Planning Individual Educational Trajectory in Continuing Education
Marina Georgiyevna Sergeeva1, Vyacheslav Nikolayevich Skvortsov2, Aleksandra Sergeyevna Sokolova3, Svetlana Vitaliyevna Rachek4, Nikolay Gennagiyevich Poyarkov5, Ekaterina Vladislavovna Konysheva6, Iana Viktorovna Poliakova7
1Marina Georgiyevna Sergeeva, Federal State Institution “Research Institute of the Federal Penitentiary Service of the Russian Federation”, Moscow, Russia.
2Vyacheslav Nikolayevich Skvortsov, Pushkin Leningrad State University, Saint-Petersburg, Russia.
3Aleksandra Sergeyevna Sokolova, Department of Psychology and Pedagogical Anthropology, Moscow State Linguistic University, Moscow, Russia.
4Svetlana Vitaliyevna Rachek, Department “Economy of Transport”, Federal state budgetary institution of higher professional education “Ural State University of Railway Transport”, Ekaterinburg, Russia.
5Nikolay Gennagiyevich Poyarkov, Mytischi Branch of Federal state budgetary institution of higher professional education “Bauman Moscow State Technical University (National research university of technology)”, Mytischi, Moscow region, Russia.
6Ekaterina Vladislavovna Konysheva, Federal state budgetary institution of higher professional education “Ural State University of Railway Transport”, Ekaterinburg, Russia.
7Iana Viktorovna Poliakova, Donetsk Pedagogical Institute, Donetsk, Ukraine.
Manuscript received on 15 August 2019. | Revised Manuscript received on 25 August 2019. | Manuscript published on 30 September 2019. | PP: 654-658 | Volume-8 Issue-3 September 2019 | Retrieval Number: B2637078219/19©BEIESP | DOI: 10.35940/ijrte.B2637.098319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Introduction. The current socio-economic development of Russia is characterized by intense changes in the field of interaction between the employment sector and the education system. The society positively perceives the measures of the state to support and develop education, which has become the most important area of social policy, going beyond the interests of the pedagogical community. Methods. Today, professional education institutions operate in challenging conditions. It is necessary to provide advanced training of specialists for innovation economy taking into consideration long-term demographic situation. Results. Development of individual educational trajectories is a multifaceted process. The goal of an individual educational trajectory is to ensure the development of self-reliance and individual initiatives, the possibility of the fullest realization of the creative potential for successful activities in the professional sphere. Discussion. The classification of external factors was developed as a result of the study. The external factors were classified by the type of activity (political, economic, social, legal, educational, etc.); by the source of action (state, cultural, technical, financial, spiritual, etc.); by the effect of exposure (direct/indirect action); by value relation (favorable, neutral, unfavorable, threatening); by the content of action (wide and narrow). The main external factors, influencing the development and implementation of educational trajectories in the continuous education system, in accordance with current legislation, are the general state educational policy, the economic viability of the education system, provision of social guarantees for the realization of citizens’ rights to education. Conclusion. Planning of educational trajectory is a joint activity of a student and a teacher, consisting of several interrelated stages.
Index Terms: Labor Sphere, Education System, Advanced Training, Innovative Economy, Individual Eeducational Trajectory.
Scope of the Article: Education System