technologies should provide for the possibility of receiving and transmitting information in forms accessible to them.

1.8. The implementation of the educational program is carried out by the educational organization both independently and through a network form.

1.9. The implementation of the educational program is carried out in the state language of the Russian Federation, unless otherwise specified by the local regulatory act of the educational organization.

The implementation of the educational program by an educational organization located on the territory of the republic of the Russian Federation may be carried out in the state language of the republic of the Russian Federation in accordance with the legislation of the republics of the Russian Federation. The implementation of the educational program in the state language of the Republic of the Russian Federation should not be carried out to the detriment of the state language of the Russian Federation.

1.10. The term for obtaining education in an educational program in full-time education, regardless of the applicable educational technologies, is:

on the basis of basic general education - 3 years 10 months;

on the basis of secondary general education - 2 years 10 months;

The term for obtaining education under an educational program that provides for the qualification of a mid-level specialist "network administration specialist" in accordance with this Federal State Educational Standard is increased by 1 year.

The term for obtaining education under the educational program in part-time education, regardless of the educational technologies used, increases in comparison with the period for obtaining education in full-time education:

no more than 1.5 years when receiving education on the basis of basic general education;

for no more than 1 year when receiving education on the basis of secondary general education.

When studying according to an individual curriculum, the period for obtaining education in an educational program, regardless of the form of education, is no more than the period for obtaining education established for the corresponding form of education. When studying according to an individual curriculum for students with disabilities and persons with disabilities, the period of education can be increased by no more than 1 year compared to the period of education for the corresponding form of education.

The specific term for obtaining education and the volume of the educational program implemented in one academic year, in part-time and part-time education, according to an individual curriculum, are determined by the educational organization independently within the time limits established by this paragraph.

1.11. An educational program implemented on the basis of basic general education is developed by an educational organization on the basis of the requirements of the federal state educational standard of secondary general education and the Federal State Educational Standard of secondary vocational education, taking into account the specialty received.

1.12. An educational organization develops an educational program in accordance with the chosen qualification of a mid-level specialist, specified in the List of specialties of secondary vocational education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 29, 2013 No. 1199 (registered by the Ministry of Justice of the Russian Federation on December 26, 2013, registration No. 30861) and as amended by orders of the Ministry of Education and Science of the Russian Federation dated May 14, 2014 No. 518 (registered by the Ministry of Justice of the Russian Federation on May 28, 2014, registration No. 32461), dated November 18, 2015 No. 1350 ( registered by the Ministry of Justice of the Russian Federation on December 3, 2015, registration No. 39955) and dated November 25, 2016 No. 1477 (registered by the Ministry of Justice of the Russian Federation on December 12, 2016, registration No. 44662):

network and system administrator;

network administrator.

II. Requirements for the structure of the educational program

2.1. The structure of the educational program includes a mandatory part and a part formed by participants in educational relations (variable part).

The obligatory part of the educational program is aimed at the formation of general and professional competencies provided for by this Federal State Educational Standard, and should not exceed 70 percent of the total time allotted for its development.

The variable part of the educational program (at least 30 percent) makes it possible to expand the main type (s) of activity, for which a graduate who has mastered the educational program should be ready, according to the chosen qualification specified in this FSES SVE (hereinafter referred to as the main types of activity) , deepening the training of the student, as well as obtaining additional competencies necessary to ensure the competitiveness of the graduate in accordance with the demands of the regional labor market.

The specific ratio of the volumes of the mandatory part and the variable part of the educational program is determined by the educational organization independently in accordance with the requirements of this paragraph, as well as taking into account the exemplary main educational program (hereinafter referred to as the POEP).

2.2. The educational program has the following structure:

general humanitarian and socio-economic cycle;

mathematical and general natural science cycle;

general professional cycle;

professional cycle;

state final certification, which ends with the assignment of the qualification of a mid-level specialist specified in this FSES SPO.

Table No. 1

Structure and scope of the educational program

The structure of the educational program The volume of the educational program in academic hours
upon obtaining the qualification of a mid-level specialist "network and system administrator" when obtaining the qualification of a mid-level specialist "network administration specialist"
General humanitarian and socio-economic cycle at least 468 at least 504
Mathematical and general natural science cycle at least 144 at least 180
General professional cycle at least 612 at least 648
Professional cycle at least 1728 at least 2664
State final certification 216 216
The total volume of the educational program:
on the basis of secondary general education 4464 5940
on the basis of basic general education, including obtaining secondary general education in accordance with the requirements of the federal state educational standard of secondary general education 5940 7416

2.3. The list, content, volume and procedure for the implementation of disciplines and modules of the educational program is determined by the educational organization independently, taking into account the PEP in the relevant specialty.

To determine the volume of the educational program, an educational organization can apply a system of credits, while one credit unit corresponds to 32-36 academic hours.

2.4. In the general humanitarian and socio-economic, mathematical and general natural sciences, general professional and professional cycles (hereinafter referred to as training cycles) of the educational program, the amount of work of students in cooperation with the teacher is allocated according to the types of training sessions (lesson, practical lesson, laboratory lesson, consultation, lecture, seminar), practice (in the professional cycle) and independent work students.

At least 70 percent of the volume of study cycles of the educational program provided for in Table No. 1 of this Federal State Educational Standard of SVE should be allocated for conducting training sessions and practices when mastering the study cycles of the educational program in full-time education, at least 25 percent in part-time education.

The training cycles include intermediate certification of students, which is carried out as part of the development of these cycles in accordance with the funds developed by the educational organization evaluation tools, allowing to evaluate the achievements of the learning outcomes planned for individual disciplines, modules and practices.

2.5. The obligatory part of the general humanitarian and socio-economic cycle of the educational program should include the study of the following compulsory disciplines: "Fundamentals of Philosophy", "History", "Psychology of Communication", " Foreign language in professional activity", "Physical Culture".

The total volume of the discipline "Physical Education" cannot be less than 160 academic hours. For students with disabilities and persons with disabilities, the educational organization establishes a special procedure for mastering the discipline "Physical Culture", taking into account their state of health.

2.6. When forming an educational program, an educational organization should provide for the inclusion of adaptive disciplines that ensure the correction of developmental disorders and the social adaptation of students with disabilities and persons with disabilities.

2.7. The development of the general professional cycle of the educational program in full-time education should include the study of the discipline "Life Safety" in the amount of 68 academic hours, of which for mastering the basics military service(for boys) - 70 percent of the total amount of time allotted for the specified discipline.

The educational program for subgroups of girls may provide for the use of 70 percent of the total time of the discipline "Life Safety", provided for studying the basics of military service, for mastering the basics of medical knowledge.

2.8. The professional cycle of the educational program includes professional modules that are formed in accordance with the main activities provided for by this Federal State Educational Standard.

The professional cycle of the educational program includes the following types of practices: educational practice and industrial practice.

Educational and industrial practices are carried out when students master professional competencies within the framework of professional modules and are implemented both in several periods and dispersed, alternating with theoretical classes within the framework of professional modules.

The part of the professional cycle of the educational program allocated for conducting internships is determined by the educational organization in the amount of at least 25 percent of the professional cycle of the educational program.

2.9. State final certification is carried out in the form of defense of the final qualifying work (thesis ( graduation project). At the discretion of the educational organization, the demonstration exam is included in the final qualification work or is conducted in the form state exam.

The requirements for the content, volume and structure of the final qualifying work and (or) the state exam are determined by the educational organization independently, taking into account the PEP.

III. Requirements for the results of mastering the educational program

3.1. As a result of mastering the educational program, the graduate should form general and professional competencies.

3.2. A graduate who has mastered the educational program must have the following general competencies (hereinafter - OK):

OK 01. Choose ways to solve problems of professional activity, in relation to different contexts.

OK 02. Search, analyze and interpret the information necessary to perform the tasks of professional activity.

OK 03. Plan and implement your own professional and personal development.

OK 04. Work in a team and team, interact effectively with colleagues, management, clients.

OK 05. To carry out oral and written communication in the state language, taking into account the peculiarities of the social and cultural context.

OK 06. Show a civil-patriotic position, demonstrate conscious behavior based on traditional universal values.

OK 07. Promote conservation environment, resource saving, to act effectively in emergency situations.

OK 08. Use the means of physical culture to maintain and improve health in the process of professional activity and maintain the required level of physical fitness.

OK 09. Use information technology in professional activities.

OK 10. Use professional documentation in the state and foreign languages.

OK 11. Plan entrepreneurial activity in the professional field.

3.3. A graduate who has mastered the educational program must be ready to perform the main activities provided for by this Federal State Educational Standard, according to the chosen qualification of a mid-level specialist specified in this Federal State Educational Standard.

Table number 2

Correlation of the main types of activities and qualifications of a mid-level specialist in the formation of an educational program

Main activities Name of the qualification(s) of a mid-level specialist
Network and system administrator Network administrator
Network and system administrator Network administrator
Network Service Management
Network Administration Specialist

3.4. A graduate who has mastered the educational program must have professional competencies (hereinafter referred to as PC) corresponding to the main types of activities specified in this FSES SVE:

3.4.1. Performing work on the design of network infrastructure:

PC 1.1. Design the cable structure of a computer network.

PC 1.2. To carry out the choice of technology, tools and computer technology in the organization of the process of development and research of objects of professional activity.

PC 1.3. Ensure the protection of information on the network using software and hardware.

PC 1.4. Participate in acceptance testing of computer networks and network equipment of various levels and in assessing the quality and economic efficiency of network topology.

PC 1.5. Comply with the requirements of regulatory and technical documentation, have experience in drafting project documentation.

3.4.2. Organization of network administration:

PC 2.1. Administer local area networks and take measures to eliminate possible failures.

PC 2.2. Administer network resources in information systems.

PC 2.3. Ensure the collection of data for the analysis of the use and functioning of software and hardware of computer networks.

PC 2.4. Interact with specialists of a related profile in the development of methods, tools and technologies for the use of objects of professional activity.

3.4.3. Operation of network infrastructure facilities:

PC 3.1. Install, configure, operate and maintain hardware and software and hardware of computer networks.

PC 3.2. Carry out preventive maintenance at network infrastructure facilities and workstations.

PC 3.3. Install, configure, operate and maintain network configurations.

PC 3.4. Participate in the development of a scheme for post-accident recovery of a computer network, restore and backup information.

PC 3.5. Organize an inventory of technical means of the network infrastructure, monitor equipment after its repair.

PC 3.6. Perform consumable replacement and minor repairs to peripheral equipment, identify obsolete network infrastructure hardware and software.

3.4.4. Network Service Management:

PC 4.1. Take measures to monitor, prevent and eliminate emergency situations.

PC 4.2. Monitor network infrastructure using network configuration management tools.

PC 4.3. Ensure maximum stability of the provided network services.

PC 4.4. Provide network services agreed with information technology departments and perform the necessary support procedures.

PC 4.5. Restore the normal operation of network services in accordance with the requirements of the regulations.

PC 4.6 Keep records of the planned need for consumables and components.

3.4.5. Accompanying the modernization of the network infrastructure;

PC 5.1. Identify problems during the operation of the software.

PC 5.2. Develop proposals for improving and increasing the efficiency of the network infrastructure.

PC 5.3. Develop network topologies in accordance with the requirements for fault tolerance and improving the performance of a corporate network.

PC 5.4. Prepare a report on the completed task, participate in the implementation of the development results.

PC 5.5. Conduct experiments according to a given methodology, analyze the results.

3.5. The minimum requirements for the results of mastering the main activities of the educational program are presented in this Federal State Educational Standard.

3.6. An educational organization independently plans learning outcomes for individual disciplines, modules and practices, which must be correlated with the required results of mastering the educational program (graduates' competencies). The set of planned learning outcomes should ensure that the graduate masters all the OK and PC established by this Federal State Educational Standard.

IV. Requirements for the conditions for the implementation of the educational program

4.1. Requirements for the conditions for the implementation of the educational program include general system requirements, requirements for material and technical, educational and methodological support, personnel and financial conditions for the implementation of the educational program.

4.2. General system requirements for the conditions for the implementation of the educational program.

4.2.1. An educational organization must have on the right of ownership or other legal basis the material and technical base that ensures the conduct of all types of learning activities students, provided for by the curriculum, taking into account the POEP.

4.2.2. In the case of the implementation of an educational program using the network form, the requirements for the implementation of the educational program must be provided by a set of resources of material, technical and educational support provided by educational organizations participating in the implementation of the educational program using the network form.

4.2.3. In the case of the implementation of the educational program at the departments or other structural divisions created by the educational organization in accordance with the established procedure, the requirements for the implementation of the educational program must be provided by the totality of the resources of these organizations.

4.3. Requirements for the material, technical and educational and methodological support for the implementation of the educational program.

4.3.1. Special premises should be classrooms for conducting all types of classes provided for by the educational program, including group and individual consultations, current control and intermediate certification, as well as rooms for independent work, workshops and laboratories equipped with equipment, technical teaching aids and materials , taking into account the requirements of international standards.

4.3.2. Premises for independent work of students should be equipped with computer equipment with the ability to connect to the information and telecommunication network "Internet" and provide access to the electronic information and educational environment of the educational organization (if any).

In case of application e-learning, distance learning technologies, it is allowed to use specially equipped rooms, their virtual counterparts, allowing students to master OK and PC.

4.3.3. An educational organization must be provided with the necessary set of licensed software.

4.3.4. The library fund of an educational organization must be completed with printed publications and (or) electronic publications for each discipline, module at the rate of one printed publication and (or) electronic publication for each discipline, module per student. The library fund should be completed with printed editions and (or) electronic editions of basic and additional educational literature published over the past 5 years.

As the main literature, the educational organization uses textbooks, teaching aids provided for by the POOP.

If there is an electronic information and educational environment, it is allowed to replace the printed library fund by granting the right of simultaneous access to at least 25% of students to the electronic library system (electronic library).

4.3.5. Students with disabilities and persons with disabilities should be provided with printed and (or) electronic educational resources adapted to their disabilities.

4.3.6. The educational program should be provided with educational and methodological documentation for all academic subjects, disciplines, modules.

4.4. Requirements for personnel conditions for the implementation of the educational program.

4.4.1. The implementation of the educational program is provided by the teaching staff of the educational organization, as well as persons involved in the implementation of the educational program on the terms of a civil law contract, including from among the heads and employees of organizations whose activities correspond to the field of professional activity specified in this Federal State Educational Standard work experience in this professional area at least 3 years).

4.4.2. Qualification teaching staff an educational organization must meet the qualification requirements specified in the qualification reference books and (or) professional standards (if any).

Pedagogical workers involved in the implementation of the educational program should receive additional professional education in advanced training programs, including in the form of internships in organizations whose activities correspond to the field of professional activity specified in this Federal State Educational Standard, at least 1 time in 3 years from taking into account the expansion of the range of professional competencies.

The share of teaching staff (in terms of rates reduced to integer values) that ensure the development of professional modules by students who have at least 3 years of experience in organizations whose activities correspond to the field of professional activity specified in this Federal State Educational Standard of SVE, in the total number of teaching staff implementing educational program must be at least 25 percent.

4.5. Requirements for the financial conditions for the implementation of the educational program.

4.5.1. Financial support for the implementation of the educational program should be carried out in an amount not lower than the basic standard costs for the provision of public services for the implementation of those having state accreditation educational programs secondary vocational education in the specialty, taking into account the corrective coefficients.

4.6. Requirements for the applied mechanisms for assessing the quality of the educational program.

4.6.1. The quality of the educational program is determined within the framework of the system internal evaluation, as well as external evaluation systems on a voluntary basis.

4.6.2. In order to improve the educational program, an educational organization, when conducting a regular internal assessment of the quality of an educational program, involves employers and their associations, other legal entities and (or) individuals, including teaching staff of an educational organization.

4.6.3. An external assessment of the quality of an educational program can be carried out when employers, their associations, as well as organizations authorized by them, including foreign organizations, or professional and public organizations that are part of international structures, carry out professional and public accreditation in order to recognize the quality and level of training of graduates, who have completed an educational program that meets the requirements professional standards, the requirements of the labor market for specialists of the relevant profile.

Application No. 1
to secondary vocational education in the specialty
09.02.06 Network and system
administration

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professional standards corresponding to the professional activities of graduates of the educational program of secondary vocational education in the specialty 09.02.06 Network and system administration

Application No. 2
to secondary vocational education in the specialty
09.02.06 Network and system
administration

Minimum Requirements
to the results of mastering the main activities of the educational program of secondary vocational education in the specialty 09.02.06 Network and system administration

Primary occupation Requirements for knowledge, skills, practical experience
Performing work on the design of network infrastructure know: general principles of building networks, network topologies, multilayer OSI model, requirements for computer networks; architecture of protocols, standardization of networks, design stages of network infrastructure; basic protocols and technologies of local networks; principles of building high-speed local networks; cable standards, main types of communication devices, terms, concepts, standards and typical elements of a structured cabling system. be able to: design a local network, choose network topologies; use multifunctional monitoring devices, software and hardware for technical control of the local network. have practical experience in: designing the architecture of a local network in accordance with the task; installation and configuration of network protocols and network equipment in accordance with a specific task; choice of technology, tools in organizing the process of researching network infrastructure objects; ensuring safe storage and transmission of information in the local network; using special software for modeling, designing and testing computer networks.
Organization of network administration know: the main directions of administration of computer networks; utilities, functions, remote server management; security technology, authorization protocols, confidentiality and security when working with network resources. be able to: administer local area networks; take measures to eliminate possible failures; provide protection when connected to the information and telecommunications network "Internet". have practical experience in: installing, configuring and maintaining, monitoring the use of the server and workstations for the secure transmission of information.
Operation of network infrastructure facilities know: architecture and functions of network management systems, standards of management systems; means of monitoring and analysis of local networks; troubleshooting methods in technical means. be able to: monitor and analyze the operation of a local network using software and hardware; carry out diagnostics and troubleshooting of all network components; perform troubleshooting steps. have practical experience in: maintaining the network infrastructure, restoring the network after a failure; remote administration and restoration of the network infrastructure; support for network users, setting up hardware and software of the network infrastructure.
Network service management. know: the principles of effective organization of the work of technical support units for users and customers (ITIL); specialized customer support software. be able to: formalize incident and problem management processes; formalize the processes of technological support. have hands-on experience in: using tools to manage network services.
Accompanying the modernization of the network infrastructure know: the functionality of the system software, taking into account new versions; fundamentals of network architecture design methodology, including using the "perimeter", a modular approach to design. be able to: plan and maintain the network infrastructure; Optimize server performance and troubleshoot using tools. have practical experience in: configuring, planning and maintaining network infrastructure; structuring and highlighting network modules, developing network topologies in accordance with the requirements of fault tolerance and improving the performance of a corporate network.

_____________________________

* Order of the Ministry of Labor and Social Protection of the Russian Federation of September 29, 2014 No. 667n “On the Register of Professional Standards (List of Professional Activities)” (registered by the Ministry of Justice of the Russian Federation on November 19, 2014, registration No. 34779).

** See Article 14 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 23, Article 2878; No. 27, Article 3462; No. 30, Article 4036; No. 48, Article 6165; 2014, No. 6, Article 562, Article 566; No. 19, Article 2289; No. 22, 2769; No. 23, 2933; No. 26, 3388; No. 30, 4217, 4257, 4263; 2015, No. 1, 42, 53, 72; No. 14, 2008, 18, 2625; No. 27, 3951, 3989; No. 29, 4339, 4364; No. 51, 7241; 2016, No. 1, 8 9, item 24, item 72, item 78; No. 10, item 1320; No. 23, item 3289, item 3290; No. 27, item 4160, item 4219, item 4223, 4238, 4239, 4245, 4246, 4292).

Document overview

The federal state educational standard of secondary vocational education in the specialty "Network and system administration" was approved (09.02.06).

The standard is a set of mandatory requirements for secondary vocational education in the specified specialty.

The characteristic of training and professional activity of graduates is given. The requirements for the results of mastering the main educational program and its structure are determined.

1

The necessity of productive network interaction between the university and the institution of secondary vocational education, which is determined by the specific requirement of the educational standard providing for obtaining working profession for bachelors of education. The analysis of the network model "SVE - HEI" is carried out, the results are summarized and the conditions for the partial integration of educational programs of practice-oriented training of vocational education teachers and modern metalworking specialists are considered. The possibility of consolidation and cooperation of participants in the educational process with the joint use of personnel, material and information resources of different levels of educational organizations has been established. The article, in addition, outlines the legal, educational and methodological foundations of cooperation, as well as the experience of creating a network model "SPO - VUZ" on the basis of a regional resource center for mechanical engineering.

regional resource center

networking

integration of educational programs

professional competencies

cooperation

1. Baiborodova L.V., Repina A.V. Organization of network interaction educational institutions in the implementation of innovative projects // Yaroslavl Pedagogical Bulletin. Science Magazine. - 2013. - No. 3, v. 2 (psychological and pedagogical sciences). - S. 21-25.

2. Vesna E.B., Guseva A.I. Models of interaction between organizations in the network form of implementation of educational programs // Modern problems of science and education: electronic scientific. magazine. - 2013. - No. 6; URL: www.science – education.ru/113-10934 (date of access: 12/14/2014).

3. Savina S.V., Magomedov R.M. Prospects for the use of network interaction in the educational process of the university // Sat. scientific papers of the II All-Russian Scientific and Practical Conference "Information Technologies in Education of the 21st Century". - T.1. (Moscow, 22–23 Oct. 2012). – M.: NRNU MEPhI, 2012. – P.104-109.

4. Sinkina E.A. Designing the competence-oriented content of professional disciplines for the preparation of bachelors of technical universities // Modern problems of science and education: electronic scientific. magazine. - 2014. - No. 6; URL: www.science – education.ru/120-15911 (date of access: 01/19/2015).

5. Chikildina N.A. Models of network interaction of educational institutions of vocational education (cluster type) based on universities. An experience Stavropol Territory// Problems modern education: Materials of III Intern. scientific and practical. conf. (Penza, September 10–11, 2012). - Penza: LLC Scientific Publishing Center "Sociosphere", 2012. - P. 108-114.

6. Shvetsov M.Yu., Dugarov A.L. Network interaction of educational institutions of vocational education in the region // Scientific notes of Zabaikalsky state university. Series: Pedagogy and psychology. - 2012. - No. 5. - P. 33-38.

Preparation of bachelors in the direction 44.03.04 "Professional training" (industry "Mechanical engineering") in accordance with the requirements of the federal state educational standard (FSES) provides for the development of such a specific for the teacher vocational training activity, such as training for a working profession. At the same time, among the professional competencies (PC) that a graduate who has mastered the undergraduate program should have, there are also such as the ability to perform work of the appropriate qualification level, readiness for productive work and the use of advanced industry technologies in the process of teaching a working profession (PC-31, PC -32, PC-36).

The purpose of this scientific and practical work is to create a model of interaction between educational institutions of various levels in the formation of professional competencies in future bachelors of education related to the use of advanced production technologies in teaching a working profession.

The filling of these competencies is explained by the fact that the field of professional activity of bachelors of education includes not only teaching students the professions and specialties of the machine-building profile in institutions of secondary vocational education (SVE), but also work in training and course centers for training and retraining personnel at machine-building enterprises. The advanced training of machine operators provides for training them in advanced methods of processing parts on metal-cutting machines of various types (lathes, milling, drilling and grinding) and types (universal, special and program-controlled), the development of technology for manufacturing parts increased complexity, rules for the use of progressive cutting tools, special and universal devices.

This implies the requirement of the Federal State Educational Standard for primary vocational education in the profession 151902.03 "Machine operator (metalworking)" that, when implementing the main professional educational program (OPEP), the institution should be provided with teaching staff with secondary vocational or higher vocational education corresponding to the profile of the discipline taught (module ). At the same time, the masters of industrial training must have 1 - 2 ranks in the profession of a worker higher than provided for by the educational standard for graduates. In addition, experience in organizations of the relevant professional field is mandatory for teachers who teach disciplines of the professional cycle. These teachers and masters of industrial training must undergo an internship in specialized organizations at least once every 3 years.

When drawing up programs for technical disciplines, it is necessary to analyze the structure and functions of professional activity, i.e. transfer the model of the specialist's activity to the content of the bachelor's degree in accordance with modern ideas about the organization educational process, its practical orientation and the formation of professional competencies .

However, the implementation of this requirement in relation to the receipt by a university student of a qualification rank in a working profession in practical educational activities higher educational institution difficult, and in most cases impossible. For effective assimilation of the main educational program and successful completion of the state final certification with the subsequent assignment of 3-4 ranks to the graduate in the profession "Machine operator" in addition to qualified teaching staff the university must also have a developed material base. This refers to metalworking workshops (locksmith, turning, milling) with a line of 12-15 machines, demonstration devices for one or more main machines (at least a universal lathe), simulators for practicing the skills of controlling the main components (for example, a support) machine. The formation of a developed infrastructure that allows targeted training of students to obtain a qualification category requires capital financial investments of about 30-40 million rubles, which is not an easy task for most budgetary educational organizations.

A way out of this situation is possible in the creation of a network form for the implementation of the educational program together with regional resource centers. Analysis of scientific sources in pedagogical research recent years shows that networking is an important element in the development and support of innovative educational technologies. This form of cooperation is carried out through the organized and purposeful involvement of educational, informational, methodological, personnel and other resources of several organizations of the same or different levels. So, M.Yu. Shvetsov notes that “network interaction between vocational education institutions and universities in the regions is a stable and orderly social action between vocational schools that differ in their types, types and forms of organization, regional vocational education authorities and specific participants in this process.”

The purpose of such interaction in relation to teachers of vocational training is the parallel development of the OBEP HPE with the simultaneous mastery of a working profession. The vertical type of integration of the content of educational programs in the training of teachers of vocational education is based on the fact that the learning process mainly takes place in the base organization - the Yaroslavl State Technical University, and for its full implementation, the educational organization SPO is involved - the Yaroslavl Automotive College, which, among other things, training of machine operators. On the basis of this educational institution, within the framework of the program of innovative development of the region in 2008, a resource center was created in the priority for the Yaroslavl region, the direction of training the machine-building profile, which trains workers in metalworking professions. The center is equipped with modern laboratory and industrial equipment, has an extensive information educational environment. College graduates meet the requirements for modern workers and specialists of high-tech clusters of diesel and power engineering.

Cooperation between the university and the college is based on the model of network interaction "educational organization - resource organization", which is based on the parity cooperation of these institutions and involves the sharing of existing educational resources. The normative-legal basis of this type of cooperation was partnerships, fixed by an agreement between the network members, as well as their charters and constituent documents. The agreement establishes the conditions and procedure for the implementation of educational activities, including the distribution of responsibilities between institutions, the procedure for implementing the educational program, the type and amount of resources allocated by each of the participants. In accordance with the agreement, the participants assumed the responsibility for organizing networking, coordinating activities, exchanging personnel, information, scientific, technical and educational resources. In addition, logistics issues related to the organization of the movement of students within the framework of educational routes were also resolved.

Before starting to create a mechanism for interaction and implementation of the joint educational program "SPO - HEI", the curricula for training teachers and machine operators were analyzed, respectively, in each of the cooperating organizations, the content and labor intensity in credit units of individual modules and disciplines, the period of study and a number of others were agreed specific questions. The basic part of the university curriculum was the discipline "Industrial training" in the amount of 324 hours, and in curriculum training of machine operators Special attention was devoted to the professional cycle in the amount of 1245 training hours. This cycle is based on two professional modules: “Program control of metal-cutting machines” and “Processing of parts on metal-cutting machines of various types and types”, as well as two interdisciplinary complexes: “Processing technology on machine tools with program control” and “Processing technology on metal-cutting machines ".

In addition, an agreement was reached on the recognition of learning outcomes with the harmonization of the assessment system and assessment criteria. On this basis, credits are re-credited in a number of disciplines of the general professional cycle (“Technical Measurements”, “Fundamentals of Materials Science”, “Technical Graphics”), which were successfully completed by university students as part of the implementation of the main educational program.

The state (final) attestation includes the defense of the final qualifying work in the form of final practical qualifying work and written examination work. A mandatory requirement is the correspondence of the subject matter of the final qualifying work to the content of one or more professional modules. In addition, the final practical qualification work should provide for the implementation of operational actions that, in terms of complexity, meet the requirements of the category for the profession of a machine operator, provided for by the Federal State Educational Standard.

Practice-oriented training in the applied bachelor's program contributes to the successful adaptation of students to the upcoming educational and pedagogical activities in educational organizations. They get their first professional experience during the passage of pedagogical and undergraduate practice in colleges and technical schools.

Over the six years of networking, about two hundred university students have been trained in the Automotive College on a part-time basis, mastered the necessary professional competencies and received the third, and some even the fourth category in the working profession. A significant part of graduates successfully works in vocational education institutions of the region. The efficiency of using the educational, upbringing and personnel potential of educational institutions - participants in network interaction has significantly increased.

conclusions

  1. The introduction of a new generation of the Federal State Educational Standards has created a condition for the active implementation of basic professional educational programs in the network interaction mode, since the structure of the content of the programs is organized according to a modular principle.
  2. One of the most important results of the work done was the accumulation of experience in the implementation of network interaction mechanisms, the consolidation of participants in the educational process and the creation of a system of links between them, which allows us to effectively solve educational, methodological and organizational problems facing the university.
  3. The quality of the labor potential and the qualifications of the engineering and teaching staff sent by the university to the educational institutions of the region have increased. This circumstance favorably affects both the development of the regional labor market and the expansion of the range of educational services and the increase in the competitiveness of the university.

Reviewers:

Shevchuk V.F., Doctor of Pedagogical Sciences, Professor, Head of the Department of Vocational Training, Yaroslavl State Technical University", Yaroslavl;

Serebrennikov L.N., Doctor of Pedagogy, Professor of the Department of Economics, Technology and Management, Yaroslavl State Pedagogical University. K.D. Ushinsky, Yaroslavl.

Bibliographic link

Modnov S.I., Malanov A.G. IMPLEMENTATION OF THE NETWORK MODEL "SPO - UNIVERSITY" IN TRAINING BACHELOR EDUCATION // Modern problems of science and education. - 2015. - No. 1-1 .;
URL: http://science-education.ru/ru/article/view?id=17658 (date of access: 09/18/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The network infrastructure of the vocational education system also includes regional educational and methodological associations and commissions, boards of directors of educational organizations of NGOs / SPO, associations of accountants of educational institutions and other professional associations, as well as other formal and informal associations. An important mission of such consolidated structures is the representation on behalf of the relevant subjects of educational activity in the external environment of the educational network, lobbying their interests in government structures, business circles, the regional community, and other network tasks and functions in their meaning. Sometimes they are created in the form of a legal entity (usually a non-profit organization), which allows more successful development of public-private partnerships.

It should be noted that boards of directors and associations of NGO/SVE institutions in an associative format represent the interests of a network of educational institutions, and, therefore, they can effectively interact not only with individual enterprises of the regional economy, but also with associated employers. One example of such infrastructural interaction is the activities of the Association of Motor Vehicle Maintenance and Repair Enterprises and NGO institutions of the Tver Region.

3.3. Institutional formats of networking educational organizations.

The organization of networking is also possible in the form of the establishment of a new legal entity in one or another organizational and legal form provided for by the current legislation. Educational institutions that are non-profit organizations, by virtue of paragraph 2 of Art. 11 of the Federal Law "On Non-Commercial Organizations" dated January 12, 1996 No. 7-FZ, may voluntarily unite into associations (unions) of non-commercial organizations.

The association (union) of non-profit organizations is a non-profit organization; its members retain their independence and the rights of a legal entity, and the association (union) itself is not liable for the obligations of its members. Members of an association (union) bear subsidiary liability for the obligations of this association (union) in the amount and in the manner prescribed by its constituent documents.

According to experts, an institutionalized network of organizations as a subject of law is more predictable and manageable, organizationally more stable and institutionally sustainable. It offers the consumer of educational services all the combined resources of the network under unified forms of responsibility and obligations of all participants in the network interaction.

These forms of regulatory legal registration can also be considered as successive stages in the development of network interaction. At the stage of formation and development (legalization stage) of network formats, a contractual form is used and, above all, a simple partnership agreement (an agreement on joint activities). At the next stage of proven and established network interactions (institutionalization stage), a new legal entity is formed, an association (including in the form of unions, associations) of legal entities.

Associations (unions) may be created on sectoral, intersectoral, territorial grounds and other grounds. As domestic experience shows, industry associations of educational institutions and industry associations of employers are the most common format for regional integration. Most often, the creation of such educational consortiums takes place in the priority segments of the regional labor market for economic development.

At the same time, certain limitations of association or union formats should be kept in mind. First of all, with such an institutional solution, it is necessary to create permanent governing bodies and alienate the property of the participants. Property contributions transferred to the association become its property, are directed to the statutory purposes and are not returned to the founders after the termination of the association. The legal capacity of an association is limited to the coordination of the activities of the organizations united in it, the representation and protection of their common interests. This narrows the range of possible areas of network interaction.

Thus, associations are actually prohibited from engaging in entrepreneurial and other income-generating activities. To carry out such activities, the association must be transformed into a business company, for example, a joint-stock company, a partnership, or must create (become a participant in) a separate legal entity in the form economic society partnerships (commercial organizations).

Choice of option regulatory support network interaction of educational organizations is determined mainly by its subjects (or initiators). The entire set of forms and types of joint activities of network participants is built as a system of agreements of various subjects agreed upon among themselves, as well as internal local regulations provided for by the charters of educational organizations and regulating certain aspects of interaction.

4. Organizational and financial mechanisms for the development of network formats for the interaction of educational organizations.

4.1. Financing of network educational programs on the basis of the state assignment within the framework of subsidizing budgetary and autonomous institutions.

After the entry into force of the federal law (from January 1, 2011 with the establishment of a transitional period until July 1, 2012), three types of state (municipal) institutions operate in Russia - budgetary, autonomous and state-owned. Financing of the main activities of budgetary and autonomous institutions occurs by providing a subsidy from the budget of the founder to reimburse the standard costs associated with the provision of state (municipal) services (performance of work) specified in the state (municipal) task.

Thus, the budget financing scheme for “new budgetary” and autonomous institutions includes subsidizing educational institutions in the format of the founder’s state assignments, which are calculated taking into account “per capita” (per student) standards.

The composition of the description of the state task can and should include not only quantitative data on the training ordered at the expense of the budget in the context of professions and specialties, but also their qualitative parameters (characteristics). The quality standards of state (municipal) services and works are a natural basis for the development of cost standards, allowing you to link the volume and results of budget expenditures.

In accordance with paragraph 6 of Decree of the Government of the Russian Federation of September 2, 2010 No. 000 “On the procedure for the formation of a state task in relation to federal state institutions and financial support for the fulfillment of a state task”, the main managers of budget funds in relation to state institutions, executive authorities that perform the functions and the powers of the founder in relation to budgetary or autonomous institutions, have the right to establish indicators characterizing the quality of public services (quality indicators). Requirements for quality indicators are described in clause 12 of the said Resolution. The task for subordinate budgetary and / or autonomous institutions is formed for the next financial year and planning period with its subsequent annual refinement.

The Ministry of Finance of the Russian Federation has developed Comprehensive recommendations to the executive authorities of the constituent entities of the Russian Federation, local governments on the implementation of the Federal Law of 08.05.10 "On Amendments to Certain legislative acts Russian Federation in connection with the improvement of the legal status of state (municipal) institutions”. They state that “... indicators characterizing the quality of public services in the field of vocational education at various levels are proposed to be formed by the founder individually” (p. 61 of the Comprehensive Recommendations). In accordance with the Law of the Russian Federation "On Education", the bodies state power subjects of the Russian Federation (local governments) independently establish the procedure for financial support of educational institutions of the subject of the Russian Federation (municipal educational institutions). When establishing the procedure, it is advisable to be guided by the provisions of the Federal Law established for each type of state (municipal) institution (p. 65 of the Comprehensive Recommendations).

Guidelines for the calculation of standard costs for the provision of federal state institutions public services and standard costs for the maintenance of property of federal state institutions were approved by the joint Order of the Ministry of Finance of the Russian Federation N 149n and the Ministry of Economic Development of the Russian Federation N 625 dated 07.11.11.

Based on these provisions, regional legislation is formed.

4.2. Other organizational and financial mechanisms for financing network interaction used in regional practice.

Other mechanisms for financing the achievement of target objectives for the development of the education system are also possible. For example, in domestic practice, program-target planning and financing mechanisms are widely used, which are formalized in the form of state (regional), municipal and departmental targeted programs as well as individual projects. Approval of departmental programs and determination of the volume of their financing is within the competence of the subjects of budget planning. The same mechanisms can be applied by the regional education authorities for the development of networking between educational institutions.

The practice of implementing the Priority National Project "Education" in Russia has shown that within the framework of program-targeted financing, the principle of financing "money in exchange for obligations" (when financing is conditional on the achievement of target tasks) can be successfully implemented.

In a number of regions there are competitions of cultural and educational initiatives that define and provide resources for innovative projects, forming a community of regional experimental sites. These mechanisms can also be used to finance networking.

Contractual relationships between educational institutions, supported by special regional regulations and procedures, are the most widely used mechanism for financing networking. For example, in the Kaliningrad region, distance elective courses that have successfully passed the regional examination are mandatory for credit in all educational institutions of the region and are implemented on the basis of agreements between educational institutions. This mechanism enshrined in the regional Regulations on specialized education in Kaliningrad region.

5. Technology for organizing network interaction in the field of training workers and technical specialists.

The strategic goal of organizing network interaction in the technical profile segment of the regional network of educational organizations of NGOs/SVE is to achieve the quality of professional education that meets the requirements of the modern labor market, without additional investment by increasing the efficiency of using available educational resources.

The expedient sequence of actions of the regional education authority includes a number of relatively independent stages, starting with the creation of a temporary working group on the strategic design of network interaction and the establishment of regulations for its activities and ending with a public discussion of the formed medium-term programs and individual projects for restructuring the networks of educational organizations.

5.1. Evaluation of the network potential of the regional system for training technical personnel and the level of efficiency of its use.

Logically, the first in the organization of network interaction of network units is the information and analytical stage, within the framework of which the network potential of the subsystem for training personnel of a technical profile and the current level of efficiency of its use are evaluated. NGO professions and specialties of technical vocational education, as shown in section 1.2 of these Recommendations, are present in various industry groups: metallurgy, mechanical engineering and metalworking, transport, agriculture, etc. (see Appendix 1).

5.1.1. Resource analysis of the network and infrastructure of educational organizations of primary and secondary vocational education.

An analysis of the resource endowment of educational organizations of NGOs/SPOs in the region that train technical personnel is carried out in order to identify "points" of concentration of unique resources of various types that can be used by other educational institutions in the region.

Normative base:

One of the most important tasks of the educational policy of the state at the present stage is the organization of a comprehensive partnership. This means, among other things, the development of network interaction at various levels of the education system.

Today, networking is understood as a system of horizontal and vertical connections that ensures the availability of quality education for all categories of citizens, the variability of education, the openness of educational organizations, the increase professional competence teachers and the use of modern ICT technologies.

Networking allows you to:

  • allocate resources for the overall task of the activity;
  • rely on the initiative of each specific participant;
  • to carry out direct contact of participants with each other;
  • build diverse possible ways of movement with a common external goal;
  • use a shared network resource for the needs of each specific participant.

At present, networking is one of the powerful resources innovative education based on the following principles:

First, the network is an opportunity to promote products innovation activities to the market of educational services and, thus, obtaining additional funding.

Secondly, networking allows you to strengthen the resource of any innovative institution at the expense of the resources of other institutions. The network helps to find precedents, obtain expertise of own developments, expand the list of educational services for students, including through the implementation of educational programs in a network form.

The network is created on a voluntary basis, supported by common issues and interests of all members of the network. Thus, the network is always the result of a design concept, since the participants must participate in a single goal-setting, agree on the mechanisms and schemes of interaction, and agree on the results of activities.

Relevant documents for discussion

Dear colleagues! The content of this section of the portal is aimed at developing the normative and methodological support of network forms for the implementation of educational programs. Expert groups present in this section the models of documents, the content of which is directed to the development of network forms of education. Anyone can join the discussion of documents through the "Network Forms" forum or through contact by e-mail [email protected]

Materials for familiarization

The system of organizing network educational programs (programs of academic mobility, joint educational programs, double degree programs) at Kazan (Volga Region) Federal University

The processes of informatization, the widespread use of information and communication technologies are a condition for the fulfillment of the state order for the development of education.

The federal state educational standard of the second generation, presidential initiatives, the strategy for building the information society in Russia form a demand not only for updating the information and educational environment (IEE) of educational institutions, but also for the effective use of its resources, which is impossible without the continuous professional development of teachers.

IEE in this case acts as a sphere and means of developing their professional competence.

The basis of IEE is network structures and relationships, which is why it is so important to understand the role and place of network interaction of teachers in the information educational space.

Developing in network structures, IEE ensures the readiness and ability of teachers to independently and responsibly use ICT for their professional growth.

Network interaction, thanks to information and communication technologies, provides ample opportunities for communication, association in a professional Internet community. Such an association becomes an intermediary between teachers and educational authorities. The use of computer communications allows for full-fledged methodological support and leads to increased communication between teachers, expanding the experience of working together.

Networking - a technology that makes it possible to realize the possibilities of developing the ICT competence of a teacher through the activation of his personal characteristics, interests and capabilities.

Readiness for network interaction in the IEE is formed in stages and is one of the levels of development of the teacher's ICT competence:

    Development of network services (development of software tools that allow processing different kinds information).

    Embedding network technologies in the educational process (replacing traditional didactics with new ones based on ICT - interactive, multimedia, modeling, communication).

    Active use of network services for exchange professional information(transformation of educational technologies through the use of ICT).

    Formation of personal information space (expertise, analysis and design of own educational digital resources).

    Use of personal information space as a means of development (broadcasting one's experience in network groups).

Effective networking provides:

    Organization of joint activities of network group members.

    Development of the network group as a structural unit of the IOS.

Organization of joint activities of network group members is impossible without:

    manifestations of the initiative of a group member at the stage of a request for new knowledge;

    organization of collective support of the initiative in the local group;

    active participation in the discussion of the initiatives of other members of the group;

    acceptance of a common goal, a common system of professional values;

    active participation in the development of performance criteria;

    active participation in the presentation and management of network projects;

The development of the network group as a structural unit of the ITS occurs through:

    open presentation of the results of their activities to other network participants;

    open discussion of the activities of network members;

    creation of a personal information space of a teacher in the network;

    inclusion in network professional communities for various reasons.

Examples of forms of network interaction between teachers

Thus, network communities or associations of teachers are a new form of organizing professional activities in the network.

Participation in professional network associations allows teachers living in different parts of the same country and abroad to communicate with each other, solve professional issues, realize themselves and improve their professional level.

The professional activity of teachers on the Internet is, first of all, an activity aimed at students, at developing interest in the subject, at developing their thinking, creativity, and collectivism.

The teacher organizes his students to participate in distance olympiads, quizzes, competitions and directs the activities of students in telecommunication projects.

The role of the teacher in organizing the educational activities of schoolchildren in the network is very large. The second direction of professional activity of teachers in the network is the activity aimed at the teachers themselves, at self-education, activities related to advanced training.

We list some network communities - virtual associations of teachers in our country and abroad:

    All-Russian August Internet Pedagogical Council - Pedsovet.org (pedsovet.org);

    Internet state of teachers - InterGU.ru (intergu.ru);

    Open class (openclass.ru);

    Creative Teachers Network (it-n.ru).

Network Association of Teachers "Pedagogical Council.org. All-Russian Internet Pedagogical Council"(pedsovet.org) was formed as a result of the ten-year holding of the All-Russian August Internet Pedagogical Council.

Pedsovet.org is an information resource, continuously updated throughout the year, dedicated to the discussion of a wide range of issues related to the field of education.

Internet Pedagogical Council is:

    unlimited space for teachers to communicate at a distance;

    one of the forms of remote activity and the possibility of professional development;

    network community of educators.

Every year the number of participants increases, teachers from different cities and villages share their experience, discuss their concerns, have the opportunity to communicate directly with the authors of textbooks, scientists, and specialists in the education system.

Another example of a network community of Russian teachers is a project of the Ministry of Education and Science of the Russian Federation, the Federation of Internet Education, the Prosveshchenie publishing house, which was called "Internet State of Teachers"(http://interqu.ru/).

The main goal of this project is to create a network community of creative teachers.

Objectives of this community:

    Providing support for the professional activities of the teacher.

    Providing opportunities for self-realization and self-affirmation through joint networking practical activities.

    Creation and support of new educational initiatives.

    Creation of a single information pedagogical resource.

    Organization of practical activities of teachers in the network.

    Development and implementation creativity project participants.

    Creating a space for psychological comfort of the teacher.

InterGU.ru is an open system of independent network projects interconnected by a gaming economic scheme (bonus accrual, participation ratings, awarding titles, the ability to purchase new DSCs and real CDs for the “currency” of the State).

The main activities of the "Internet State of Teachers":

    familiarization of participants with educational resources;

    discussion of educational problems;

    participation in business games;

    exchange of work experience;

    consultations with specialists;

    testing in various areas of knowledge;

    create your own tests and methodological assistance teachers.

Example: on the territory of the Infotech, resources are distributed by subject areas, types (text, presentation, etc.), according to the expert's assessment. When viewing a resource, you can read not only the abstract, but also the expert's opinion.

Project "Open Class" is created within the framework of the state contract "Creation and development of socio-pedagogical communities on the Internet (teachers, social educators, psychologists, social workers, methodologists, teachers of the system of additional education and parents), focused on teaching and educating students at the senior level of general education", concluded following the results of a competition between the Federal Agency for Education and the National Fund for Personnel Training (Moscow) since 2008.

The project is aimed at providing a new quality of education in Russia through the creation of socio-pedagogical communities on the Internet, whose activities will be aimed at solving the following problems:

    supporting the processes of informatization of schools and the professional development of teachers;

    widespread use of electronic educational resources;

    mass introduction of methods for their use;

    modernization of the system of methodological support of informatization of education.

Implementing the Open Class project. The National Training Foundation has created a specialized website http://www.openclass.ru/ in order to:

    arrange a convenient place for communication and cooperation between teachers, their students and parents;

    discuss, create, view, evaluate various Internet resources on the site;

    promote the involvement of participants in communities, organize projects for schoolchildren;

    discuss pressing problems in blogs, help each other.

The daily attendance of the Open Class website is 25-35 thousand visitors on weekdays, and the number of pages viewed steadily exceeds 100 thousand per day.

Portal "Network of Creative Teachers" The Innovative Teachers Network (http://www.it-n.ru/) was created with the support of Microsoft Corporation in order to enable teachers within their country (and abroad) to communicate and exchange information and materials on the use of information and communication technologies in education. This Network brings together educators around the world who are interested in the possibilities of using ICT to enrich the educational process with the help of all its participants.

The portal was launched in early 2006 as part of the Microsoft Teacher Academy project.

The Creative Teachers Network is a portal on which, for the first time in the Russian educational Internet, a system of open public professional expertise was created and implemented - the most effective form of discussion of methodological developments of teachers today.

As a result of the work of the Creative Teachers Network portal, a whole system of remote professional methodological support and self-education of its participants has been created. These are actively working communities, master classes, ICT festivals for subject teachers, professional competitions. Methodical marathon and much more.

You can use the methodological materials published in the library, find out the opinions of colleagues, exchange experience in the work of the Workshop, take a master class, take part in competitions, receive a certificate, certificate or diploma on the portal only for free.

Let's name a few more pedagogical communities created within the framework of Russian and international projects.

Community "Social Image"(http://wiki.iot.ru) is a network socio-pedagogical community created within the framework of the project "Creation and development of socio-pedagogical communities on the Internet, focused on teaching and educating students at the senior level of general education." The project was carried out jointly by the National Foundation for Personnel Training (NFTC) and FGU GNII ITT "Informika". "SotsObraz" is an interactive platform for the exchange of experience of teachers, methodologists, social pedagogues, class teachers, additional education teachers, school psychologists and an online community where parents can get advice and necessary recommendations on the education, upbringing and development of schoolchildren.

Intel Education for the Future Educator Community

(http://www.iteach.ru) is Intel's international teacher professional development program. The program has been operating in Russia since 2002. The program in Russia covers more than 600 thousand school teachers and students of pedagogical universities. In 2009, the program collaborated with 125 training centers (pedagogical universities and colleges, IPKRO, educational centers) in 80 regions of Russia.

Open Pedagogical Association "InterNika"(http:// internika. orq) was created within the portal "School University" (itdrom.com) by two organizations from the city of Tomsk - the Educational Center "School University" and the non-state educational institution "Open Youth University". The site was created as a professional network association of teachers who use the courses of the Comprehensive Educational Program "School University" in their work and actively introduce modern information technologies.