Development of cooperation in vocational education

Avdeeva Natalia Aleksandrovna ORCID: 0000-0002-6876-3720 PhD in Psychology Head of the Department "Foreign Languages of Professional Communication" of the Federal State Budgetary Educational Institution of Higher Education "Vladimir State University named after Alexander Grigoryevich and Nikolai Grigoryevich Stoletov" (VlSU) 600000, Russia, Vladimirskaya oblast', g. Vladimir, ul. Gor'kogo, 87, of. 401-1 natalia_avdeyeva@mail.ru

Aravina Tatiana Ivanovna PhD in Psychology Head of the Basic Department "Management in Education" of the Federal State Budgetary Educational Institution "Vladimir State University named after Alexander Grigoryevich and Nikolai Grigoryevich Stoletov (VlSU)" 600000, Russia, Vladimirskaya oblast', g. Vladimir, ul. Gor'kogo, 87 aravina2020@gmail.com

In the context of the demand for the quality of vocational education by the knowledge economy, the development of digitalization of all aspects of society, updating the legislative framework in the field of education, its program-targeted management, the provisions of domestic pedagogy of cooperation are updated.

 The renewal of professional functions of specialists necessitates changes in the content of vocational education and the development of innovative pedagogical technologies. The interaction of vocational education systems with the labor market and social partners, including employers, allows creating network models, developing and implementing digital learning technologies, improving the quality of specialist training, effectively implementing student self-determination and employment of graduates.

The legislation provides an opportunity for the development of vocational education through the development and implementation of educational programs in popular areas of training in cooperation with educational organizations, employers and the local community.

Public administration is one of the fundamental principles of modern education, enshrined in legislation. It allows solving the tasks of involving the professional community in education management, forming an environment of social partnership and including employers in the educational process in order to train highly qualified personnel in demand in the labor market, including in the Vladimir region, which has clusters of joint high-tech industries, industrial enterprises. The region is one of the centers of international tourism, where specialists in the field of intercultural communication, who speak foreign languages, as well as teaching staff in the field of linguodidactics are in demand. Thus, the needs of employers in the region determine the need to prepare bachelors and masters in the field of Linguistics.

      The relevance of the article lies in the demand for a practice-oriented model of training in higher education, in interaction with regional labor markets. In this regard, in modern conditions of updating the content and development of technologies of vocational education, the problem of organizing training and education in cooperation is being actualized. Thus, our experience shows that in the business communication of students with teachers-employers during the internship, preparation of course and final qualifying works under their guidance, students form new professional value orientations and attitudes, confidence in their professional capabilities, motivation to work in the field of training. Partnerships between organizations and their structures in the field of education are being implemented, professional competencies are being mastered at employers' sites, which creates conditions for interpersonal communication of students with professionals who are teachers of specialized disciplines and heads of practices. This interaction is implemented on the principles of pedagogy of cooperation.

          A scientific and applied study of the practice of improving vocational education at the university in cooperation of participants in relations in the field of education was conducted. The methods of interdisciplinary analysis of literature and normative legal documents, the method of analysis of pedagogical experience, general scientific methods of systematization, generalization, comparison, classification were applied.

          The scientific novelty of the research consists in the proposed model of the individual educational route of the student, in the effectiveness of forms of professional education in cooperation for the implementation of personality-oriented training of students at the university.

The current professional competencies of bachelors of the direction 45.03.02 - Linguistics, developed in accordance with the labor functions of the professional standard, are presented. Indicators of their achievement are structured according to the skill levels indicated by the professional community. A model of an individual educational route of a student is proposed, which is based on various forms of development of cooperation in the field of vocational education at the university.

Modern directions of professional education development correspond to the provisions of the concept of pedagogy of cooperation. According to this trend in Russian pedagogy, which emerged in the mid-1980s, the system of methods and techniques of teaching and upbringing should be based on the principles of dialogue, humanism, interaction, partnership, creativity in personal development, joint activity and mutual enrichment ^[1-3].

Traditional approaches of Russian pedagogy are being actualized, in modern conditions they manifest themselves in a new form. The goals and objectives of education and upbringing are formulated in a dialogue between partners – participants in relations in the field of education, the necessary resources are jointly determined and results are identified, educational programs are developed.

Current methods and technologies of pedagogical design in modern professional education are proposed, in particular, flexible forms of education, effective creative interaction of students with teachers, the development of empathy in the microenvironment of joint activity and others ^{[4, pp. 147-148; 5]}.

The partnership serves as a source of multiplying the resources of vocational education, including in updating the organizational and legal framework. Thus, in the state management of education development, program-target and project management methods are used, which are set out in the following legislative acts:

- Federal Law No. 273-FZ of 29.12.2012 "On Education in the Russian Federation" (with amendments and additions);

- Federal state educational standards of higher education 3++ taking into account professional standards;

- The State Program of the Russian Federation "Development of Education" for 2019-2025, approved by the Decree of the Government of the Russian Federation dated December 26, 2017 No. 1642;

- The National project "Education", the project passport was approved by the Presidium of the Council under the President of the Russian Federation for Strategic Development and National Projects (Protocol No. 10 of September 3, 2018) (with amendments).

Participants in relations in the field of education at the university are: students, parents of underage students, faculty, university administration, employers, professional associations and representatives of the local community.

 The Federal State Educational Standards of Higher Education of the new generation (FGOS 3++) call professional standards the basis for determining the professional competencies of future graduates and indicate the need for consultations of an educational organization with leading employers in the absence of professional standards. The Federal State Educational Standard defines the number of teaching staff involved in the implementation of educational programs, who must be "managers and (or) employees of other organizations engaged in work in the professional field corresponding to the professional activity for which graduates are preparing."

Federal projects of the State Program of the Russian Federation "Development of Education" for 2019-2025 include provisions on the need to modernize vocational education, including through the introduction of adaptive, practice-oriented and flexible educational programs (Federal project "Young Professionals (Improving the competitiveness of vocational education)"), the creation of an educational environment that ensures the formation of values for self-development and self-education of students of educational organizations of all types and levels (Federal project "Digital Educational Environment"), creation of opportunities for professional and career growth through the formation of a system of professional competitions (Federal project "Social elevators for everyone").

The provisions of the state program define the tasks of higher educational institutions to update the content of vocational education, develop and implement educational programs in cooperation with the professional community.

The national Doctrine of Education in the Russian Federation indicates that "attracting employers and other customers, specialists to social partnership and organizing the needs of the labor market" is one of the main tasks of the state in the field of education.

The use of program-targeted and project methods of state management of education development gives a significant impetus to the improvement of vocational education, which at a new stage is based on the provisions of pedagogy of cooperation in ensuring the quality of training of specialists.

Department of "Foreign Languages of Professional Communication" (IAPC) Vladimir State University named after Alexander Grigoryevich and Nikolai Grigoryevich Stoletov (VlSU) is preparing for the Bachelor's degree program 45.03.02 – Linguistics and has extensive experience of cooperation with employers in various forms, namely:

- Organization of unique practices for students of linguistics. Educational and industrial translation practices are organized by the Department on the basis of the Department of International Activities of the VLSU, as well as in partner organizations working in the international field. The work programs of the practices include practical classes in translation, presentations in a foreign language, meetings with practicing translators, employers, native speakers, visits to museums and excursions, as well as teamwork in the project.

- Meetings, round tables and master classes with managers and leading specialists of translation companies, museums, public and commercial organizations.

- Development and implementation of practical classes for students of linguistics in specialized academic disciplines by managers and leading specialists of partner organizations.

- Participation of employers' representatives in the work of the State Examination Commission, management of students' term papers, scientific advice in the preparation of final qualifying papers on relevant topics of organizations.

- Conducting student competitions of young translators together with employers.

- Cooperation with social partners of the University to support events (international conferences, competitions, festivals) held in the Vladimir region. For example, teachers of the department and students of linguistics participated as translators and volunteers in such events as the Vladimir Interregional Economic Forum, the Vladimir International Investment Forum, the International Festival of Folk Art "Golden Ring", the International Forum "Russia is a sporting power", the World Championships in Greco-Roman wrestling, karate, etc.

- Joint development and implementation of additional professional education programs for students in order to obtain additional qualifications.

- Employment of the best students in organizations that are social partners of the university. Employers hire graduates who have proven themselves in competitions, who develop term papers and final qualifying works on the subject of partner organizations, who have mastered professional competencies in the course of industrial practice. The support of young specialists is organized in the form of mentoring of experienced employees, the inclusion of project teams in the work. The manifestation of care at the beginning of professional activity is very motivating for young people, promotes rapid adaptation and effective development of labor functions.

Fig.1. Model of an individual educational route

a student receiving professional education on the basis of cooperation between a university and a partner organization

The model presents a continuous cycle of personal and professional development of a modern knowledge economy professional. A bachelor's student develops competencies during the study of specialized disciplines, internships at the employer's site, the development of project-oriented coursework and final qualification work on relevant topics of the organization. After completing the bachelor's degree program, the graduate gets a job in the organization, masters the master's program, gets career opportunities, including can carry out teaching activities at the university. Additional professional education for obtaining additional qualifications is implemented at all stages of the student's individual educational route (in parallel with the development of the main educational program, as well as in the course of work) in the form of various professional development programs and professional retraining in areas demanded by the labor market. Thus, the model of lifelong learning is presented.

In the multilevel process of professional education, the professional worldview of a specialist is formed. The student visualizes a model of his future professional activity from professional orientation in the first years, through the development of the necessary competencies during the study of special disciplines, obtaining a unique experience of passing educational and industrial practices on the basis of a partner organization, to planning to continue studying in a master's degree and the opportunity to conduct pedagogical activities.

Thus, in the practice of the department, cooperation with employers is implemented through joint training of bachelors, obtaining additional qualifications by them, continuing their studies in a master's degree with the prospect of pedagogical activity for the most prepared students, including at the university.

It seems to us that professional education in cooperation implements a personality-oriented competence-based approach in the training of a specialist, which ensures the development of his personal and professionally important properties and qualities, as well as motivation for self-development and continuous learning ^{[7, p. 329]}.

Modeling of a student's own educational route, and later personal and professional development, is a psychological and pedagogical technology that is actively used in modern higher education in the preparation of bachelors, specialists and masters. The methodology of modern education substantiates the relevance of designing individual educational routes of students at the university ^{[8, pp. 83-87; 9; 10, pp.138-143]}. At the same time, it is noted that their joint design with the teacher becomes a factor in improving the quality of vocational education, stimulating a number of important qualities in students: responsibility, reflection and the search for internal reserves ^{[4; 11]}.

The IAPC Department carries out the training of students in cooperation with partner organizations in Russia and abroad on a contractual basis. At the same time, a systematic approach to interaction is carried out (study, information, training, joint activities).

            The department's social partners include: the Chamber of Commerce and Industry of the Vladimir Region, the Vladimir-Suzdal Museum-Reserve, the Spoon Museum (Vladimir), the LinguoTerra Translation Bureau (Vladimir), the Euroclub OMOO (Vladimir); Runet Business Systems LLC (Moscow), AWATERA (Translation Management Technologies LLC) (Moscow), AP Lexika LLC (Moscow), LingvaKontact Translation Bureau LLC (St. Petersburg), EuroVerkstat Public Organization (Jena, Germany), etc.

The cooperation agreement between the VlSU and the partner organization, the employer, includes provisions on cooperation in the implementation of higher professional education programs for students of linguistics. Under the terms of the contract, the employer provides conditions for practice-oriented training of students in the field of Linguistics on its site, provides its material, technical and human resources free of charge, creates conditions for subsequent employment. Students are given the opportunity to undergo training and production practices, internships at the partner organization's site, participate in the work of project teams, develop term papers and projects, graduate qualification works on relevant topics. According to the agreement, the university attracts managers and leading specialists of the partner organization to conduct practical classes on bachelor's, master's and additional professional education programs, management of educational and industrial practices, participation in the work of the State Attestation Commission, scientific consulting in the preparation of final qualifying works.

The national project "Education" sets the tasks of developing educational programs of higher education together with partners of the real sector of the economy, which ensure that students receive professional competencies that meet the current requirements of the labor market, in relation to their future fields of professional activity. In accordance with this, effective cooperation of participants in educational relations is carried out on the joint development of curricula of educational programs and professional competencies of graduates.

As a result of consultations conducted by the Department of IAPC with employers – heads of organizations in which graduates are in demand, as well as public organizations working in the international sphere, new academic disciplines, including elective ones, were introduced into the curriculum of the direction 45.03.02 – Linguistics, and professional competencies and indicators of their achievement were proposed, in accordance with the content of generalized labor the functions and labor functions specified in the Professional Standard 04.015 "Specialist in Translation", approved by the order of the Ministry of Labor and Social Protection of the Russian Federation dated March 18, 2021 No. 134n, as well as the professional competencies of the bachelor's degree in Linguistics, developed by the leading linguistic universities of Russia (MGLU, NGLU named after N.A. Dobrolyubov). Together with employers, a calendar plan of educational work with students is compiled annually.

Table 1 presents a list of generalized labor functions and labor functions of professional activity of a graduate of the direction 45.03.02 - Linguistics according to the qualification levels indicated in the professional standard.

 Table 1

The list of generalized labor functions and labor functions of professional activity of the graduate of the direction 45.03.02 - Linguistics

 New professional competencies (PCs) of bachelor's degree graduates in the field of Linguistics, developed in accordance with the professional standard "Specialist in Translation", are included in the curriculum:

The PC-1 is able to apply the technique of pre-translation analysis of the text, contributing to the accurate perception of the source material. The indicators of competence achievement are: knowledge of the basics of the general theory and practice of translation, special and particular theory of translation, the algorithm for performing pre-translation analysis; the ability to apply linguistic analysis and methods of pre-translation analysis of information and special texts, to preserve the communicative purpose of the original message; knowledge of the skills of preparation for translation, including the search for information in reference, specialized literature and computer networks.

PC-2 is able to carry out written translation in compliance with the norms of lexical equivalence, compliance with grammatical, syntactic and stylistic norms. The indicators of competence achievement are: knowledge of the terminology of the subject area, online services and programs for automatic and automated translation, the basics of formatting texts in a text editor and specialized software, the peculiarities of translating official business documents; the ability to translate from one language to another in writing, preserve the style of the source text, find, analyze and classify information sources in accordance with the translation task, to adapt the text in the translating language in accordance with the cultural characteristics of a particular region, prepare annotations and abstracts of foreign literature, design the translation text in accordance with the requirements ensuring the authenticity of the original format; possess professional ethics, skills of translation in compliance with lexical, grammatical stylistic, syntactic norms of foreign and Russian languages, skills of post-translation analysis and self-editing of the translation text.

PC-3 is capable of carrying out oral accompanying and consecutive translation, translation from a sheet in compliance with grammatical, syntactic and stylistic norms of the translation text and temporal characteristics. Indicators of competence achievement are: knowledge of the theory of interpretation, terminology of the subject area of translation, technologies of protocol events, situational speech cliches, rules of stay of foreign citizens in the territory of the Russian Federation, historical, cultural and geographical attractions of the region, rules of etiquette adopted in native and foreign cultures; the ability to translate from one language to another orally, to determine translation strategy in accordance with the features of communication and the purpose of translation, use universal translation cursive, use the formulas of speech etiquette appropriate to the communicative situation, carry out professional communication with the customer, recognize and use extralinguistic information; possess the skills of intercultural and interlanguage communication, translation skills from a sheet, ways to quickly memorize new vocabulary.

PC-4 is capable of carrying out scientific research in professional activities, in the field of linguistics and intercultural communication, general and particular theory of translation. Indicators of competence achievement are: knowledge and adequate use of modern conceptual scientific apparatus of Russian and foreign languages; ability to analyze the dynamics of development of a chosen field of scientific and professional activity in the implementation of scientific research; possession of general scientific methods of humanities and private research methods and their creative use in a chosen field of professional activity, in the field of linguistics and intercultural communication, general and the private theory of translation.

According to the assessment of the State Examination Commission in the field of Linguistics, with the introduction of FGOS 3++ on the basis of professional standards, the dynamics of mastering new professional competencies is improving. The analysis of the results of state examinations and the defense of final qualifying papers indicates the success of graduates in achieving the main PC indicators. This is manifested in the assessments of the state final certification. In 2019, 28% of the graduates of the department passed the state exams with "excellent" and 35% defended the WRC. In 2020 - 35% and 39%, in 2021 - 38% and 45%, respectively.

The legislation reflects the real practice of professional education on the basis of cooperation and creates conditions for its development, which allows expanding the possibilities of resource provision, first of all, the development of professional competencies of future specialists. The forms of improving cooperation in the field of vocational education at the IAPC department are:

·     Network form of implementation of educational programs. The Law "On Education in the Russian Federation" provides an opportunity for "students to master the educational program and (or) individual academic subjects, courses, disciplines (modules), practices, and other components provided for by educational programs (including various types, levels and (or) directions), using the resources of several organizations engaged in educational activities activity". The Department of IAPC has developed contracts and is preparing for the implementation of a network training program in the direction of 45.03.02 - Linguistics between Vladimir State University, Vladimir College of Tourism and Vladimir-Suzdal Museum-Reserve in order to master undergraduate students of the academic disciplines "Translation in excursion activities", "Accompanying translation", "Sequential translation", as well as passing the production (translation) practice, including in the form of a foreign internship in the field of tourism and hospitality.

·     Application of distance learning technologies. The law permits the implementation of educational technologies "with the use of information and telecommunication networks with the indirect (at a distance) interaction of students and teaching staff." Remote technologies are used by the department both in organizing webinars with employers - translation companies from other regions for the purpose of career guidance, and for conducting scientific seminars and scientific-practical conferences with the participation of leading Russian and foreign scientists, translators, students.

·     Implementation of innovative programs of additional professional education of students. The law directs educational organizations to innovative activities "in order to improve scientific and pedagogical, educational and methodological, organizational, legal, financial and economic, personnel, material and technical support of the education system." The IAPC Department, together with employers and social partners, has developed professional retraining and advanced training programs for senior students on a contractual basis within the framework of the "Translator in the field of professional communication" direction, which offer to study additional courses on relevant topics in demand, including theory and practice of translation in marketing, localization of computer games in various language pairs, the practice of Spanish and Chinese, business communication technologies, etc. Students are also interested in these programs because they receive simultaneously with a diploma of higher education a certificate of advanced training or a diploma of professional retraining, which gives the right to conduct professional activities in a new field. The introduction of these innovative programs contributes to the expansion of professional opportunities of future bachelors, their personal and professional development. The demand for graduates with additional qualifications in the labor market is increasing.

The IAPC Department outlines new prospects for the development of vocational education, together with partners, work is being carried out on innovative educational programs, the development of new forms of vocational education in cooperation, such as their participation as mentors in the work of the student scientific society, the expansion of targeted training commissioned by employers, etc.

It is necessary to note the socio-psychological component of the cooperation of all participants in the relations in the field of education. According to the monitoring of student satisfaction, which is conducted by the department in accordance with the requirements of the university's quality management system, as a result of professional communication between teachers, employers, representatives of the local community and students, students' competencies are increased, their self-esteem increases, there is a desire to achieve professional results, self-realization.

        The survey of students of linguists of the 3rd and 4th courses in the number of 74 people showed that 81% are satisfied with the opportunity provided to them for business communication with employers at the sites of translation companies, public organizations, etc., 77% note the development of skills of intercultural and interlanguage communication when accompanying international events as volunteer translators, 70% note the formation of confidence in the professional environment of partner organizations, 83% decide to work in the field of training, more than 43% are going to continue their education in a master's degree.

It is important that the creative interaction of the university with social partners changes the learning environment and provides a solution to the socio-psychological problem – there is mutual learning and mutual enrichment of participants in the educational process, the formation of their motivation for continuous self-development and self-improvement ^[7].

The analysis of the legislative foundations of the organization of vocational education and the practice of its implementation at the university in cooperation with social partners on a systematic basis shows the need to develop cooperation that takes into account the interests and needs of all subjects of educational activity.

 The prospects for the development of professional education in cooperation in new forms are substantiated.

The assessment of the development of professional competencies during the state final certification of bachelor's graduates has been tested.

The model of an individual educational route of a student receiving higher professional education on the basis of cooperation between a university and a partner organization is proposed. The model reflects the idea of lifelong learning, and can be useful to a future bachelor in determining the direction of his personal and professional development, while providing advice and support from teachers of the graduating department and employers.