The authors of the article actualised the importance and signifi cance of the formation of professional and personal competence of future specialists in social work in the process of professional training. The article describes the essence of professional and personal competence, defi nes the components of the professional and personal competence (operational, motivational and refl exive), and presents professionally important qualities for specialists in the fi eld of social work. The authors of the article defi ne a number of conditions necessary for the eff ective formation of the professional and personal competence of future specialists in social work.
Guidelines contain recommendations for the implementation of independent works by discipline "Local government and social work" for students specialty "Social work", seminar plans, control questions, topics reports and abstracts and the bibliography for each theme.
Актуальность статьи обеспечивается необходимостью развития профессионально значимых характеристик сотрудников органов внутренних дел. Социальная ориентация профессии, направленная на защиту прав и свобод граждан, требует особых качеств для выполнения профессиональных обязанностей с соблюдением всех требований к профессиональному долгу и этике. Автором акцентируется внимание на социальной ответственности как ведущей личностно-профессиональной характеристике; дается авторское определение понятия «социальная ответственность сотрудника ОВД», раскрываются его сущность и структурные компоненты. Цель статьи - разработка структурно-функциональной модели формирования социальной ответственности сотрудника ОВД в дополнительном профессиональном образовании (обязательном и непрерывном для рассматриваемой профессии). На основании проведенного исследования автором представлена структурно-функциональная модель, включающая: целевой (цели, нормативы и планирование учебно-воспитательной работы), теоретический (компонентная структура и сущность социальной ответственности сотрудника ОВД), методологический (теоретические основания, методология и принципы организации рассматриваемого педагогического процесса), содержательно-технологический (проектирование содержания и обобщение педагогических технологий реализации рассматриваемого процесса) и диагностический (оценка и саморефлексия динамики процесса формирования социальной ответственности и методики ее анализа) блоки. Полученное обобщенное представление (модель) обусловливает возможности системной реализации поставленной задачи формирования социальной ответственности сотрудников ОВД в дополнительном профессиональном образовании. The relevance of the article is ensured by the need to develop professionally significant characteristics of internal affairs agencies' officers. The social orientation of the profession, aimed to protect the rights and freedoms of citizens, requires special qualities to perform professional duties in compliance with all the requirements for professional duty and ethics. The author focuses on social responsibility as a leading personal and professional characteristic; provides the definition of the concept of social responsibility of a police officer, reveals its essence and structural components. The purpose of the article is to develop a structural and functional model for the formation of social responsibility of the police officer in additional vocational education (compulsory and continuous for the profession under review). Basing on the study, the author presents a structural and functional model, including: target-oriented (goals, standards and planning of teaching and educational work), theoretical (component structure and the essence of social responsibility of the police officer), methodological (theoretical foundations, methodology and principles of organization of the pedagogical process under consideration), content-technological (design of the content and generalization of pedagogical technologies for the implementation of the process under consideration) and diagnostic (assessment and self-reflection of the dynamics of the process of formation of social responsibility and methods of its analysis) blocks. The obtained generalized representation (model) determines the possibilities of systemic implementation of the task of formation of the social responsibility of police officers in additional vocational education.
The president of Russian Federation in his annual message to Federal Assembly addressed the tasks of education of next generation and of training of human resources who will work in national economy. The article assesses trends of school and university education, political and economic aspects of interaction of employers and employees in the labor market, refers to some features of psychology and psychologics (a newly suggested term) of public consciousness and behavior. ; В очередном ежегодном послании Президента России Федеральному Собранию в едином ключе сформулированы задачи обучения и воспитания подрастающего поколения, показана острая необходимость ориентации всей системы образования на подготовку достойной трудовой смены в стенах общеобразовательной школы и высших профессиональных учебных заведениях. С этих позиций автор статьи оценивает тенденции развития школьного и вузовского образования, восстановление воспитательных функций, политические и экономические аспекты взаимодействия субъектов рынка и труда. В том числе касается некоторых особенностей психологии и психологики (новый термин) общественного сознания и общественного поведения.
Methodical guidelines contain recommendations for the implementation of independent works and course works by discipline "Technology of social work" for students specialty "Social work", approximate topics homework and course work.
The strategy of scientiic and technological development of the Russian Federation considers research personnel and human capital as the main focus of the state policy in the ield of scientiic and technological development. The state's current policy is aimed at creating favorable working conditions for academic and research staf as a key element of human capital capable of building scientiic capacity for economic development. The impulse to reform the academic and research staf remuneration system was given in May 2012 by the decree of the President of the Russian Federation. Also the Government of the Russian Federation has developed and approved the program for the gradual improvement of labor remuneration system in state (municipal) institutions for 2012–2018. The Ministry of Labor and Social Protection of the RF has taken a course towards creating a remuneration system in state (municipal) institutions based on the work measurement. However, in the opinion of the authors, the question of the possibility and appropriateness of the application of work measurement principles to intellectual research work remains controversial. Examination of the content of research work and various approaches to work management, as well as comparison with the existing institute of attestation of scientiic workers led the authors to the conclusion that introducing the research work measurement system is inexpedient.
The modern global civilization is at the stage of the formation of the information society. The scientific and technological revolution, accentuation of the services production sphere, and growing importance of information resources determine the special significance of education as a driving force of social progress. This work is devoted to the analysis of the role of education in achieving the goals of sustainable development, in socio-economic development, its features during the period of information transformation of society, and key principles that contribute to solving the challenges of our time.
The emblem of the Federal Education and Science Supervision Service contains a crossing of the scroll (a symbol of knowledge) and the so-called fasces, Lictor's axe and a bundle of rods. The Romans borrowed this sinister symbol from the Etruscans. It meant the right of authorities to execute and punish their people. The same symbol can be seen in the emblems of two more government agencies: Federal Penal Service and Federal Bailiff Service. It comes to mind that "fascism" derives from "fasces", doesn't it? The character of the present-day government policy towards the system of higher education is rather penal. The flow of new prohibitions, restrictions and demands coming from the power structures is very strong. As usual, the purposes are good: to raise the quality of education, to stop "selling diplomas", and to bring Russian institutions of higher education to the level of high international ratings. How efficient is this policy? Does it encourage renovation of the system of higher education? Does it support the leading universities in their competition for a student or a highly qualified professor, as well as for the prestige of Russian architectural school? Where does the current trend in professional education lead? Does it have any alternatives? As usual, the materials of the Education section are full of urgent and thorny issues. ; В гербе Федеральной службы по надзору в сфере образования и науки (Рособрнадзора) изображены скрещенный свиток (символ знаний) и так называемый фасций, ликторский топорик и пучок розог, стянутых ремнем. Символ, надо сказать, довольно зловещий: римляне переняли этот символ у этрусков, и означал он право властей казнить и наказывать своих подданных. Этот же символ присутствует в гербах еще двух государственных структур – Федеральной службы исполнения наказаний и Федеральной службы судебных приставов. Не вспомнить ли, что от слова «фасций» происходит слово «фашизм»? Современная политика государства по отношению к системе высшего образования в значительной степени несет карательный характер. Все новые запреты, ограничения, требования бурным потоком льются из властных кабинетов. Цель, как всегда, вполне благая – повысить качество образования, прекратить «торговлю дипломами», вывести российские вузы на уровень высоких международных рейтингов. Насколько эффективна такая политика? Способствует ли она обновлению системы высшего образования? Помогает ли передовым вузам в борьбе за абитуриента, за преподавателя высшей квалификации, за авторитет российской школы архитектурного образования? Куда ведет отечественную архитектуру сегодняшний тренд в профессиональном образовании и есть ли ему альтернативы?Как обычно, материалы раздела «Образование» полны вопросов – жгучих, болезненных, актуальных.
The article analyzes and compares two interpretations of the "social question" and the ways of solving it as they are offered in the works of N.A. Berdyaev and S.L. Frank. A particular attention is paid to the connection between the "social question" and the problem of "Christian socialism". While acknowledging the general importance of the social issues for the Christian mindset, both philosophers traced the origin of social injustice to the human nature rather than to the social structure. In both interpretations, in fact, the value of social justice is inferior in its hierarchal status to the value of Christian love. However, while they both rejected the socialist utopia of a "paradise on Earth" and the idea of a "Christian socialism", Berdyaev and Frank radically diverged in their interpretation and assessment of socialism as a social system. This article highlights the fact that Berdyaev combines a criticism of the ideological claims concerning atheistic and materialist socialism with an uncritical acceptance of a number of socialist ideologies (e.g. "class struggle" and "exploitation") and assumptions. Unlike Berdyaev, in interpreting the "social issue" Frank tended to distance himself from both classical liberalism (with its notions of private property, freedom, and state) and from socialism, which he considered as another ideological extremity. Frank's social philosophy treats the thesis that the socialist system is more consistent and successful than others in tackling the "social issue" as an empirically dubious assumption. On the contrary, Berdyaev took this thesis for granted and used it as the starting point of his reasoning. This divergence, along with the fact that the same key terms were often used by the two philosophers in different (ideological) meanings, partly accounts for their differences in the interpretation of the "social question" and in the assessment of socialism.
The article discusses the definition of a professional thinking in design, on which the formation, the embodiment of the project and implementation of the ideas of the customer is based. The article is proposed to teach students the proper approach to the appearance and presentation of the professional and educational works.
This work examines the current state of Russian education on the basis of data of the researches which were carried out in recent years in our educational institutions. The main attention is focused on an explanation of existing distinctions and identification of the factors influencing the training results rather than on ranging educational institutions by level of pupil preparation. Similar researches make it possible to reveal strong sides and weaknesses of Russian education and to trace a course of actions for more effective achievement of the scheduled purposes.
В статье авторы рассматривают актуальную проблему деятельности региональной системы высшего образования в экстремальных условиях военного времени. Эти условия для институтов г. Куйбышева возникли в связи с началом Великой Отечественной войны и определялись нормативными правовыми актами, принятыми центральными и областными государственными и партийными органами. Согласно этим актам, практически все вузы лишались большей части учебных корпусов, а некоторые из них подлежали закрытию. Лаборатории и учебное имущество из конфискованных помещений перемещались на склад и теряли ценность для учебного процесса. Коллективы и директора куйбышевских институтов выступили против их закрытия и предложили планы перестройки их деятельности в экстремальных условиях военного времени. Учебный процесс был организован на оставшихся собственных площадях, а также в арендованных помещениях школ и техникумов в вечернее и даже ночное время. Разносторонняя деятельность институтов учебная, научно-исследовательская, идейно-воспитательная, общественная, хозяйственная была перестроена в соответствии с актуальными целями и задачами государства. В общих чертах показан вклад куйбышевских институтов в Победу. Авторы статьи пришли к выводу, что только сверхнапряжением духовных, интеллектуальных и физических сил профессорско-преподавательского состава и студентов, их твердой гражданской позиции, а также поддержке местных партийных и государственных органов удалось сохранить куйбышевские вузы как систему высшего образования, ставшую в послевоенный период одним из главных аргументов в пользу создания на территории Куйбышевской области мощного индустриального центра. ; The article analyses the work of institutes in the city of Kuibyshev during the second world war. The war terms for the higher education institutions in the city of Kuibyshev were caused by the beginning of the Great Patriotic War and set by the normative legal acts which were adopted by federal and municipal, government and party authority. According to these acts all the institutes lost the main part of learning campuses, some of them were supposed to be closed. Laboratories and educational property were moved to the warehouse and as a result lost its value for educational process. It reveals the initiative position of institute directors who objected to closing the institutes and offered the plans of institute work in extreme wartime conditions. The educational process was organized in the own remaining areas as well as in the rented schools and technical colleges in the evening and even night time. The diverse institute work such as learning, scientific, educative, public, economic was changed according to the current objectives and tasks of the state. Moreover, the authors show the contribution of Kuibyshev institutes into the Victory.The authors conclude that spiritual and physical overtension of teaching staff and students, their firm civil position, the support of local party and government authority helped to keep Kuibyshev institutes as the higher education institution system which promoted establishing a strong industrial center during the postwar period in Kuibyshev region.
The article is about problems of formation the non-state sector of social work in Russia. The author analyzes the specificity of functioning non-state sector of social work. Particular attention is paid to the characteristics of public formations the non-state sector as subjects of social work.
The preprint is written on the basis of the research work results obtained by the team of the Institute for Social Analysis and Forecasting, RANEPA in 2020, and includes both a systematic review of foreign literature on aging and an analysis of interviews with native and foreign experts in the field of active aging. The concept of separation of older citizens, their separate living in specialized houses or settlements prevailed for a long time until it was modified several decades ago into another concept confirmed by numerous studies and known as "aging at home". However, the strict limitation of living space within a house leads to social exclusion, the risks of which are especially high among the elders. In this regard, it seemed meaningful to develop the concept of a new "social house", which can be applied both in designing new residential complexes and in renovation or adaptation the existing residential complexes and social infrastructure to the needs of the older generation. The results of the work can be used for scientific and methodological support of programs and strategies in the field of aging and old age, for state policy formation in the field of social protection of the elderly people, as well as for the development of specific directions, measures, and mechanisms of state policy.
The aim of the study is to reveal features and possibilities of research work in the organizations of secondary professional education. Methods. Theoretical methods involve analysis of legislative, normative documents; comparison and generalization of the findings of scientists on research activities. Empirical methods: pedagogical observation, to study the experience of organization of research work. Results. The definition of «research ability» is proposed; the system of organization of research activity in the organization of secondary vocational education, including the identification of approaches to the concept of «research» is developed; development of a program of research skills formation is given; definition of subjective functional relationships for the implementation of the programmer of research; the development of training programs for teaching staff the organization of the secondary professional education to the organization and conduct of research activities with students; creation of innovative infrastructure as a set of resources and means to ensure the maintenance of research activities. Scientific novelty. An attempt to fill the gaps in the methodology of organization of research activity in organizations of secondary vocational education is taken. Peculiarities of the educational programs of secondary vocational education, defining the forms of research activities are disclosed. Approaches to the concept of «research», the formation of research skills and development of professional-pedagogical competences of teachers as subjects of research activities are proposed. Practical significance. The use of suggested approaches to conducting research in organizations of secondary vocational education can increase the level of students and extend the functionality of teachers. ; Цель статьи – раскрыть особенности и возможности научно-исследовательской работы в организациях среднего профессионального образования (СПО). Методы – теоретические: анализ законодательной, нормативной документации; сравнение и обобщение выводов ученых об исследовательской деятельности; эмпирические: педагогическое наблюдение, изучение опыта организации исследовательской работы. Результаты. Предложено определение понятия «исследовательское умение»; разработана система организации научно-исследовательской деятельности в организациях среднего профессионального образования, включающая определение подходов к понятию «исследование»; составление программы формирования исследовательских умений и программы подготовки педагогических работников организации СПО к организации и проведению исследовательской деятельности со студентами; определение субъектных функциональных связей для реализации программы исследовательской деятельности; создание инновационной инфраструктуры как совокупности ресурсов и средств, обеспечивающих обслуживание исследовательской деятельности. Научная новизна. Предпринята попытка восполнить пробелы в методологии организации научно-исследовательской деятельности в организациях среднего профессионального образования. Выявлены особенности образовательной программы СПО, определяющие формы научно-исследовательской деятельности. Предложены новые подходы к понятию «исследование», формированию исследовательских умений и развитию профессионально-педагогических компетенций преподавателей как субъектов исследовательской деятельности. Практическая значимость – применение описанных в статье подходов к проведению исследовательской работы в организациях среднего профессионального образования позволяет повысить уровень обучения студентов и расширить функциональные возможности педагогических работников
