AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
active work of the students themselves to “acquire” knowledge
in each lesson. Under these conditions, the student is the subject
of knowledge, and the teacher acts as the organizer of the
students' cognitive activity. Learning objectives become
common to the student and teacher.
With this in mind, updating educational content affects all levels
of education. In Kazakhstan, pedagogical education is carried
out at three levels: technical and vocational, higher vocational
education and postgraduate vocational education. At the level of
technical and vocational education, primary school teachers are
mainly trained. At the level of higher vocational education,
graduates of pedagogical universities receive bachelor's
qualifications, at the level of postgraduate education graduates
receive an academic master's degree.
Accordingly, within the framework of updating the content of
education, changes are made in the educational programs of
technical and vocational, higher vocational education, to a lesser
extent - in the educational programs of post-graduate education.
Thus, the problem of ensuring the integration of educational
programs within the framework of the continuity of teacher
education is objectified.
2 Materials and Methods
The actualization of the problem of ensuring the integration of
educational programs of technical and vocational education and
higher vocational education is connected, first of all, with the
duplication of academic disciplines in educational programs of
technical and vocational and higher vocational education.
Thus, the program of colleges (technical and vocational
education) includes the study of the subject “Fundamentals of
Philosophy” (33 hours), the program of the university (higher
education institution) - the academic subject “Philosophy” (5
credits, or 150 hours). The subject of the fundamentals of
political science and sociology (36 hours) is studied at the
college, and the subjects of political science (2/60) and sociology
(2/60) are differentiated at the university. The subjects
“Fundamentals of Law” (33 hours and 2 credits, or 60 hours),
and Culturology (42 hours and 1 credit, or 30 hours) are also
duplicated.
From the cycle of humanities and in college and university, the
subjects “Professional Kazakh / Russian language” (71 hours
and 3 credits / 90 hours), “Professional foreign language” (71
hours, 3 credits / 90 hours), “Self-knowledge” (55 hours, 2
credits / 60 hours). At the level of technical and vocational
education, the subject “History of Kazakhstan” (84 hours) is
studied, at the level of higher professional education - “Modern
history of Kazakhstan” (5 credits / 150 hours).
Comparison of model curricula clearly demonstrates that a
sufficiently large number of hours is devoted almost to the same
academic disciplines at the level of technical vocational
education and at the level of higher education. How expedient it
is in a rapidly changing world, in a context of shifting emphasis
from training, aimed at transferring factual material, which has
an encyclopedic character, to learn how to obtain information;
on the formation of the ability to independently extract, analyze,
structure and effectively use information; to develop the ability
to creatively use the knowledge gained?
The transition to the updated content of education has
necessitated the creation of an innovative model for the
development of the system of pedagogical education in the
context of the integration of technical and vocational and higher
education (10). In the Republic of Kazakhstan, this was laid
down by the State Program for the Development of Education of
the Republic of Kazakhstan for 2016-2019: “Taking into account
the accumulated experience and international practice, the
structure of the education system in Kazakhstan since 2016 has
been brought into line with the ISCED levels (11). The classifier
of technical and vocational specialties after secondary education
has been revised. Separate educational programs of secondary
vocational education will be assigned to tertiary education
(applied bachelor degree), the status of colleges will increase.
For admission to an applied baccalaureate program, it is
necessary to complete a full secondary education.” (6)
The last thesis is related to the fact that in Kazakhstan the level
of technical and vocational education involves learning after 9
and 11 grades.
As part of the grant funding of research works of the National
Academy of Education named after Altynsarin and of the
Ministry of Education and Science of the Republic of
Kazakhstan, it is carried out a scientific project, the goal of
which is to ensure the integration of higher professional and
technical and vocational education to improve the quality of
teacher training, to bring the teacher education system in line
with the standards of the teacher’s professional activities and
state general educational standards of updated content.
In this system, applied baccalaureate becomes a universal form
of receiving professional pedagogical education, in which
significant place is given, along with vocational training,
socialization of the individual, professional self-determination,
the formation of competencies and personal qualities, allowing
to constantly improve their professional level in accordance with
the requirements of the modern school.
A brief overview of applied baccalaureate programs in higher
education in Western Europe showed that they belong to the
system of higher non-academic education and are implemented
both in universities along with academic undergraduate
programs and in special institutions of vocational education.
It should be noted that training in applied bachelor programs in
many European countries began at the end of the last century. To
implement the programs, the new type of educational institutions
were created, in which theoretical courses were closely linked
with the development of professional skills. For example,
vocational education colleges were formed in the UK in the
1960s, specialized higher education institutions in Germany in
1970–1971, state colleges in Norway in 1992, polytechnics in
Finland in 1991, specialized higher education institutions in
Austria in 1993, etc. (7)
In Russia, since 2009, an experiment has been started on
approbation of applied baccalaureate programs in educational
institutions of secondary vocational and higher vocational
education. Based on a competitive selection organized by the
Ministry of Education and Science of Russia in 2010, 37
universities and 65 specialized secondary schools from 47
constituent entities of the Russian Federation take part in the
experiment. (8)
Thus, the basis for the participation of the Ryazan State
Technological College in the experiment on the implementation
of an applied baccalaureate program is the activity of the
experimental site on the topic "Organizational and pedagogical
conditions for the development and implementation of the
program of training practice-oriented bachelors in the" profile
school - college - university "system. As part of the monitoring,
which was aimed at summarizing the first results of the
experiment, the following key aspects were highlighted: the
formation of the content of theoretical training and its methods
should be carried out with the maximum involvement of the
scientific and pedagogical potential of the university-social
partner, and the formation of the content of practical training and
its methods should be carried out with maximum possible
participation of employers in the process of various types of
practice.
The head of the Center for Primary, Secondary, Higher, and
Additional Professional Education of the Federal Institute for
Educational Development (FIRO) V. Blinov argues for the
attractiveness of applied bachelor's studies by favorable
employment. In his opinion, a bachelor is a degree that very
often does not contain a certain qualification. For example, it is
not enough to indicate that you are a philologist or a
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