Implementing the Model of Specialized Education Based on the Principle of Distributed Responsibilities of Educational Cluster Participants

DOI

10.2991/assehr.k.201128.005How to use a DOI?

Keywords

specialized education, individual educational trajectory, clusters, multidisciplinary training, networking, networking educational program

Abstract

The article presents the results of a research on organizing specialized education in Tomsk Oblast of the Russian Federation, which was carried out by the Tomsk Regional Institute for Advanced Training and Retraining of Educational Workers. The research identified the background, conditions and models for organizing specialized education in Tomsk Oblast. A variety of methods was applied, including theoretical (e.g. the analysis of monitoring data on the organization of specialized education; and the analysis of the scientific, methodological and regulatory framework for organizing specialized education) and empirical ones (e.g. description, comparison and situation analyses; pedagogical observation and accumulation of best teaching practices; pedagogical experiment within the educational process; and the methods of mathematical treatment of the data received). The topicality of the research subject stems from the insufficient substantiation of the 3D model of organizing specialized education in secondary school in the conditions of transition to the Federal State Educational Standard of secondary general education since 2020. The federal standard seriously affects the organization of specialized education at the level of secondary general education. A special focus in the article is given to network, system and activity approaches in the organization of specialized education, as they form the basis of the Federal State Educational Standard of secondary general education. The authors present an educational cluster model, centring on the understanding of a cluster as integration of different institutions within the municipal area (schools, secondary vocational education institutions, higher professional education institutions, supplementary education institutions for children and adults, career guidance centres, and companies operating in various fields of activity, etc.) that augment each other’s potentials to implement extensive education programs of general education and introduce specialized educational content in order to provide pre-professional training in general education. The model has been practically approved in Tomsk Oblast, and can be implemented to organize both group specialized education and education based on individual curricula.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Elena Astapova
AU  - Oksana Zamyatina
AU  - Elena Panova
PY  - 2020
DA  - 2020/11/29
TI  - Implementing the Model of Specialized Education Based on the Principle of Distributed Responsibilities of Educational Cluster Participants
BT  - Proceedings of the International Conference on Education Studies: Experience and Innovation (ICESEI 2020)
PB  - Atlantis Press
SP  - 33
EP  - 42
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201128.005
DO  - 10.2991/assehr.k.201128.005
ID  - Astapova2020
ER  -