scholarly journals DEVELOPMENT OF A MATHEMATICAL MODEL AND SOFTWARE COMPLEX FOR OPTIMIZING EFFECTIVE EMPLOYMENT MANAGEMENT OF UNIVERSITY GRADUATES

2021 ◽  
Keyword(s):  
Regional Economy ◽  
Functional Dependence ◽  
Real Data ◽  
Point Of View ◽  
Self Determination ◽  
University Graduates ◽  
Production Rules ◽  
Software Complex ◽  
Professional Self

The paper proposes a model for managing the distribution of university graduates from the point of view of meeting the demand of the population for educational services and providing the regional economy with specialists with higher education, formalizing the task of employing a university graduate in a specialty, defining the nature of the functional dependence of the university's throughput on the student's professional self-determination, using real data to obtain a system of production rules, which makes it possible to formulate recommendations for adjusting the professional self-determination of prospective employment of future graduates.

scholarly journals CONTENT OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS IN THE PROCESS OF CONTRIBUTING TO STUDENTS’ PROFESSIONAL SELF-DETERMINATION (USING THE EXAMPLE OF A PEDAGOGICAL UNIVERSITY)

2021 ◽  
pp. 17-23
Author(s):  
Светлана Васильевна Шаляпина
Keyword(s):  
Educational Institution ◽  
Point Of View ◽  
Self Determination ◽  
Federal State ◽  
University Graduates ◽  
Organizational Conditions ◽  
State Pedagogical ◽  
Professional Self ◽  
Definition Of

Введение. В условиях быстрых изменений в общественной и профессиональной сфере актуальным становится вопрос о том, как организовывать процесс профессионального самоопределения и эффективного трудоустройства выпускников вузов. В этой связи рассмотрено содержание организационно-педагогических условий содействия профессиональному самоопределению студентов педагогического вуза. Цель – поиск и определение содержания организационно-педагогических условий содействия профессиональному самоопределению студентов педагогического вуза. Материал и методы. Использованы теоретические (изучение, анализ, обобщение литературы, изучение статистических данных, моделирование) и эмпирические (анкетирование, опрос, апробация) методы исследования. Обоснование комплекса условий строится на основе эмпирического обобщения деятельности центра содействия занятости студентов. Обзор литературы. Представлены подходы современных исследователей к дефиниции «организационно-педагогические условия». Выделена группа ученых, рассматривающих организационно-педагогические условия как совокупность факторов. Описана позиция исследователей, считающих, что организационно-педагогические условия – это комплекс каких-либо мероприятий. Отдельно проанализированы научно-исследовательские работы ученых, считающих, что в дефиниции «организационно-педагогические условия» выделяются две смысловые составляющие: организационные условия и педагогические условия. Результаты и обсуждение. На основе анализа литературы и обобщения эмпирического опыта уточнено, что под организационными условиями в работе будут пониматься факторы, которые обеспечивают управление процессом, а под педагогическими – факторы, включающие в себя содержание, методы, приемы, формы обучения, воспитания, обеспечивающие достижение педагогических целей. При этом объединение организационных и педагогических условий в один комплекс, подчиненный общей цели, будет являться организационно-педагогическими условиями. На основе этого на базе Томского государственного педагогического университета определен и апробирован комплекс организационно-педагогических условий содействия профессиональному самоопределению студентов. Заключение. Предложено уточненное определение организационно-педагогических условий содействия профессиональному самоопределению обучающихся педагогического вуза, в том числе студентов с низкой мотивацией на педагогическую профессию, которое может быть использовано в качестве основы для деятельности вузовских центров по трудоустройству выпускников. Introduction. Under rapid changes in social and professional spheres urgent appears the question of organizing the process of professional self-determination and effective employment of university graduates. In connection with it, the article will cover the content of organizational and pedagogical conditions in the process of contributing to the professional self-determination of students of a pedagogical university. Aim – to search for and define the content of organizational and pedagogical conditions contributing to the professional self-determination of students of a pedagogical university. Material and methods. Such methods of analysis as theoretical methods (analyzing and summarizing what is in literature, analyzing statistical data, modelling) and empirical methods (using surveys, questioning, testing) were applied. Stating the set of conditions is based on summarizing empirically the activities of the center for students’ employment. Modern researchers’ approaches to defining “organizational and pedagogical conditions” are presented. Apart from others is the group of researchers analyzing organizational and pedagogical conditions as a set of factors. Also, the article reveals the point of view of researchers who think that organizational and pedagogical conditions are a set of some schemes. Separately we analyze research works by scientists who think that in the definition of “organizational and pedagogical conditions” there are two sensible components: organizational conditions and pedagogical conditions. Results and discussion. Analyzing issues and summarizing empirical experience, it was specified that under organizational conditions we will mean factors that guarantee controlling the process and pedagogical conditions will be understood as factors including content, methods, means, forms of teaching, upbringing that provide achieving pedagogical goals. In such a case, putting together organizational conditions and pedagogical conditions into one set used for achieving one mutual goal will result in organizational and pedagogical conditions together. On the basis of it in Federal State Budgetary Educational Institution of Higher Education “Tomsk State Pedagogical University” we made up and tested a set of organizational and pedagogical conditions contributing to students’ professional self-determination. Conclusion. There has been put forward the definition of organizational and pedagogical conditions contributing to the professional self-determination of students of a pedagogical university, including students with low motivation for pedagogical profession, that can be used as a basis for the activities of university centers for students’ employment.

scholarly journals The Formation of the Subjectivity of Schoolchildren on the Way of their Professional Self-Determination: Collaboration of School and University

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
N. E. Serebrovskaya ◽  
I. S. Kohergina
Keyword(s):  
General Education ◽  
Personal Development ◽  
Self Regulation ◽  
Personal Characteristic ◽  
Point Of View ◽  
Self Determination ◽  
Educational Activity ◽  
The Future ◽  
Professional Self

Introduction. The interest of the scientific community in the issue of ontogeny of subjectivity in the era of changes in all spheres of life, the reform of national education associated with the digitalization of education and other challenges is growing again. The problem of psychological support for the formation of subjectivity during the period of study at school is of particular relevance. It is subjectivity that is an integrative characteristic of a student's personality associated with transformative activity and the achievement of one's own goals. Subjectivity determines how a person interacts with the surrounding world and people, how he defends his position in interaction with people and society as a whole. The personal and professional choice of a student is associated with the ability to understand and model possible alternatives to his life path and to be responsible for the results. In primary school age, there are personal prerequisites for the development of subjectivity. The components of subjectivity in the structure of a student's personality are his features, such as the presence of an educational and professional motive, a motive for achievement and development, responsibility for one's actions and decisions, the ability to control oneself in a variety of situations, including difficult life situations, and an active behavioral position. School education, which includes not only the pedagogical influence on the student, but also his subjective educational activity, involving his active participation in building his own personality, is precisely the space that bears a great semantic and functional load from the point of view of the formation and development of intrapersonal mechanisms and formations. The creation of "correct", creative conditions for the education and development of a child in the process of schooling is a significant moment in the work on the formation of his subjectivity, including in relation to the choice of a professional path. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates.Materials and Methods. The article is an analytical review with elements of a pact research, where an attempt was made to systematize scientific psychological and pedagogical knowledge on the problem of the formation of subjectivity during the period of schooling. To study this personal characteristic, we conducted a theoretical and empirical study. The formation of subjectivity is due to the development of self-awareness and the motivational-semantic sphere of the individual. The most important, from our point of view, are such criteria for the development of subjectivity in a student as motivational indicators, the ability to reflect, the nature of interaction with adults, and the level of self-regulation. In accordance with the criterion-level approach, we identified three levels of development of the subjectivity of schoolchildren: low, medium and high.Results. All selected and studied by us criteria of subjectivity of primary and secondary schoolchildren are in the stage of active formation. That is why this study is of a trial, pilot nature. The data we have obtained demonstrate only the existing trend in relation to the personal development of children at certain stages of schooling. That is why the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement.Discussions and Conclusions. The conclusion is substantiated that the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement, which is a promising direction for further theoretical and empirical research. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates. Based on the results of the study, we consider it necessary to create meaningful and systemic conditions conducive to the development of the child's ability to subjective activity, awareness of himself and his life. The conditions are listed, that allow the development of the child's internal potential as a subject of his own activity in various aspects, not only educational, but also extracurricular, conducive to creative activity and self-development.

scholarly journals Professional self-determination of school’s young people as a process: the empirical analysis

2012 ◽  
Vol 2012 (2) ◽  
pp. 41-50
Author(s):  
Ganna-Mariia Sappa
Keyword(s):  
Young People ◽  
Empirical Analysis ◽  
Self Determination ◽  
Professional Work ◽  
Conscious Choice ◽  
Analysis Of Results ◽  
Professional Self ◽  
The Empirical Analysis

In the article the analysis of results of research of process of professional self-determination of school’s young people is conducted. The condition of professional self-determination of school’s young people changes from a stage to a stage and represents the difficult formation inherent in the certain age period. Changes in consciousness of the person concerning a choice of sphere of professional work become result of process of professional self-determination. These changes pass gradually and during process conduct the person to formation of its professional interests, requirements, and, finally, to a conscious choice of profession.

PROFESSIONAL TEST AS PROFESSIONAL SELF-DETERMINATION OF TEENAGERS

10.26787/v ◽  
2021 ◽  
Vol 23 (9) ◽  
pp. 34-40
Author(s):  
Zotov V.V.
Keyword(s):  
Young People ◽  
Vocational Guidance ◽  
Self Determination ◽  
Place Of Residence ◽  
Raising Children ◽  
Professional Self ◽  
The Government ◽  
The Individual ◽  
Additional Education

The article discusses the concept of a professional test, its essence and features of organizing profes-sional tests as an effective way of professional self-determination of young people in public organiza-tions club type at the place of residence. The author investigated the issues vocational guidance work among adolescents through professional trials, the types, forms and results of passing professional tests are considered. Today, the Government of the Russian Federation is developing and implementing measures to create a favorable environment for the stable formation of the sphere additional education of children, because it is this sector of educational activities contributes to the professional definition of adolescents and represented by various organizations, including not the last place assigned to public organizations of the club type at the place of residence. Demand for the participation of children's clubs in the additional education of children caused by the recently complicating situation with the socio-cultural raising children and young people in the amid of growing concern of parents and teachers by creating a safe environment for the pastime of adolescents. A modern public organization of a club type at the place of residence acts a voluntary community of children and adolescents who are united by a common activity according to interests, and contributes to their professional self-determination and self-realization. The purpose of this work is to identify the features activities of organizations in the field of additional education for children in the process self-determination in adolescence and considering an effective way professional self-determination of young people with the help of professional tests. Research of issues of vocational guidance work of organizations in the sphere additional education of children and their role in professional self-determination adolescents was carried out on the basis of works by Russian authors, researching work in the field of additional education for children and sociological aspects of the professional self-determination role of the individual for the choice of the future profession [1-3]. The study made it possible to formulate conclusions about the demand for organizations in the field of additional education for children in the process of professional self-determination and organization of professional tests.

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