pp. 1796-1808 | Article Number: iejme.2016.159
Published Online: August 31, 2016
Article Views: 133 | Article Download: 144
The relevance of the study problem is caused by the transformation in professional education on achieving international standards, increasing requirements to the quality of training skilled workers and mid-level professionals, preparing of students for successful employment in high-tech production and well-developed services. The purpose of the article is to develop models of effective organization and quality control of vocational training of workers and specialists on the basis of objective and reliable quantitative and qualitative indicators by using mathematical and statistical methods. The leading method to the research of this problem is analytical modeling, which allows to systematically scrutiny the dynamic processes of professional and personal developments of students in real conditions of theoretical and practical training. At this stage of the studying it can be stated that the proposed model of conditions and quality control of training skilled workers and mid-level professionals have received confirmation of effectiveness. A set of terms and indicators has been developed as instrumentation: percentages of time; individual coefficient and performance indicators by main types of training activities; total individual performance indicator; theoretical and real individual indicators of the number of assessments; GPA; individual coefficients considering attending the additional courses and activities, participation in professional competitions and effectiveness of this participation; integrated individual (group) indicator of the quality of learning; individual (group) rating. The proposed model provides the purposeful and systematic formation of General and professional competences of students. Analytical model conditions and the quality control of training of workers and specialists are tested in educational institutions and designed for practical usage of teaching staff of educational institutions to predict future achievements of professional learning, obtaining intermediate and final analytical results and making timely adjustments to the educational process.
Keywords: Professional education; theoretic and practical training; competence; professional development\
Berezhnaya, I. F. (2012) Pedagogical design of individual trajectory of professional development of future specialist: PhD Thesis. Moscow. 445p.
Bespal'ko, V. P. (1989). Components of educational technology. Moscow, Pedagogika. 192p.
Bolotov, V. A., Waldman, I. A., Kovaleva, G. S. & Pinskaya, M. A. (2013) The Russian system of education quality assessment: the main lessons. The quality of education in Eurasia, 1, 85 – 121.
Chibakov, A. S. (2016) To evaluate the quality of professional learning: a methodical aspect. Professional education, 3, 41 – 44.
Grachev, V. V. (2007) Theoretical foundations of personalisation of the educational process in higher education: PhD Thesis., Moscow. 464p.
Kim, V. S. (2007) Testing of educational achievements. Monograph. Ussuriysk, Publisher UGPI. 214p.
Loboda, I. V. (2015) The model of training skilled workers and mid-level specialists for socio-economic development of the region. Yaroslavl pedagogical Bulletin, 4, 122 – 128.
Masalimova, A.R., Schepkina, N.K., Leifa, A.V., Shaidullina, A.R., Burdukovskaya, E.A. (2014). Mentoring perfection in modern enterprises conditions: practical recommendations. American Journal of Applied Sciences, 11(7), 1152-1156.
Rabinowa, E. N. (2009) Personalized adaptive system of professional training of students of technical universities: PhD Thesis, Samara, 410p.
Schantz, E. A. (2013). Problems of social partnership in vocational education. Concept, Special issue, 06, 41–45
Shaidullina, A.R., Ishmuradova, A. M., Maksimova, E. V., Yevgrafova, O. G., Derdizova, F. V., Baklanov, P.A., Bagateeva, A. O. (2015b). The Implementation of the Cluster Approach in the Regional System of Vocational Education. Review of European Studies, 7(4), 66-72.
Shaidullina, A.R., Morov, A. V., Morova, N. S., Petrova, T. N., Kirillova, O. V., Kirillova, T. V., Riazantzeva, I. M. (2015c). The Features of Social Partnership as a Mechanism for the Integration of Education and Production. Review of European Studies, 7(3), 292-297.
Shaidullina, A.R., Sinitzyn, O. V., Nabiyeva, A. R., Yakovlev, S. A., Maksimov, I. N., Gatina, A. R., Akhmetov, L. G. (2015a). Functions and Main Directions of Development of the Integrated Educational-Industrial Complex “College—University—Enterprise”. Review of European Studies, 7(4), 228-233.
Storozheva, N. E. (2015) Features of planning individual routes of students with regard to their personal and educational outcomes. Professional education in Russia and abroad, 4 (20), 176 – 180.
Teshev, V. A. (2015) A comparative content analysis of the dual form of education in Germany and Russia. The Bulletin of Adyghe state University, 1 (156), 146 – 150.
Waldman, I. A. (2015) International experience in the using results of the national results of national monitoring of educational achievements: key aspects. The quality of education in Eurasia, 3, 3 – 33.
Zemlyansky, V. V. (2010) The dual system of training as a form of integration of professional education and production. Integration of education, 3, 9 – 14.
Zvonnikov, V. I. & Mel'nikova, M. B. (2007) Modern means of assessment of learning results. Moscow, Publishing center of the Academy. 224p.