Federal state educational standard - a set of mandatory requirements for education of a certain level and (or) for a profession, specialty and area of ​​training, approved by the federal executive body that performs the functions of developing public policy and legal regulation in the field of education.

GEF components: 1) requirements for the structure and content of educational programs. 2) requirements for the conditions for the implementation of educational programs. 3) requirements for the results of mastering educational programs.

Structure of the standard: 1) scope 2) terms, definitions and designations 3) characteristics of training 4) characteristics of prof. activities 5) requirements for results 6) requirements for the structure of educational programs 7) requirements for the conditions of implementation 8) requirements for quality assessment.

Professional educational programs are aimed at solving the problems of consistent improvement of professional and general educational levels, training of specialists of appropriate qualifications. Prof. educational programs are distinguished: educational and variable.

Standard features: 1) focus on teachers and students who fulfill the requirements of the standards. 2) orientation to the heads of administration and employees of the education system, which ensure the formation of mechanisms for planning, regulation and control in the field of education. 3) focus on external users in order to form a system of "learning for life".

40. Curriculum as a model of specialty: concept, structure, types. The concept of a subject. The cycle of educational subjects.

Syllabus- This is a document that determines the composition of subjects, the sequence of their study and the total amount of time allocated for this. In terms of general education high school, then its curriculum defines the following data: 1) a complete list (list) of subjects by year of study; 2) the number of hours (lessons) allocated to each subject per week, academic year and for all years of study, 3) periods industrial practice, camp fees; 4) the duration of academic quarters and vacations.

In the curriculum of secondary special and higher educational institutions the number of hours is determined not for a week, but for a semester and for the entire period of study (4-6 years). It specifies the types of classes in academic subjects: the number of lectures, seminars, practical and laboratory classes, workshops. The academic subjects submitted for tests and exams in each semester are indicated, different types practices (industrial, archaeological, pedagogical, folklore, in medical institutions, etc.).

The main types of curricula in educational institutions: basic curriculum, standard federal curricula, regional curricula and school curriculum.

Basic Curriculum is part of the state educational standard and serves as the basis for the development of exemplary curricula recommended by the Ministry of Education of Russia for different types schools (daytime, evening, with the Russian native language of instruction, with the native (non-Russian) language of instruction, etc.), basic regional school curricula. The basic plan highlights fundamental and technological (pre-professional) training. Subjects are grouped by educational areas: philology, mathematics, social science, natural science, art, physical culture, technology.

The basic curriculum covers the following range of standards:

– duration of training (in academic years) overall and for each of its levels;

– weekly teaching load for core areas at each level of general secondary education, compulsory classes of students' choice and optional classes;

- the maximum mandatory weekly study load of a student, including the number of study hours allocated to compulsory elective classes; The core curriculum serves as the basis for the development of regional, model curricula and as a source document for school funding. Model curricula are recommendatory. They are developed on the basis of the state basic curriculum and are approved by the Ministry of General and vocational education Russian Federation.

School curriculum is compiled in compliance with the standards of the basic curriculum. There are two types of school curricula: the school curriculum itself, developed on the basis of the state basic curriculum for a long period and reflecting the characteristics of a particular school (one of the standard curricula can be adopted as the school curriculum); a working curriculum developed taking into account current conditions and approved by the school's pedagogical council annually.

Academic subject (discipline) is understood as a means of realizing the content of theoretical training. It contains part of the experience professional activity, as a system of practical ZUN, the assimilation of which provides a qualification in the profession. It is included in the curriculum for the preparation of the profession and refers to a certain cycle of disciplines. Each discipline has its own scientific (scientific and technical foundations): follows from scientific direction. The discipline has its own objects of study, the goals of studying the form and methods of studying the discipline; has its own systematized content, which is recorded in various educational information carriers and educational information tools (textbooks, manuals, educational texts); has its own curriculum, under which the textbook is created; academic discipline serves industrial training and precedes it in the class schedule.

What is FGOS SPO?
FSES SPO is a regulatory document in the field of secondary vocational education that defines a set of requirements that are mandatory for the implementation of basic professional educational programs in a particular specialty.
Distinctive features GEF SPO
The differences with previous generations of educational standards are obvious: a fixed volume was determined educational material mandatory for presentation by the teacher, the development of requirements for the results of education consisted in their correlation with the didactic units of the mandatory minimum of the content of education, updating the material was reduced to replacing the "outdated" didactic units. Thus, the real goals of education were reduced to the assimilation of subject knowledge and skills, which did not sufficiently allow graduates to master professional activities.
The new generation of federal state educational standards of secondary vocational education is based on the ideology of forming the content of education "from the result" and the characteristics of the professional activity of graduates become its backbone component.
Basic requirements of GEF SPO
1. To the content of education:
The characteristics of the professional activity of graduates in the third generation of the FSES SVE include a description of the field, objects and main types of professional activity of a specialist, which are relatively autonomous professional functions, each of which has specific objects, conditions, tools, nature and results of labor and is defined by the employer as a necessary content component . On the basis of these components, the structure of the content of educational programs for each specialty was developed, and the educational institution develops separate educational programs of disciplines, modules, and control and measuring materials. This approach makes it possible to bring the qualifications of graduates of the vocational education system as close as possible to the requirements of the labor market.
2. To staffing:
The implementation of the main professional educational program in certain specialties of secondary vocational education should be provided by teaching staff with higher education(the only exceptions are some specialties, for example, "Design (by industry)", where 10% of the teaching staff with secondary vocational education, having state honorary titles in this professional field) is allowed, corresponding to the profile of the disciplines taught. For teachers of the professional cycle, there is a mandatory requirement for experience in the relevant professional activity, systematic professional development and internships at leading enterprises in the industry.
3. To the organization of the state (final) certification (SIA) of graduates
The state final certification of graduates in all specialties includes the preparation and defense of the final qualifying work ( graduate work, graduation project). A mandatory requirement is the correspondence of the subject matter of the final qualifying work to the content of one or more professional modules. Requirements for the content, volume and structure of the final qualifying work are determined educational institution independently, taking into account the procedure for conducting the GIA, approved by the federal government body, which performs the functions of developing state policy and legal regulation in the field of education. Additionally, you can enter State exam at the discretion of the educational institution.

New approaches to the assessment of professional and general competencies of students were developed during the experiment at the Technological College No. 14 in Moscow

Passions for the Unified State Examination have not yet subsided, there has not yet been an unambiguous attitude in society towards this innovation, and the education system is already facing new tasks - the transition to training in the new third-generation Federal State Educational Standards.

What does it mean to switch to new educational standards? How do the Federal State Educational Standards differ from the old educational standards, and what tasks do professional colleges face in this regard?

The subject (discipline) was a structural element of the old educational standards. The structural element of the third generation educational standards based on competencies is becoming educational area, presented in the form of professional modules designed for the development of specific types of professional activities. In turn, the structural elements of professional modules are professional and general competencies, the totality of which in any type of professional activity is considered as integral quality index its development.

Thus, at present, the attitude towards learning outcomes and, accordingly, to the forms and methods of their assessment is changing radically. If before the assessment of learning outcomes was reduced to assessing the level of knowledge, skills and abilities, then in accordance with the new educational standards, the assessment of the results of mastering the type of professional activity (VPA) is complex, integrative: the formation of both professional and general competencies is assessed. General competencies are of a trans-professional nature and are expressed through such personality traits as independence, the ability to make responsible decisions, constantly learn and update knowledge, think flexibly and systematically, implement communicative actions, conduct a dialogue, receive and transmit information in various ways. The assessment of the formation of these qualities is reflected in the assessment indicators and, accordingly, in the tasks developed on the basis of these indicators. When developing tasks, it was applied product approach, when the result of a completed task is a finished product or service. The tasks are designed in such a way that the assessment of the formation of competencies is carried out in stages in accordance with the logic of the professional tasks performed and in accordance with the developed assessment criteria, which are reflected in the assessment sheets.

Since the assessment should be comprehensive, integrative, the college developed a methodology for determining assessment indicators, which allows them to be divided into various forms of control: current, intermediate and final. This was done in order to avoid duplication both in the forms and in the evaluation methods for the different stages of control. The most relevant in modular competence-based learning were identified forms assessment of the formation of professional and general competencies: exam (oral, written, practical, etc.), portfolio defense, attestation, project defense (individual, group), final qualifying work (WQR), business game. And in accordance with the selected forms were determined methods, the most appropriate for the tasks of a comprehensive assessment of the formation of professional and general competencies: these are expert observation, expert assessment, interview (interviewing), questioning, testing, presentation.

In the 2010-2011 academic year at the Technological College No. 14 in Moscow, in the course of an experiment on the implementation of professional module programs on the basis of the Faculty of Restaurant Business, approaches were developed to assess the formation of professional and general competencies. The experiment showed that the assessment should be done in stages.

In our opinion, the first stage is very important - accompanying evaluation. It provides monitoring of the stage-by-stage formation of professional (PC) and general (OK) competencies in the process of theoretical training, educational and industrial practice and is carried out both by a mentor (tutor) and by the student himself (self-assessment).

A fund is being developed for this stage. evaluation tools current control of the development of knowledge, skills, practical experience included in the PC of the mastered VPD. Types of tasks for current control are compiled in such a way that they meet not only the tasks of forming professional competencies taking into account the principle of individualization of education ( varying degrees complexity), but were also aimed at the gradual development of personally significant qualities.

At the same stage great importance it is given to the formation of skills to produce self-assessment and assessment of the work performed by colleagues in training pairs, small groups.

Great importance is attached to keeping a diary of achievements, which the student receives at the beginning of training. It contains all the groups of skills that must be mastered. Therefore, from the first day of training, students, seeing the entire scope of the required skills, can independently or with the help of master mentors and teachers build an optimal sequence for mastering them. In addition, the diary allows you to monitor the formation of competencies throughout the entire period of study and identify difficulties in the early stages, when it is easy for the student to carry out the correction process.

Second phase - interim assessment the formation of professional and general competencies - takes the form of an exam or a test at the end of the development of the program of each MDT. This type of assessment is carried out, in our case, in two stages: testing allows you to quickly and accurately assess the assimilation of the entire amount of knowledge included in the PC of this interdisciplinary course, the second stage - modeling of professional activity - allows you to assess the degree of formation of practical skills. This type of control is carried out before entering the production practice, and the tasks are practice-oriented and show the degree of readiness of the student to perform tasks in production, directly at the workplace.

At the third stage, the final grade the formation of PC and OK during the qualification exam (EC), which is of a complex nature, including the simultaneous assessment of both professional and general competencies. This changes the structure of the traditional exam, approaches to its methodological support, development of assessment tools and exam procedures (see Fig. 1). In our case, we chose a combination of two forms: a practical exam - comprehensive demonstration of practical skills in the workplace(or in an environment that simulates the workplace) and protection portfolio achievements.

Figure 1. The structure of the qualification exam.

At the moment, a set of requirements has already been formed both for the procedure for assessing the formation of professional and general competencies, and for the assessment tools themselves:

• validity of assessment materials;
• compliance of the content of materials with the requirements for the level of knowledge, skills, practical experience of the PC included in the professional module;
• clear formulation of evaluation criteria (indicators);
• maximum objectivity of assessment forms and methods;
• transparency of the evaluation procedure;
• participation of highly qualified specialists and employers in the assessment procedure;
• an unambiguous conclusion based on the results of the assessment (VPD mastered / not mastered).

Figure 2 shows the logic and sequence of selection of forms and methods for assessing the formation of PC and OK. First, we analyzed a set of requirements for the level of knowledge, skills, practical experience for all PCs included in the assessed VPA, taking into account the requirements of the Federal State Educational Standard, the requirements included in the PM program due to hours of the variable part on the recommendations of the college's social partners, as well as the requirements professional standard(for specialty 260807 "Technology of catering products").

Then, evaluation indicators were developed corresponding to paragraph 5 of the PM program for each PC and OK. And already on the basis of them, complex assessment indicators were developed, which made it possible to form a fund of assessment tools that most fully reflects the entire complex of both professional and general competencies.

Figure 2. The logic of developing forms and methods for assessing the formation of PC and OK.

Methodological support of the qualification exam (EC). In order to ensure the transparency of the examination procedure (given the lack of specific guidelines), the college developed a regulation on a qualifying examination. In accordance with it, the exam program is developed directly for each professional module. Also, a package of documents was developed on the procedure for the qualification exam: minutes of the meeting of the examination qualification commission, assessment sheets for PC included in the mastered professional module, a sample certificate issued to students based on the results of the exam. Evaluation tools, in addition to exam tickets, include task cards with step-by-step recommendations, which allows you to conduct a phased assessment of all practical skills in accordance with the developed indicators and add them to the assessment sheet.

In addition, recommendations were developed on the development and presentation of a portfolio of achievements. The portfolio includes three parts: a portfolio of educational and professional achievements, a portfolio of creative achievements and a portfolio of social achievements. This allows the expert commission to assess the formation of the entire complex of general competencies.

The portfolio of educational and professional achievements includes evidence of the development of PC and OK (photos, videos, examination sheets, assessment sheets for laboratory and practical work, a diary of achievements with a mentor / tutor assessment).

The portfolio of creative achievements contains diplomas, awards, prizes, photos of manufactured products, indicating the presence of a steady interest in the chosen profession, active participation in professional skill competitions at various levels, in project activities, research work.

The portfolio of social achievements contains evidence of communicative activity (characteristics from production), evidence of participation in student self-government, an active social position.

It is simply impossible to conduct a qualifying exam without using an established mechanism of mutually beneficial partnership between the college and the leading enterprises of the region. The employer participates both in the development of the qualification exam program at the stage of coordinating the exam procedure and the assessment materials themselves, and in the assessment procedure itself. The role of the employer is especially great in assessing the formation of professional competencies, when an assessment is made of the skills and abilities necessary for rapid adaptation to the conditions of real production.

Our experience in implementing professional module programs, conducting a qualifying exam, the results of student surveys, and assessing social partners have shown that the technology of modular competence-based learning is accepted positively by both the students themselves and employers. But the implementation of the Federal State Educational Standard on a modular competence basis requires the teaching staff to professional colleges great efforts to develop a comprehensive methodological support for the programs of professional modules, the development of innovative forms and methods of organizing the educational process and the formation of a practice-oriented educational environment.

* Regardless of the applied educational technologies.

** Educational organizations that train mid-level specialists on the basis of the main general education, implement the federal state educational standard of secondary general education within the PSSSZ, including taking into account the received specialty of secondary vocational education.

The terms for obtaining SVE for basic training SSSP, regardless of the educational technologies used, are increasing:

a) for students in part-time and part-time forms of education:

on the basis of secondary general education - no more than 1 year;

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

b) for the disabled and persons with disabilities - no more than 10 months.

IV. Characteristics of the professional activity of graduates

4.1. Field of professional activity of graduates:

Organization and conduct of commercial activities in industrial, trade and service organizations.

4.2. The objects of professional activity of graduates are:

goods produced and / or sold in production, service organizations;

services provided by service organizations;

primary workforce.

4.3. The sales manager prepares for the following activities:

4.3.1. Organization and management of trade and marketing activities.

4.3.2. Organization and conduct of economic and marketing activities.

4.3.3. Assortment management, quality assessment and product shelf life.

4.3.4. Performance of work in one or more professions of workers, positions of employees ( application to GEF SPO).

V. Requirements for the results of mastering the training program for mid-level specialists

5.1. The sales manager should have general competencies that include the ability to:

OK 1. Understand the essence and social significance of your future profession show a sustained interest in it.

OK 2. Organize their own activities, choose standard methods and methods for performing professional tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and be responsible for them.

OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team and in a team, communicate effectively with colleagues, management, consumers.

OK 7. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.

OK 8. Lead a healthy lifestyle, apply sports and recreational methods and means to correct physical development and physique.

OK 9. Use a foreign language as a means of business communication.

OK 10. Logically correct, reasoned and clearly present oral and written speech.

K 11. Ensure life safety, prevent man-made disasters in professional activities, organize, conduct and control measures to protect workers and the public from the negative effects of emergency situations.

GC 12. Comply with applicable laws and mandatory requirements normative documents, as well as the requirements of standards, specifications.

5.2. The sales manager must have professional competencies corresponding to the types of activities:

5.2.1. Organization and management of trade and marketing activities.

PC 1.1. Participate in establishing contacts with business partners, conclude contracts and monitor their implementation, present claims and sanctions.

PC 1.2. In his area of ​​work, manage inventory and flows, organize work in the warehouse, place inventory for storage.

PC 1.3. Accept goods by quantity and quality.

PC 1.4. Identify the type, class and type of retail and wholesale trade organizations.

PC 1.5. Provide basic and additional wholesale and retail trade services.

PC 1.6. Participate in the preparation of the organization for voluntary certification of services.

PC 1.7. Apply methods, means and techniques of management, business and managerial communication in commercial activities.

PC 1.8. Use the basic methods and techniques of statistics to solve practical tasks commercial activities, determine statistical values, indicators of variation and indices.

PC 1.9. Apply logistics systems, as well as techniques and methods of procurement and commercial logistics that ensure the rational movement of material flows.

PC 1.10. Operate commercial and technological equipment.

5.2.2. Organization and conduct of economic and marketing activities.

PC 2.1. Use accounting data to control the results and plan commercial activities, keep records of goods (raw materials, materials, products, containers, other material assets) and participate in their inventory.

PC 2.2. Prepare, check the correctness of the compilation, ensure the storage of organizational, administrative, shipping and other required documents using automated systems.

PC 2.3. Apply economic methods in practical situations, calculate microeconomic indicators, analyze them, as well as resource markets.

PC 2.4. Determine the main economic indicators of the organization, prices, wages.

PC 2.5. Identify needs, types of demand and their corresponding types of marketing to meet the goals of the organization, generate demand and stimulate the sale of goods.

PC 2.6. Justify the appropriateness of use and apply marketing communications.

PC 2.7. Participate in market research, development and implementation of marketing solutions.

PC 2.8. Implement the marketing policy of the organization within the scope of their duties, evaluate the competitiveness of goods and the competitive advantages of the organization.

PC 2.9. Apply methods and techniques for analyzing financial and economic activities in the course of commercial activities, carry out cash settlements with customers, draw up financial documents and reports.

5.2.3. Assortment management, quality assessment and product shelf life.

PC 3.1. Participate in the formation of the assortment in accordance with the assortment policy of the organization, determine the range of quality indicators of goods.

PC 3.2. Calculate product losses and implement measures to prevent or write off them.

PC 3.3. Evaluate and decipher markings in accordance with established requirements.

PC 3.4. Classify goods, identify their assortment, evaluate quality, diagnose defects, determine quality gradations.

PC 3.5. Control the conditions and terms of storage and transportation of goods, ensure their preservation, check compliance with the requirements for the execution of accompanying documents.

PC 3.6. Ensure compliance with sanitary and epidemiological requirements for goods and packaging, evaluate the quality of processes in accordance with established requirements.

PC 3.7. Make measurements of goods and other objects, convert non-system units of measurement into system ones.

PC 3.8. Work with documents to confirm compliance, take part in control activities.

5.2.4. Performance of work in one or more professions of workers, positions of employees.

VI. Requirements for the structure of the training program for mid-level specialists

6.1. The HSSP provides for the study of the following training cycles:

general humanitarian and socio-economic;

mathematical and general natural sciences;

professional;

and sections:

educational practice;

industrial practice (according to the profile of the specialty);

industrial practice (undergraduate);

intermediate certification;

state final certification.

6.2. Mandatory part The HSSP for training cycles should account for about 70 percent of the total amount of time allotted for their development. The variable part (about 30 percent) makes it possible to expand and (or) deepen the training, determined by the content of the mandatory part, to obtain additional competencies, skills and knowledge necessary to ensure the competitiveness of the graduate in accordance with the demands of the regional labor market and opportunities for continuing education. Disciplines, interdisciplinary courses and professional modules of the variable part are determined educational organization.

The general humanitarian and socio-economic, mathematical and general natural science training cycles consist of disciplines.

The professional training cycle consists of general professional disciplines and professional modules in accordance with the types of activities. The professional module includes one or more interdisciplinary courses. When students master professional modules, educational and (or) work practice (according to the specialty profile) is carried out.

6.3. The obligatory part of the general humanitarian and socio-economic training cycle of the PPSSZ basic training should include the study of the following compulsory disciplines: "Fundamentals of Philosophy", "History", " Foreign language", "Physical Culture".

The obligatory part of the professional training cycle of the PPSSZ basic training should include the study of the discipline "Life Safety". The volume of hours for the discipline "Life Safety" is 68 hours, of which 48 hours for mastering the basics of military service.

VII. Requirements for the conditions for the implementation of the training program for mid-level specialists

7.1. The educational organization independently develops and approves the SSRP in accordance with the Federal State Educational Standards of the SPO and taking into account the corresponding exemplary SSRP.

Before starting the development of the LSSP, an educational organization must determine its specifics, taking into account the focus on meeting the needs of the labor market and employers, and specify the end results of training in the form of competencies, skills and knowledge, and practical experience gained.

The specific types of activities for which the student is preparing must correspond to the qualifications assigned, determine the content of the educational program developed by the educational organization together with interested employers.

When forming the LSSP, an educational organization:

has the right to use the amount of time allotted for the variable part of the SSSP training cycles, while increasing the amount of time allotted for the disciplines and modules of the mandatory part, or introducing new disciplines and modules in accordance with the needs of employers and the specifics of the activities of the educational organization;

has the right to determine for the development of students within the framework of the professional module the profession of a worker, the position of an employee (one or more) according to application to GEF SPO;

is obliged to annually update the SSPP, taking into account the requests of employers, the peculiarities of the development of the region, culture, science, economics, technology, technology and the social sphere within the framework established by this Federal State Educational Standard;

is obliged in the working curricula of all disciplines and professional modules to clearly formulate the requirements for the results of their development: competencies, acquired practical experience, knowledge and skills;

is obliged to ensure effective independent work of students in combination with the improvement of its management by teachers and masters of industrial training;

is obliged to provide students with the opportunity to participate in the formation of an individual educational program;

is obliged to form a socio-cultural environment, create the conditions necessary for the comprehensive development and socialization of the individual, preserve the health of students, promote the development of the educational component of the educational process, including the development of student self-government, the participation of students in the work public organizations, sports and creative clubs;

should provide, in order to implement the competence-based approach, the use of educational process active and interactive forms of conducting classes (computer simulations, business and role-playing games, analysis of specific situations, psychological and other trainings, group discussions) in combination with extracurricular work for the formation and development of general and professional competencies of students.

7.2. When implementing the RPSP, students have academic rights and obligations in accordance with federal law dated December 29, 2012 N 273-FZ "On Education in the Russian Federation" *(1).

7.3. The maximum volume of a student's study load is 54 academic hours per week, including all types of classroom and extracurricular study load.

7.4. The maximum amount of classroom teaching load in full-time education is 36 academic hours per week.

7.5. The maximum amount of classroom teaching load in full-time in absentia training is 16 academic hours per week.

7.6. The maximum amount of classroom teaching load per year in distance learning is 160 academic hours.

7.7. The total duration of the holidays in the academic year should be 8-11 weeks, including at least 2 weeks in the winter.

7.8. The implementation of a course project (work) is considered as a type learning activities on the discipline (disciplines) of the professional training cycle and (or) professional module (modules) of the professional training cycle and is implemented within the time allotted for its (their) study.

7.9. The discipline "Physical culture" provides weekly 2 hours of compulsory classroom lessons and 2 hours independent work(due to various forms of extracurricular activities in sports clubs, sections).

7.10. An educational organization has the right for subgroups of girls to use part of the study time of the discipline "Life Safety" (48 hours), allotted for studying the basics of military service, for mastering the basics of medical knowledge.

7.11. Obtaining secondary vocational education on the basis of basic general education is carried out with the simultaneous receipt of secondary general education within the limits of the SSSP. In this case, the SSSP, implemented on the basis of basic general education, is developed on the basis of the requirements of the relevant federal state educational standards for secondary general education and secondary vocational education, taking into account the specialty of secondary vocational education.

The term for mastering the SSSP in full-time education for persons studying on the basis of basic general education is increased by 52 weeks at the rate of:

7.12. Consultations for students in full-time and part-time forms of education are provided by the educational organization at the rate of 4 hours per student for each academic year, including during the implementation of the educational program of secondary general education for persons studying on the basis of basic general education. Forms of consultations (group, individual, written, oral) are determined by the educational organization.

7.14. Practice is a mandatory section of the HSSP. It is a type of educational activity aimed at the formation, consolidation, development of practical skills and competence in the process of performing certain types of work related to future professional activities. When implementing the SSSP, the following types of practices are envisaged: educational and industrial.

The production practice consists of two stages: practice in the specialty profile and pre-diploma practice.

Educational practice and work practice (according to the specialty profile) are carried out by an educational organization when students master professional competencies within the framework of professional modules and can be implemented both concentrated in several periods, and dispersed, alternating with theoretical classes within the framework of professional modules.

Goals and objectives, programs and reporting forms are determined by the educational organization for each type of practice.

Industrial practice should be carried out in organizations whose activities correspond to the profile of training students.

Certification based on the results of industrial practice is carried out taking into account (or on the basis of) the results confirmed by the documents of the relevant organizations.

7.15. The implementation of the LSSP in the specialty should be provided by teaching staff with a higher education corresponding to the profile of the discipline (module) being taught. Experience in organizations of the relevant professional field is mandatory for teachers responsible for mastering the professional training cycle by students. Teachers receive additional professional education under advanced training programs, including in the form of internships in specialized organizations at least once every 3 years.

7.16. The SSSP should be provided with educational and methodological documentation for all disciplines, interdisciplinary courses and professional modules of the SSSP.

Extracurricular work should be accompanied by methodological support and justification for calculating the time spent on its implementation.

The implementation of the SPSP should be provided with access for each student to databases and library collections formed according to complete list disciplines (modules) of the SSSP. During self-study Students must be provided with access to the Internet.

Each student must be provided with at least one educational printed and / or electronic publication for each discipline of the professional educational cycle and one educational and methodological printed and / or electronic publication for each interdisciplinary course (including electronic databases of periodicals).

The library fund should be completed with printed and / or electronic editions of the main and additional educational literature in the disciplines of all academic cycles published over the past 5 years.

The library fund, in addition to educational literature, should include official, reference and bibliographic and periodicals in the calculation of 1-2 copies for every 100 students.

Each student should be provided with access to the library fund sets, consisting of at least 3 titles of Russian journals.

An educational organization should provide students with the opportunity to quickly exchange information with Russian educational organizations and access to modern professional databases and information resources on the Internet.

7.17. Admission to study under the LSSP at the expense of the budgetary allocations of the federal budget, the budgets of the constituent entities of the Russian Federation and local budgets is publicly available, unless otherwise provided part 4 of article 68 federal law dated December 29, 2012 N 273-FZ "On Education in the Russian Federation" *(3). Financing for the implementation of the RPSP should be carried out in an amount not lower than the established state standard costs for the provision of public services in the field of education for a given level.

7.18. An educational organization implementing the LSSP must have a material and technical base that ensures the conduct of all types of laboratory work and practical exercises, disciplinary, interdisciplinary and modular training, educational practice provided for by the curriculum of the educational organization. The material and technical base must comply with the current sanitary and fire safety standards.

List of offices, laboratories, workshops and other premises

Cabinets:

socio-economic disciplines;

foreign language;

mathematics;

economics of the organization;

statistics;

management;

marketing;

documentation management support;

legal support of professional activity;

accounting;

finance, taxes and taxation;

standardization, metrology and conformity assessment;

life safety;

organization of commercial activities and logistics;

interdisciplinary courses.

Laboratories:

information technology in professional activities;

technical equipment of trade organizations and labor protection;

commodity science.

Sports complex:

gym;

an open wide-profile stadium with elements of an obstacle course;

shooting range (in any modification, including electronic) or a place for shooting.

Halls:

library, reading room with Internet access;

Assembly Hall.

The implementation of the HSSP should ensure:

performance by students of laboratory work and practical exercises, including as a mandatory component practical tasks using personal computers;

the development by students of professional modules in the conditions of an appropriate educational environment created in an educational organization or in organizations, depending on the specifics of the type of activity.

When using electronic publications, an educational organization must provide each student with a workplace in a computer class in accordance with the volume of disciplines studied.

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

7.19. The implementation of the SSPP is carried out by an educational organization in the state language of the Russian Federation.

The implementation of the LSSP by an educational organization located on the territory of a 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 LSSP by an educational organization in the state language of the Republic of the Russian Federation should not be carried out to the detriment of state language Russian Federation.

VIII. Evaluation of the quality of mastering the program for training mid-level specialists

8.1. The assessment of the quality of mastering the SSSP should include ongoing monitoring of progress, intermediate and state final certification of students.

8.2. Specific forms and procedures for monitoring progress, intermediate certification for each discipline and professional module are developed by the educational organization independently and brought to the attention of students within the first two months from the start of training.

8.3. In order to certify students for the compliance of their personal achievements with the step-by-step requirements of the relevant SSSP (current progress control and intermediate certification), funds of assessment tools are created to assess skills, knowledge, practical experience and mastered competencies.

Funds of assessment tools for intermediate certification in disciplines and interdisciplinary courses as part of professional modules are developed and approved by the educational organization independently, and for intermediate certification in professional modules and for the state final certification, they are developed and approved by the educational organization after a preliminary positive opinion of employers.

For intermediate certification of students in disciplines (interdisciplinary courses), in addition to teachers of a specific discipline (interdisciplinary course), teachers of related disciplines (courses) should be actively involved as external experts. In order to bring the programs of intermediate certification of students in professional modules as close as possible to the conditions of their future professional activity, the educational organization should actively involve employers as freelance experts.

8.4. The assessment of the quality of training of students and graduates is carried out in two main directions:

assessment of the level of mastering disciplines;

assessment of students' competencies.

For young men, an assessment of the results of mastering the basics of military service is provided.

8.5. A student who does not have an academic debt and who has fully completed the curriculum or individual curriculum is allowed to the state final certification, unless otherwise established by the procedure for conducting the state final certification for the relevant educational programs *(4).

8.6. The state final certification includes the preparation and defense of the final qualifying work (thesis, graduation project). A mandatory requirement is the correspondence of the subject matter of the final qualifying work to the content of one or more professional modules.

The state exam is introduced at the discretion of the educational organization.

*(1) Collection of Legislation of the Russian Federation, 2012, N 53, Art. 7598; 2013, N 19, Art. 2326; No. 23, Art. 2878; No. 27, Art. 3462; No. 30, Art. 4036; No. 48, art. 6165; 2014, N 6, art. 562, Art. 566; Russian newspaper, 2014, No. 101.

*(2) Article 13, paragraph 1 Federal Law of March 28, 1998 N 53-FZ "On military duty and military service"(Collected Legislation of the Russian Federation, 1998, N 13, Art. 1475; N 30, Art. 3613; 2000, N 33, Art. 3348; N 46, Art. 4537; 2001, N 7, Art. 620, Art. 621; N 30, item 3061; 2002, N 7, item 631; N 21, item 1919; N 26, item 2521; N 30, item 3029, item 3030, item 3033; 2003, N 1, item 1; N 8, item 709; N 27, item 2700; N 46, item 4437; 2004, N 8, item 600; N 17, item 1587; N 18, item 1687; N 25, item 2484; N 27, item 2711; N 35, item 3607; N 49, item 4848; 2005, N 10, item 763; N 14, item 1212; N 27, item 2716 ; N 29, item 2907; N 30, item 3110, item 3111; N 40, item 3987; N 43, item 4349; N 49, item 5127; 2006, N 1, item 10, item 22; N 11, item 1148; N 19, item 2062; N 28, item 2974, N 29, item 3121, item 3122, item 3123; N 41, item 4206; N 44, item 4534; N 50, item 5281; 2007, N 2, item 362; N 16, item 1830; N 31, item 4011; N 45, item 5418; N 49, item 6070, item 6074 ; N 50, item 6241; 2008, N 30, item 3616; N 49, item 5746; N 52, item 6235; 2009, N 7, item 769; N 18, item 2149; N 23, 2765; No. 26, art. 3124; No. 48, art. 5735, art. 5736; No. 51, art. 6149; No. 52, art. 6404; 2010, N 11, art. 1167, Art. 1176, art. 1177; N 31, art. 4192; No. 49, art. 6415; 2011, N 1, art. 16; No. 27, Art. 3878; No. 30, Art. 4589; No. 48, art. 6730; No. 49, art. 7021, art. 7053, art. 7054; No. 50, art. 7366; 2012, N 50, art. 6954; No. 53, Art. 7613; 2013, N 9, Art. 870; No. 19, Art. 2329; Art. 2331; No. 23, Art. 2869; No. 27, Art. 3462, art. 3477; No. 48, art. 6165).

The list of professions of workers, positions of employees recommended for development within the framework of the training program for secondary ...