AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
INTEGRATION OF EDUCATIONAL PROGRAMS OF PEDAGOGICAL SPECIALTIES WITHIN
THE FRAMEWORK OF CONTINUING EDUCATION
a
MARIYAM MUKATOVA,
b
ANAR TASTANOVA,
c
ZAURE
ZHUMAGULOVA
a,b,c
Altynsarin National Academy of Education, 010000, 8
Mangilik El Ave., Nur-Sultan, Kazakhstan
email:
a
amariam.m.e@mail.ru,
b
t.anar_astana@mail.ru,
c
abdrahmanovna@mail.ru
Abstract: This article is devoted to the problem of integration of educational programs
of technical and vocational and higher (postgraduate) vocational education of the
Republic of Kazakhstan, which is updated in connection with the modernization of the
educational system, focused on updating the content of education. The update of the
educational content, broadcast on the experience of Nazarbayev Intellectual Schools,
is currently being transferred to all general education schools of the republic.
Accordingly, the problem arises of training teachers who are ready for the working
conditions in a new format, connected not only with the change of the objectives of the
learning process but also with its organization. This problem is connected with the
introduction of applied baccalaureate, which, primarily, is related to determining its
place in the system of continuous pedagogical education. The authors suggest ways of
incorporating applied baccalaureate on the basis of international experience in a higher
education program.
Keywords: Technical and vocational education, higher vocational education,
educational programs, integration of educational programs, applied bachelor degree,
updating of educational content, continuing education.
1 Introduction
Integration of Kazakhstan into the world educational space,
focusing on the ensuring of competitiveness and requiring the
creation of a national model of average 12-year education, the
transformation of knowledge of the centrist paradigm for
competence, a radical change, and renewal of the content of
school education.
From the 2015-2016 years, the Ministry of Education and
Science of the Republic of Kazakhstan has begun the
modernization of the education system, focused on the transition
from the concept of “education for life” to an understanding of
the need for “lifelong learning”.
This means a shift in emphasis from the target to mastering the
amount of knowledge and skills (knowledge-centric) to form the
ability to independently acquire, analyze, structure and
effectively use the information for maximum self-realization and
beneficial participation in society (competence).
In the Review of Secondary Education in Kazakhstan, conducted
by the Organization for Economic Cooperation and
Development (OECD) in 2014, it was concluded that academic
subjects are taught with a focus on theory, not paying due
attention to the practical orientation of training, with the result
that students are not capable of sufficient at least effectively
apply and use the knowledge gained in unusual situations.
As it turned out, traditional education provides a sufficient level
of academic knowledge of Kazakhstani schoolchildren but does
not prepare them to independently acquire, analyze and
effectively use of knowledge.
It should be noted that in the domestic education attempts to
depart from the traditional system of education were made
repeatedly, but the fragmentary introduction of changes
superimposed on the old content of education, which led to
congestion, intensification of the educational process and the
transfer of a large amount of ready information, while the
student continued to be a passive "recipient" knowledge and
skills.
Based on the results of international studies in Kazakhstan, it
was decided to transmit the experience of Nazarbayev
Intellectual Schools, which for a number of years introduced the
best international experience in the field of educational
innovations. (1)
What is the difference between the new content of school
education?
Innovation is the transition from the knowledge paradigm to the
activity (2). The educational process is characterized by the
active activities of the student (3). For the first time, education is
not built from content to learning, when in the state compulsory
education standard and model curricula, content on subjects that
were subject to compulsory mastering was primarily designated,
but from expected learning outcomes.
For example, in the curriculum of the updated content on the
subject “Mathematics” it is indicated that on the topic of
“Statistics and Data Analysis” students in 5th grade should have
an idea of circular, linear and bar charts; build circular, linear
and bar charts; extract statistical information presented in the
form of tables or diagrams; in the 6th grade to calculate the
statistical numerical characteristics (arithmetic average of
several numbers, range, median and mode of a series of
numerical data); in the 7
th
grade to calculate absolute and relative
frequency options; collect statistical data and present them in
tabular form; represent the sample in the form of a frequency
table; check table data for consistency; present the results of the
sample in the form of a frequency range; analyze statistical
information presented in the form of a table or a range of
frequencies. (2, 3)
A typical curriculum in the Russian language against the
background of the intensive development of communicative
linguistics, the theory of speech activity and modern methodical
research, which develops certain aspects of teaching speech
activity to schoolchildren, is focused on the formation of
competencies. At the same time, linguistic competence is
traditionally related to mastering the linguistic system, mastering
the linguistic material itself, while communicative competence is
the knowledge, skills, and abilities necessary for understanding
others and generating their own speech behavior programs that
are adequate to the conditions of real verbal communication. In
the program of updated content, for example, by the type of
speech activity “Listening and speaking”, the section
“Participation in dialogue” is highlighted. Pupils of the 5th grade
should participate in the dialogue-inquiry, changing the position
of "speaking" to "listening" and taking into account the age
characteristics of the role being played; in the 6th grade to
participate in the dialogue, exchanging views on the proposed
topic; in the 7th grade to participate in the dialogue on the
proposed problem, arguing their point of view; in the 8th grade
to participate in the discussion on the proposed problem, arguing
their own statements, convincing the opponent of the correctness
of their position, to draw conclusions; in the 8th grade to
participate in controversy, synthesizing different points of view
and offering a solution to the problem. (4)
For comparison, a fragment of the traditional model curriculum
in the 7th grade of Russia: “Adverbial Participation as a special
form of the verb, verbal properties of a participle, adverbial signs
of a participle, an adverbial manifestation of a perfect and
imperfect type and impartial circulation, not with advertising, the
transition of adversion to adverbs, the syntactic role of adversion
in the sentence, morphological analysis of the adverbial
participle.” (5)
Any reform and updating of the content of education should be
systemic in nature and affect all levels of education. The
previous attempts were not successful, largely because they were
fragmented.
The term “content update” is used somewhat arbitrarily, since
not only the content itself but also the organization of the
educational process and the evaluation system are subject to
reform (9). The school in terms of renewal is characterized by
the fact that educational achievements have a productive
character, and the educational process is characterized by the
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