1 / 24

Development of VET Human Resources Capacity in Russia

Russian Federation:Total area - 17,075,400 square kilometresPopulation 142,905,20883 federal subjects: 46 oblasts 21 republics 9 krais. 4 autonomous okrugs (autonomous districts) 1 autonomous oblast 2 federal cities . St.Louis, 16/11/2011. 3. Vocational Education and Training system in Rus

xarles
Download Presentation

Development of VET Human Resources Capacity in Russia

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. St.Louis, 16/11/2011 1 Development of VET Human Resources Capacity in Russia Prof. Olga Oleynikova Director of the Center for VET Studies (Moscow) President Elect IVETA

    3. St.Louis, 16/11/2011 3 Vocational Education and Training system in Russian Federation

    4. St.Louis, 16/11/2011 4 Sectors Initial VET Trains qualified workers Access after general secondary education, and complete secondary education Secondary VET Trains middle-level specialists (junior engineers, line managers, nurses, etc) Access after general secondary education, and complete secondary education CVT diverse target groups of adult population.

    5. St.Louis, 16/11/2011 5 Key current goals for VET To become an effective factor of qualified human resources supplier To train human resources/work force for the innovative knowledge-based economy To train work force capable of raising labor productivity by 2.5 times To this end – new VET competence-based standards are introduced that are

    6. St.Louis, 16/11/2011 6 Some figures: teacher – student ratio IVET schools 13 SVET colleges: 10 (private) 12 (public)

    7. St.Louis, 16/11/2011 7 Human resources in VET Shortage of personnel Aging of personnel: 50-60 age group: directors – 9,8%; teachers - 37,4%, over 60 years old – 23% Low prestige of teaching occupations Ineffective in-service training – lack of a holistic system

    8. St.Louis, 16/11/2011 8 Education qualifications VET teachers, instructors (%): higher education - 61.6; SVET – 30.5 VET principals (%): higher education - 98.1; SVET - 1.9

    9. St.Louis, 16/11/2011 9 Pre-service training of personnel for VET 166 colleges and HE institutions. Qualification upon completion - vocational training (by the industry). Uneven distribution of institutions across the country – hence issue of geographic access: E.g. in the North-West of Russia, in East Siberia and in the Far East practically no training of teachers for VET In 54 RF regions – no institutions of pre-service training for VET teachers

    10. St.Louis, 16/11/2011 10 Pre-service training of personnel for VET Statutary requirement for VET teachers to have pedagogic education. Instructors – must have experience in industry However often – qualifications of instructors are lower than those their students will have upon graduation

    11. St.Louis, 16/11/2011 11 In-service training Academy of In-service Training and Re-training of Teachers 3 initial VET in-service training institutes, 103 departments and 9 centres of re-training and in-service training of SVET teachers, 6 centres of in-service training for education administrators, 9 in-service institutes and 13 branches of these institutes

    12. St.Louis, 16/11/2011 12 Issues Lack of up-to-date requirements to competences of VET teachers (occupational/qualifications standards). In new HE standards no specific pre-service VET teacher training curricula are envisaged both for the bachelor and master levels

    13. St.Louis, 16/11/2011 13 Issues In the context of the new VET standards: Who will upskill teachers? Will the new HE standards for pre-service teacher training be conducive to enhancing quality of teachers (are there properly trained faculty to do that)?

    14. St.Louis, 16/11/2011 14 Issues VET teacher upskilling is currently a strategic priority However – who will do the upskilling?

    15. St.Louis, 16/11/2011 15 Current structure of HE curricula for VET teacher pre-service training theoretical subjects relating to sector\industry, equipment, technology and specific aspects of technology. subjects relating to a number of common occupations Hence: technological subjects - 60 %; psychological and pedagogic subjects - 27%; practical training in a worker’s occupation - 13%.

    16. St.Louis, 16/11/2011 16 Secondary vocational education and training colleges Train VET instructors for mass occupations in industry and agriculture, service sector, social sphere

    17. St.Louis, 16/11/2011 17 Instructors for IVET Industry workers have to do a course in pedagogy and psychology to be eligible for jobs in VET

    18. St.Louis, 16/11/2011 18 Roles of VET teachers in the current situation Teaching subjects, developing teaching and learning plans and materials, methods, assignments, cooperation with enterprises

    19. St.Louis, 16/11/2011 19 VET personnel - new roles and goals teachers are no longer “talking heads” they have to go beyond the bounds of the classroom and work with enterprises and the local community they have to evaluate and assess their outputs and their value for customers, and take to decisions resulting in improvements

    20. St.Louis, 16/11/2011 20 Hence, new competences of VET teachers/instructors (1) Comprise capacity to: establish dialogue with enterprises to address their requirements to skills of graduates, plan and effectively implement work place training of students, assess competences and develop assessment tools and procedures; develop competence-based modules and teaching and learning materials based on active student-centered methodology,

    21. St.Louis, 16/11/2011 21 Hence, new competences of VET teachers/instructors (1) Comprise capacity to: market new programmes, perform fund-raising, manage and facilitate the learning of their students; participate in management of VET schools; participate in quality management and in the internal self-assessment of VET schools solve problems and take effective decisions teamwork

    22. St.Louis, 16/11/2011 22 New pre-service curriculum Should comprise: a big industry-based component and work placements, a component relating to the development of skills to design competence-based modular curricula a component relating to developing quality assurance systems a component relating to management in education.

    23. St.Louis, 16/11/2011 23 Upskilling of the acting VET personnel Special focus on such skills as: Needs analysis Active, student-centred methodology Classroom management Organization of the learning environment Work placements in industry Development of CVT programs based on the needs analysis ICT in VET

    24. St.Louis, 16/11/2011 24 Thank you for attention Center for VET Studies Office 104, 27/6 Goncharnaya Str., Moscow, Russia, 115172 Tel +7 495 972 35 90 Tel/Fax: + 7 495 915 72 54

More Related