Federal State Standards of the Russian Federation training directions. Federal state educational standards of higher professional education. IV. Characteristics of professional activities of bachelors

The concept of "State educational standard" as a basic term in the field of education was first introduced in Russia in 1992 by Federal Law Russian Federation"About Education". We have already noted earlier that this standard, in accordance with the law, sets out norms related to the content of educational programs and, most importantly, to the level of training of school and university graduates. This caused mixed reactions in all sectors of the academic community, from teachers primary classes to venerable university professors.

In mentality Russian society the word “standard” is perceived as something extremely rigid, unambiguous, even exemplary, a symbol of unification and rejection of variability. The mechanical transfer of such a concept into the world of human relations, in which a bright personality with his unique individuality is valued above all else, seems not only ridiculous (stupid), but also blasphemous. True, the concept of “education” in Russia is historically associated with the idea of ​​“creating oneself in the image of God,” so tall sample for self-development and spiritual improvement, has been present in education and training in Russian schools since ancient times.

But it is impossible, in the opinion of many teachers, to prescriptively, “from above,” approve a standard for the characteristics of a graduate’s personality Russian school or university. The great merit of the creators of Russian state educational standards was that from the very beginning they refused to identify them with standards in the technosphere. Educational standards were designed on a fundamentally different basis, implying the creation of a wide field for freedom of teaching and learning within a single educational space.

At the same time, the idea of ​​rationing or decreeing in the sphere of a person’s beliefs, his ideological or religious views, and personal characteristics, inherent in the Soviet period, was immediately rejected. For its part, the Committee on State Standards of Russia gave a special explanation on this matter back in 1993, indicating that standards in the field of education are not subject to the rules in force for creating standards in the field of production of material assets, and thus excluded educational standards from their area of ​​responsibility.

What is the Russian educational standard, in particular, the state educational standard of higher vocational education? Let us first consider the State Standard of Higher Professional Education from the position of document management, i.e. Let's get acquainted with the purpose of this document, its form, structure, content and development procedure.

The State Educational Standard of Higher Professional Education (GOS HPE), according to the law, is intended to ensure:

A single educational space in Russia while ensuring freedom to implement national educational programs;

Qualities higher education;

Opportunities for objective assessment on the basis of the State Standards of Higher Professional Education for the activities of higher educational institutions;

Recognition and establishment of equivalence of documents of foreign states.

Any standard for a specific educational program, be it the training of a teacher or an engineer, a lawyer or an economist, consists of two parts:

Federal component; national-regional component. The federal component, approved by the Ministry of Education of Russia, along with the requirements relating to the content of the educational program and the level of training of those who have mastered it, also includes:

Estimated timeframe for completing this program for full-time and part-time forms

Training; requirements for the conditions for its implementation; requirements for final certification of graduates.

The national-regional component is approved by the university itself and serves to reflect the national-regional features of specialist training in the content of education. As a rule, the first component regarding the content of the training program is approximately 65%, and the second - 35% of the total volume.

Let us immediately note that such a structure makes it possible to solve the dialectically contradictory task of preserving the unity of the educational space without suppressing interests, traditions and scientific schools subjects of the Russian Federation.

Federal component of any standard, Firstly, must include requirements for the content of the educational program, divided into four blocks: a block of general humanitarian and socio-economic disciplines; block of mathematical and general natural science disciplines; block of general professional disciplines; block of special disciplines.

This means that for each block the standard must indicate the disciplines included in it and very briefly (a few lines) their content. The contents of educational and professional practitioners. We especially note that both the federal and university components of the standard, in the part where the content of education is described, must allocate part of the time to disciplines that the student can choose at his own request.

Secondly, The federal component must contain requirements for the level of training of graduates who have mastered the content of the entire training program. This, in turn, means that the developers of a specific state educational standard should, based on an understanding professional activity of this or that specialist, describe the final knowledge, skills and abilities that will provide him with professional competence in the field of work for which he is prepared.

At the same time, the general culture of the individual should not be omitted, i.e. among the requirements for a graduate of, say, an engineering profile, there should also be requirements for his knowledge in the field of psychology, philosophy, cultural studies, pedagogy, knowledge of foreign languages, etc. In fact, the requirements for the level of training of a graduate contained in the State Standards do not indicate the degree to which he has mastered certain disciplines, but refer directly to a group of related disciplines, i.e. are interdisciplinary in nature.

The experience of creating the first generation of State Educational Standards of Higher Professional Education has shown that these requirements, based on the above, can be attributed to various gradations of the level of assimilation.

Characteristic requirements in order of increasing gradations can be grouped as follows:

Have an idea of ​​the process, phenomenon, understand their nature, etc.; know why and how to solve (or have the skills to solve) problems of a certain class;

Possess knowledge at a methodological level that allows you to apply it to solve non-standard problems in emergency situations.

It is interesting to note that in the United States, the standard requirements for mastering mathematics have a very wide semantic field in the formulation of the nature of the requirements. Students should be able to: analyze, know, reason logically, explain, describe, understand, imagine, apply, solve, correlate, interpret, research, compare, recognize, etc. - more than 50 terms.

Third, The federal component contains information about what final tests a university graduate must pass in order to be assigned the appropriate qualification and awarded a diploma. This could be: an exam in a separate discipline (for example, in a subject that a teacher will teach at school) or in a cycle of disciplines; defense of a completed diploma project (for example, for engineering specialties) or a thesis before a commission research work(for graduates of faculties of natural sciences and universities). In addition, developers should briefly describe the difficulty of these tests and the time required to prepare for them. Thus, for most educational programs, more than six months are allotted for the preparation of diploma projects and works, including pre-graduation practice.

And finally, the document must contain a number of information about the scope of the standard, its developers, approval date, etc. Let's look at the ones created in last years and really current standards Higher professional education as a tool for influencing the quality of Russian education.

Head scientific organization Coordinating the development of the State Standards for Higher Professional Education (HPE), the Research Center for Problems of the Quality of Training of Specialists acted. The creation of the State Educational Standards was directly carried out by more than 70 educational and methodological associations and 20 scientific and methodological councils. Total number developers numbered several thousand people. By the end of 1996, the Ministry of Education in the field of higher professional education had developed and approved: 92 standards in areas of training (bachelor's programs); in specialties - more than 400 standards; in master's programs— more than 220 standards.

The development of the State Standards was carried out in two stages. At the first (1992-1993), educational programs for bachelor's training were formed on the basis of the State Standards. Then, in 1994-1995. On the basis of the State Educational Standards, educational programs for training specialists and later masters were created.

The fundamental decision in the development of the State Educational Standard was to strengthen the fundamental nature of education. At the same time, fundamentality was understood not only scientific knowledge, forming the foundation of the graduate’s natural science worldview, but a combination of fundamental knowledge necessary for the comprehensive development of the individual. This means that to fundamental education includes both natural and mathematical disciplines (physics, chemistry, mathematics, etc.), as well as humanitarian and socio-economic disciplines (philosophy, psychology, philology, history, economics, Physical Culture and etc.).

The volume of fundamental natural science training for technical specialties was increased by an average of 30%, and for most humanitarian areas, study in higher school disciplines of this profile were introduced for the first time. Naturally, the volume of this cycle for humanities students was 2-3 times smaller and represented a small integral course modern natural science, supplemented necessary information in mathematics and computer science.

The cycle of humanitarian and socio-economic disciplines consisted of 10 courses, some of which were present in one form or another in educational programs of the Soviet era, and some (cultural studies, political science, sociology) were introduced for the first time.

The changes made were aimed at eliminating the deformation of a number of academic disciplines caused by the absolute priority in Soviet time one political doctrine; and to expand the student’s general cultural training, introducing him to world humanitarian knowledge.

Another fundamental decision in the field of fundamentality of higher education when creating the State Educational Standard of Higher Professional Education was the interdisciplinary description of a number of requirements for a graduate. These requirements, being integral indicators intellectual development personalities, are associated with almost all academic disciplines.

This approach to describing the requirements oriented university teachers towards strengthening the interconnection of various disciplines, creating integral courses that ensure the formation of a holistic scientific presentation about processes and phenomena occurring in the world of nature and society. To achieve a high level of graduates’ readiness for highly creative and intellectual activities, the creators of the State Educational Standards of Higher Professional Education shifted the focus of attention to subjects educational process on the methodology of sciences studied in higher education, methodology of activities, modeling and design. Therefore, more than 60% of the requirements for a graduate are knowledge of methods of various calculations, decision-making, control and evaluation, forecasting, as well as the principles of modeling, management, marketing, management, etc.

And finally, as part of the creation of the State Educational Standard for Higher Professional Education, a real step was taken towards ensuring a broad profile of a certified specialist. 90 areas of four-year bachelor's training were introduced, on the basis of which scientific specialization (master's degree) and training of a certified specialist were completed. Multi-level training allows students to receive fundamental training in a broad area and only then, on this basis, receive narrow specialized training.

Now let's touch on the use of State Educational Standards of Higher Professional Education as a basis for an objective assessment of the activities of universities in terms of training specialists. Let us note the fact that the aggregated nature of the requirements contained in them, each of which is divided into many requirements-tasks, does not allow us to directly verify the compliance of the graduate’s level of training with these requirements. In this regard, we can only say that the requirements contained in the State Standards acted in the first generation standards more as guidelines for organizing objective control than as diagnosable norms.

However, these guidelines made it possible to streamline the work of university commissions that carry out final control of graduates, making this procedure more transparent and understandable both for students and for members of these high commissions, which have state status in Russia (the chairmen of such commissions, upon the recommendation of the rector of the university, are appointed by the federal state education management body, where, by the way, reports on their work presented by the chairman are sent and analyzed).

After the RF Law “On Higher and Postgraduate Professional Education” was issued in 1996, significant additions and changes were made to the structure of the State Educational Standard of Higher Professional Education. In addition, the accumulated experience of universities in using state educational standards to implement educational programs has revealed a number of their “constructive” shortcomings.

The most “tangible” of them are:

Insufficient variability of the block of humanitarian and socio-economic disciplines, its lack of focus on the future profession of the graduate;

The already mentioned impossibility of using the requirements contained in the document and applied in the process of intermediate control for direct diagnosis of the level of training of graduates;

Unjustified differences in the content of educational programs of a related profile, complicating rational organization educational process in multidisciplinary universities;

Inconsistency of the State Standards of Higher Professional Education with the standards of other levels of education and with each other.

During the update of the State Standards (1999-2000), the invariants (core) of the State Standards of a number of specialties similar in scientific basis were identified, and it was this core that was made the object of standardization at the level government agency education management. This led to a significant reduction in State Educational Standards of Higher Professional Education at the federal level and expanded the legal field at the university level.

The block of humanitarian and socio-economic disciplines is presented more flexibly. Only four disciplines have been identified as mandatory for study by students of all universities (philosophy, history, physical education and foreign language), and the rest are included in the training program by the decision of the university and the choice of the student. The form of requirements for graduates has changed significantly. In the updated standards it is presented not only in the form of requirements To their knowledge, but also in the form of a set of professional tasks that he must be able to cope with. The standard also actually excludes all previously contained requirements, the fulfillment of which cannot be verified in final tests.

A section “Requirements for applicants” has been introduced to determine the required previous level of education and to unify the requirements for applicants.

In conclusion, let us once again return to what the Russian state educational standard is, from the perspective of the direct subjects pedagogical process- students and teachers.

For Russian universities, who for many decades lived within the strict framework of standard curricula and programs that regulated the entire volume of the educational program on behalf of the state, the new basic document is a significant step towards academic autonomy and freedom of teaching (it is unlikely that two lines of the standard revealing, for example, the content A 4-semester physics course can be considered limitations on the teacher’s creative initiative). From the perspective of a student who has received the right to participate in shaping his or her individual educational trajectory, this is also a step towards freedom of learning. Therefore, the State Standard of Higher Professional Education today can be considered as a standard that actually enshrines the freedoms of teachers and students, taking into account the interests of the state and society as a whole.

Summarizing the above, we can say that the State Educational Standard is a set of norms and regulations that coordinate (harmonize) the basic requirements for the content, conduct and results of training and education on the part of all subjects interested in the activities of the educational system.

What exactly does the State Educational Standard look like, what is its structure? The project “Education Reform in the Russian Federation: Concept and Main Tasks of the Next Stage” notes that the development of the State Educational Standards is of paramount importance for the reform of the content of education. State State Standards are designed to “... expand opportunities for continuing education and academic mobility, they must meet the needs of the individual, society, state...have instrumental - pedagogical organization, based on strictly defined norms for each level of education.” State educational standards should not interfere with the implementation of variable programs; they should ensure their continuity at all levels and stages of education. The State Standard for Higher Professional Education establishes: Structure of Higher Professional Education (SOP)

General requirements to POP and the conditions for their implementation General standards for a student’s academic workload and its volume Academic freedom of the university in determining the content of higher professional education General requirements for the list of directions (specialties of higher professional education) The procedure for the development and approval of state requirements for the minimum content and level of training of graduates as a federal component. Rules of state control over compliance with the requirements of the State Standards.

Competition in the market intellectual work poses problems for engineering universities to meet market demand for specialists of a certain level and quality of training.

The educational policy of a university in these conditions should be aimed at training competitive specialists who are socially protected by the quality and professional and activity capabilities of their education, as well as comprehensively personally prepared to work in constantly changing conditions.

However, the successful solution of these problems and the productive organization of a university’s activities in the intellectual labor market is almost impossible to implement only on the basis of the mandatory minimum requirements for the level of graduates’ training, determined by the state standard.

For a university to be successful in the intellectual labor market, it is necessary to form a future specialist on the basis of the state educational standard of a specific higher education institution, which should become a concentrated expression of the educational policy of the university

The concept of “State educational standard” as a basic term in the field of education was first introduced in Russia in 1992 by the Federal Law of the Russian Federation “On Education”. This standard, in accordance with the law, sets out norms related to the content of educational programs and, most importantly, to the level of training of school and university graduates. This caused a mixed reaction in all layers of the academic community, from primary school teachers to venerable university professors.

In the Russian Federation, federal state educational standards are established, which are a set of requirements mandatory for the implementation of basic educational programs of primary general, basic general, secondary (full) general, primary vocational, secondary vocational and higher vocational education by educational institutions that have state accreditation;

Federal state educational standards, which are a set of requirements mandatory for the implementation of basic educational programs, include requirements for:

1) the structure of the main educational programs, including requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by participants in the educational process;

2) conditions for the implementation of basic educational programs, including personnel, financial, material, technical and other conditions;

3) the results of mastering basic educational programs.”

Standard – this is the minimum content of education and the minimum acceptable level of training of a specialist in a higher educational institution.

The minimum determined by the academic and creative community, leading representatives of science, culture and production. The standard sets a goal to strive for, and comparing the result obtained with the goal will characterize the quality of the achieved level of education (based on a simple interpretation). In addition, the standard is a universal core of educational content, which determines academic stability and makes it possible to move from one educational institution to another.

Let's consider the functions, content and structure of the State Educational Standard of Higher Professional Education.

Functions of GOS VPO(according to the law on higher and postgraduate education).

GOS VPO is intended to provide:

1. quality of higher and postgraduate education;

2. unity of the educational space of the Russian Federation;

3. basis for an objective assessment of the activities of educational institutions implementing educational programs of higher and postgraduate education;

4. recognition and establishment of equivalence of documents of foreign citizens on higher and postgraduate education.

At the same time, the standard does not limit the creativity of teachers and the unique process of personal self-development. It is possible and necessary to go beyond the standard, but only after it has been met in terms of the minimum requirements for the content of education and the level of specialist training. As for the creativity of the teacher, the standards do not affect teaching technology.

Fig.1. Structure of the educational standard

Based on the State Standards, training in a university environment should be a combination of:

· training that ensures the assimilation of a system of humanitarian, socio-economic, mathematical and natural sciences, general and special professional knowledge at a given level

· education that provides, along with training, the formation of a graduate’s methodological culture, mastery of techniques and methods of cognitive and professional, communicative and axiological activities at a given level of maturity

· habilitation, which provides, along with training and education, comprehensive preparation of a person for professional activity, as well as his professional self-realization.

Basic professional educational programs of primary vocational, secondary vocational and higher vocational education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students and includes a curriculum, work programs training courses, subjects, disciplines (modules) and other materials that ensure the education and quality of training of students, as well as educational and industrial practice, calendar training schedule and teaching materials, ensuring the implementation of the corresponding educational technology

The main educational program in an educational institution with state accreditation is developed on the basis of the corresponding exemplary basic educational programs and must ensure that students (pupils) achieve the results of mastering the main educational programs established by the relevant federal state educational standards.

Fig.2. Structure of the professional educational program

A characteristic feature of the knowledge system for training an engineer is a strong natural science, mathematical and ideological foundation of knowledge, the breadth of interdisciplinary system-integrative knowledge about nature, society, thinking, as well as a high level of general professional and special professional knowledge that ensures activities in problematic situations and allowing to solve the problem of training specialists with increased creative potential.

For the training of engineers, it is now generally accepted that the traditional understanding of vocational education as the acquisition of a certain amount of knowledge based on the teaching of fixed subjects is clearly insufficient.

Characteristic feature engineering education there should be a high level of methodological culture, excellent, creative mastery of methods of cognition and activity, the formation of a versatile competent person.

A certain level or direction of training, specialty and profession. It is approved by the authorized executive body. We knew the standards adopted before 2009 as GOS. Until 2000, standards and minimum levels of graduate training were applied for each level and specialty. Let us further consider what the Federal Educational Standard is today.

Development history

In 1992, the concept of an educational standard first appeared. was recorded in the industry Federal Law. Art. 7 was entirely devoted to state educational standards. In the original version of the law, the standards were adopted by the Supreme Council of the country. However, in 1993 the Constitution was adopted, and therefore this provision was terminated. The functions of adopting state standards were assigned to executive bodies in the manner prescribed by the government. At the same time, it is worth saying that The Supreme Council For all the time he had the right to approve the standard, he never used it.

Structure

The educational process with the introduction of new standards and minimums was initially proposed to be built on 5 components. This:

1. Goals pedagogical activity at every step.
2. Standards for the basic content of basic programs.
3. The maximum permissible volume of classroom teaching load.
4. Standards for preparing students at different school levels.
5. Requirements for training conditions.

However, supporters of the subject-methodological approach insisted on changing this structure. As a result, the federal component of the standard was reduced to a three-part form:

1. Minimum OOP content.
2. Maximum volume of study load.
3. Standards for the level of training of graduates.

At the same time, children graduating from primary school. Thus, from the mentioned Art. 7, several elements disappeared, and a number of others were replaced:

1. The target block has been eliminated.
2. Requirements for the main content of OOP were replaced by “mandatory minimums,” that is, in fact, the same standard list of topics. As a result, the educational standard was, in fact, an ordinary set of subject plans.
3. The concept of maximum permissible load has disappeared, which is not equivalent to the concept of maximum load.
4. Requirements for training conditions have been removed.

Criticism and changes

Former Minister of Education E.D. Dneprov spoke out that “three-dimensional” state standard- this is an insufficient, inadequate scheme. She didn't meet the needs teaching practice. In addition, such a system did not correspond to the development needs of the legislation itself. In this regard, already in 1996, after the adoption of the Federal Law “On Higher and Postgraduate Vocational Education,” there was a partial return to the original plan. In paragraph 2 of Art. 5 of this law, standards appeared on the minimum content of PDO, as well as on the conditions for their implementation. Normative act Thus, he paid attention to the order in which the educational process takes place.

Stages

Between 1993 and 1999 temporary standards and federal components of state standards were developed and applied. In 2000, the standards of the first - for general education, the first and second generation - for GPs were approved. In general, the development went through 4 stages: from 1993 to 1996, from 1997 to 1998, from 2002 to 2003. and from 2010 to 2011 At each stage, the motives for the approval and goals of the standards themselves, as well as the focus of the work of teachers during their implementation, changed. The adjustments in the first two stages were minor and were within the limits of general education policy. In the third and fourth stages, the changes were dramatic. They were introduced in line with activity-developmental and personality-oriented pedagogy. A new educational standard began to be developed in 2009.

Formation of a system of standards

Federal State Educational Standards requirements can be developed according to:

1. Levels.
2. Steps.
3. Directions.
4. Specialties.

Replacement (revision) of standards must be carried out at least once every 10 years. State educational standards general education are developed by levels. Vocational training standards are also established for specialties, areas, professions in accordance with the level at which the student is located. The requirements of the Federal State Educational Standard are determined in accordance with the current and future needs of the individual, the development of the state and society, defense and security of the country, engineering and technology, science and culture, social and economic spheres. The development of standards is carried out in the manner established in the legislation regulating the placement of orders for the performance of work, the supply of goods, and the provision of services for municipal and state needs. Educational standards of higher education are determined by the educational and methodological departments of universities in the relevant specialties (areas of training).

Coordination and examination

The basic educational standard is approved after the project is sent to the Ministry of Education and Science. The Ministry posts the received materials for discussion on its own official website. It involves representatives of interested executive structures, public and government associations working in the field of education, advanced scientific and pedagogical institutions, communities, associations and other organizations. After discussion, the project is sent for independent examination.

Stakeholders

An independent examination is carried out within 14 days from the date of receipt of materials from the Ministry of Education and Science. The interested parties performing the inspection are:

1. Institutes for citizen participation in education management, executive structures of regional authorities - according to draft standards of the educational program.
2. The Ministry of Defense and other bodies in which the law provides military service, - according to the standards of complete vocational education in terms of preparing students to remain in the ranks of the Armed Forces.
3. Associations of employers, legal entities operating in relevant economic sectors - according to draft standards for secondary and primary vocational training and v/o.

Adoption

Based on the results of the independent audit, a conclusion is sent to the Ministry of Education and Science. It is signed by the head of the body or organization that conducted the inspection, or another authorized person. Expert opinions, comments, and draft Federal State Educational Standards are discussed in the council of the ministry. He makes a decision on recommending the project for approval, revision or rejection. The resolution is sent to the Ministry of Education and Science. The Ministry makes its own final decision on the Federal State Educational Standard. Amendments, additions, and changes to the approved standards are carried out in the same manner as their adoption.

Goals

The key task performed by the educational standard is the formation of a unified pedagogical space in the country. The regulations also have the following objectives:

1. Spiritual and moral education and development.
2. Continuity of educational programs in preschool, primary, basic, full school, as well as primary, secondary and university vocational education.

The standards establish training periods taking into account its various forms, pedagogical technologies, characteristics of certain categories of students.

Application

The federal educational standard serves as the basis for:

1. Organization of teaching activities in educational institutions implementing OOP in accordance with the approved standards, regardless of the organizational and legal form and subordination.
2. Developments sample programs on subjects and courses, test materials, educational publications.
3. Carrying out control and supervisory activities aimed at verifying compliance with legislation in the field of teaching activities.
4. Development of standards for financial support educational activities institutions implementing OOP.
5. Formation of municipal or state assignments for educational institutions.
6. Certification of teachers and employees of the administrative and managerial apparatus of municipal and government agencies.
7. Organization of internal monitoring of the quality of teaching activities.
8. Conducting intermediate and final certification of students.
9. Organizations of training, advanced training, professional retraining teaching staff.

Introduction into teaching activities

How are Federal State Educational Standards implemented in practice? Programs that operate in educational institutions must be drawn up in accordance with approved standards. Their development is carried out directly by institutions. Programs formed according to the Federal State Educational Standard include:

1. Syllabus.
2. Calendar schedule.
3. Working subject programs.
4. Plans for courses, modules (disciplines), and other components.
5. Methodological and evaluation materials.

Generations

The first general education standards were introduced in 2004. The second generation of standards was adopted:

1. For 1-4 grades. - in 2009
2. For 5-9 grades. - in 2010
3. For 10-11 grades. - in 2012

They were aimed at the result, formation and development of students’ learning skills. The first generation of higher vocational education standards was approved in 2003. The following standards were introduced in 2005. They were focused on the acquisition of knowledge, skills and abilities by students. The third generation of standards has been approved since 2009. In accordance with them, higher education institutions must develop professional and general cultural competencies in students.

EGS VPO

Until 2000, a unified state standard for higher professional education was in force. It was approved by government decree. This standard defined:

1. The structure of university vocational training.
2. Documents about the military office.
3. General requirements for basic vocational education areas and conditions for their implementation.
4. Volume and standards of student workload.
5. Academic freedom of the university in determining the content of higher education.
6. General requirements for the list of specialties (directions) of vocational training.
7. The procedure in accordance with which standards are developed and approved for the minimum content and level of training of students in specific professions.
8. Rules for state control of compliance with the requirements of the state standard of higher professional education.

Since 2013, in accordance with Federal Law No. 273, more progressive standards must be established. New standards are being introduced, among other things, for areas of university education related to the training of scientific and pedagogical workers. Standards are also being developed for preschool education and development. Previously, state federal educational minimums were in effect for them. The standards applied directly to the structure of the preschool education program.

The transition to a two-level education system in universities, associated with the introduction of bachelor's and master's degrees, is accompanied by the development of new standards for higher professional education.

The Federal educational standard of higher professional education in the field of training 03/05/02 Geography (qualification (degree) “bachelor”) determines pedagogical work, associated with knowledge about the Earth as an area of ​​professional activity of the graduate, and education and enlightenment as objects of his professional activity along with many others. The standard requires preparing a bachelor for teaching activities (as one of several types of professional activities) - educational and educational work to educational organizations of secondary vocational and higher education. However, this standard does not imply the study of methods of teaching geography as a compulsory discipline; it can be studied in the variable part of the professional educational cycle or even be a discipline of students’ choice. Consequently, the number of credits allocated for its study is determined by the university implementing this educational program. Note that disciplines such as pedagogy and psychology are studied by students in accordance with the specified standard quite briefly. The main requirement for their assimilation is related to the formation of general cultural competencies. However, preparing bachelor students for teaching activities involves mastering the following competence: “possession of the skills of teaching geographical disciplines in educational organizations secondary vocational and higher education".

Thus, more thorough training in the field of methods of teaching geography becomes the prerogative of pedagogical, rather than geographical education. Projects of the relevant federal state educational standards of higher professional education in the field of training 03/44/05 Teacher Education(qualification (degree) “bachelor”) with four- and five-year training are posted on the websites “ Russian education"and Moscow State pedagogical university.

The standard that determines the five-year course of study for students differs from the standard with a four-year term of study in that the main educational program is mastered simultaneously in two profiles of the field of study. Another difference is that a five-year bachelor's degree prepares, along with others, for research activities. A student studying for four years prepares only for pedagogical and cultural-educational activities. The area of ​​professional activity of bachelors includes education, social sphere, culture, and the objects of professional activity of bachelors are training, education, development, educational systems.

The undergraduate program consists of three blocks:

• 1) “Disciplines (modules)” - includes the basic and variable parts of the program;
• 2) “Practices” - refers to the variable part of the program;
• 3) “State final certification” - refers to the variable (profile) part of the program.

In a standard with a five-year training period, the methodology of teaching subjects (in accordance with profiles) is a mandatory discipline (disciplines) of the basic part of the professional cycle. In the standard with four-year education, the same place is occupied by the methodology of training and education (according to the training profile).

In the approximate main educational program For bachelors, a thorough study of the methods of teaching geography is recommended; 10 credit units of labor intensity (360 academic hours) are allocated for this. In the process of studying the discipline, students should form and develop general professional competencies:

• awareness of the social significance of one's own future profession, having motivation to perform professional activities;
• the ability to use systematized theoretical and practical knowledge of the humanities, social and economic sciences in solving social and professional problems;
• the ability to bear responsibility for the results of one’s professional activities.

In the field of pedagogical activity, mastery of the following competencies is expected:

• ability to implement learning programs basic and elective courses in various educational institutions;
• willingness to use modern methods and technologies, including information technologies, to ensure the quality of the educational process at a specific educational level of a specific educational institution;
• ability to apply modern methods diagnosing the achievements of students and pupils, carry out pedagogical support processes of socialization and professional self-determination of students, preparing them for a conscious choice of profession;
• the ability to use the capabilities of the educational environment, including information, to ensure the quality of the educational process;
• willingness to engage in interaction with parents, colleagues, social partners interested in ensuring the quality of the educational process;
• the ability to organize cooperation between students and pupils;
• the ability to solve educational problems using the educational subject.

In addition to the methods of teaching geography, students study in the basic part of the professional cycle pedagogy, psychology, life safety, age-related anatomy, physiology and hygiene, the basics of medical knowledge and healthy image life.

The fundamentality of training future specialists is ensured by a complex of studied geographical disciplines and disciplines from related industries. Students acquire diverse knowledge through inclusion in educational plans disciplines of the humanitarian, social and economic cycle (history, philosophy, foreign language, speech culture, economics of education), mathematics and natural science cycle ( information Technology, fundamentals of mathematical information processing, natural science picture peace). The variable part allows you to expand and deepen knowledge and acquired competencies both for successful professional activity and for continuing professional education in a master's degree program.

• Federal State Educational Standard for Higher Education in the field of study 03/05/02 Geography, approved by order of the Ministry of Education and Science of the Russian Federation dated 08/07/2014 No. 955. URL: http://www.edu.ru/