Професійна підготовка старшокласників у закладах середньої освіти другого ступеня Німеччини

Abstract

АНОТАЦІЇ Козак Т. Б. Професійна підготовка старшокласників у закладах середньої освіти другого ступеня Німеччини. - Рукопис. Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 - теорія та методика професійної освіти. -Тернопільський національних педагогічний університет імені Володимира Гнатюка. - Тернопіль, 2011. У дисертації узагальнено основні філософські та педагогічні концепції початкової професійної освіти Німеччини. Виокремлено й охарактеризовано основні періоди становлення початкової професійної освіти, розкрито особливості її розвитку на сучасному етапі. Подано загальну характеристику структури управління професійною підготовкою старшокласників. Проаналізовано нормативно-правове забезпечення й основні джерела фінансування закладів середньої освіти другого ступеня Німеччини. Охарактеризовано особливості організації, зміст, форми та методи професійної підготовки старшокласників у закладах середньої освіти другого ступеня Німеччини. Здійснено порівняльний аналіз професійної підготовки старшокласників в Україні та Німеччині, виявлено прогресивні ідеї досвіду професійної підготовки старшокласників у закладах середньої освіти другого ступеня Німеччини та визначено можливості їх реалізації в освітньому просторі України. Ключові слова: професійна підготовка старшокласників, заклади середньої освіти другого ступеня Німеччини, дуальна система освіти, організація, зміст, форми та методи професійної підготовки. Kozak Т. В. Vocational Training of the Senior Secondary School Students in the Second-Level Educational Establishments of Germany. -Manuscript. Thesis for a Candidate degree in the field of Pedagogical Sciences by specialty 13.00.04 - Theory and Methods of Professional Education. - Ternopil Volodymyr Hnatyuk National Pedagogical University. - Ternopil, 2011. The thesis identifies and summarizes the basic philosophical and pedagogical conceptions of German elementary vocational education. It characterizes the formation and development of the process of primary vocational education. In addition it describes the main periods of its development: 1869-1932 - the initial-forming stage, 1933-1944 - the technical and regulatory stage, 1945-1960 - the stmctural-reorganizational stage, 1961-1989 - renewable-legislative stage, 1990-present - the uniting-modernizational stage. The thesis gives the general characteristics of the management structure of German senior students' vocational education. This structure includes five levels: the federal government; the Federal Institute for Professional Education; the relevant authorities of employers and trade unions; regional self-government bodies in economic affairs; and the vocational schools and enterprises. Regulative support and main financing sources of German second-level educational establishments are analyzed. It was found that the range of powers for financing the professional training of senior students are distributed among state, local authorities and business owners. The thesis describes the practice of German second-level secondary school educational establishments (vocational schools, specialized vocational schools, additional vocational schools, special high type schools, vocational high type schools, professional schools, one year pre-vocational and one year basic training schools) and the main structural components of the system of training pupils in these educational establishments (pre-vocational, multilevel vocational education). All secondary educational institutions of the second level are found to be divided into week full and part-load establishments. The features of the organization and content of training for senior secondary school students in the these establishments

22 in Germany (the interdisciplinary nature of educational content, individualization and differentiation of the educational process, optimal combination of theoretical and practical components) are delineated. The thesis establishes at a wide range of forms (labor mentoring, combined mentoring, work on the project, learning objectives, etc.) and methods of training (didactic conversation, educational discussions, presentations, brainstorming, methods of simulation, business games, case studies etc.) which are used to professional and personal formation of students during professional training of German senior secondary school students in second-level educational establishments. A comparative analysis of the content and organization of vocational training in senior secondary school in Germany and their Ukrainian counterparts revealed both commonalities and differences. Among the former are basic secondary education before professional training of Ukrainian and German senior pupils; the trends of training, essence, forms and methods of organizing the training and supervision of their progress. Among the most important of the latter are approaches to managing and financing mechanisms of vocational education; lack of experience in students’ training in Ukraine by dual Educational System; lack of effective professional orientation and professional selection of applicants in Ukraine; the presence of downward trends in quantity of national vocational educational institutions and the contingent of students; lack of partnership between vocational schools and enterprises on the basis of which the senior students trainings are conducted; ratio of theoretical and practical components; lack of experience in making agreements between students and businesses where they will practice and where, according to the agreement, they will be employed; lack of implementation of innovative forms and methods of educational process. In order to implement progressive ideas from the experience of training senior secondary school students in the second-level educational establishments of Germany in vocational education in Ukraine the author justifies the expediency of: monitoring the labor market for specialists of different professions to form a government order; creating an effective system of selecting students in secondary schools; implementing of decentralized managing of senior students’ vocational education; further distributing of training firms based on vocational educational institutions reflecting conditions of real-existing enterprises; upgrading of educational-methodological supply and improving the logistics of students’ professional training; raising skills of teaching staff by introducing training abroad, master classes of outstanding specialists, exchange experience; establish partnership relations between vocational schools and enterprises. Key words: professional training of senior secondary school students, German second-level educational establishments, dual educational system, organization, content, forms and methods of professional training.