System of methodological knowledge based on modern education. Modern problems of science and education. Recommended list of dissertations

The relevance of research. The development of the system of domestic education, aimed at its adaptation to modern society, the world experience of educational systems, the educational needs of the individual, the state, society, production, determines its essential changes. In the context of the UNESCO ideology (Geneva, 2004), modern education simultaneously includes upbringing, training, and the formation of a person’s life position, which leads to the consideration of both the ways of mastering educational programs and the types of educational programs determined by the strategy of social development, as a process that is not limited by any in time, nor form of education. According to UNESCO program developers, one of the principles of systematic continuing education is the principle of recognizing the value of knowledge gained in spontaneous education, their consolidation, integration with knowledge acquired in educational institutions of institutional education. As a result, the educational process is characterized by a new conceptual development strategy, determined by global trends in education and, as a result, by the legal framework of the new organization (the concept of modernization of Russian education until 2012; the Program for the development of the Russian national innovation system until 2020; the Federal Target Program "Scientific and Scientific and Pedagogical Personnel of Innovative Russia" for the period 2009-2013; Joint Statement of the states "European Higher Education Area" - the Bologna Declaration, signed on June 19, 1999; Order of the Ministry of Education and Science No. 2274 dated May 20, 2004 " On the implementation of the experiment on the use of credit units in the educational process" within the framework of the Law "On Educational Loans" as a form of State support in the system of higher education; Federal State Educational Standard of General Education of the second generation and other legislative and regulatory documents in the field of education). This led to the use of key concepts in our study: lifelong education, continuity of the educational process in the system of lifelong education, integrated educational programs, structural-level and socially institutionalized components of the education system, pedagogical system, organizational culture of activity, vectors of continuity of educational programs, etc.

In this context of the changes taking place today in education, the rethinking of the goals of domestic education, the functioning and development of its subsystems, changes in traditional ideas about their social essence, taking into account the increasing importance of non-formal education, self-education, increasing the functional significance of socially institutionalized structures of society, which have an educational potential that expands educational sphere: museums, libraries, scientific and educational, research and leisure centers, laboratories, structures of additional education and public substructures that are a component of the education system. The consequence of this are structural and content changes in the organization of education subsystems, which give characteristic features to the formation of the sphere of lifelong education: research and creative schools (macroschools), school research laboratories, integrated university and production departments, research centers, scientific and industrial innovative educational centers, integrative infrastructure services of leisure centers, cultural and educational exhibition centers acting as integrated resource centers of regional and municipal significance, etc. This trend contributes to the solution of a new task of pedagogical science - to make the education process open and accessible to all age groups. In general terms, these changes involve bringing educational programs in line with the development of domestic education, consistent with world trends, along the educational lines of general, professional, additional education; organizational forms and organizational and structural components of the educational process.

As the most important social institution of society, the education system, which is a complex system, is characterized by processes of both controlled development and self-development and self-organization. At the present stage, this finds its expression, firstly, in the transition from discrete-step forms of education to an integral system of continuous education that meets the needs of a person at any age in various educational routes. Secondly, in the purposeful management of the process of development of the education system at the state level, which reinforces the need for conceptual, methodological, regulatory and legal support for basic, professional, additional education, as well as self-education, consistent with the development of non-institutional (alternative) forms characteristic of all subsystems education. As a result, the problem of the continuity of the educational process in the system of lifelong education becomes particularly relevant (as a manifestation of the systematic and consistent implementation of the process of coherence of multilevel educational programs and as a condition for structuring the system of lifelong education). As a result, the theoretical representation of continuity, manifested in the forms of communication between discrete states of the educational process (educational programs) in subsystems, and its development involves the creation of a form of communication across all organizational and structural components of the lifelong education system and along all its educational lines, which are characterized by active integration processes.

The idea of ​​continuity in pedagogical science is presented in classical works in different aspects: the idea of ​​self-education and the principles of systematicity and consistency, the gradual development of various knowledge, when “the next is always based on the previous, and the previous is strengthened by the next” in the works of Y.A. Comenius. In the developing historical context of pedagogical knowledge, the interpretation of continuity in the works of foreign scientists was consistent with the content of education and the learning process (representatives of French materialism K.A. Helvetius, D. Diderot, J.A. Condorcet); in the ideas of the Swiss teacher I.G. Pestalozzi, it is interpreted as a continuous and gradual movement towards knowledge; ideas of the German humanist teacher A. Diesterweg - as a connection between the previous material and the subsequent one, with a certain independence of students.

In domestic pedagogy, the further development of the theoretical concept of continuity is consistent with its interpretation as: the ideas of the external and internal sides of the pedagogical process, which implements the leading function - personality development in the works of P.F. Kapterev; ideas of additional education in the works of V.P. Vakhterov; anthropological essence of the learning process - in the works of KD Ushinsky; self-education and the principle of conformity to nature based on the moral and humanistic paradigm in the works of N.I. Pirogov, L.N. Tolstoy and others; pedagogy preschool childhood in the works of K.N. Venttsel, E.I. Tiheeva, I.A. Sikorsky, V.M. Bekhterev, M.Kh. Svenitskaya and others.

In the context of general scientific theories of the learning process, the problem of succession later received a deep theoretical study in the works of Yu.K. Babansky, V.S. Lednev, I.Ya. Lerner, M.N. Skatkin and others; disclosure of the essence of continuity as a principle of didactics - in the works of V.G. Anshtein, Sh.I. Ganelina, M.S. Godnik, M.A. Danilov, S.E.

A.A. Lyublinskaya and others.

The continuity of the educational process, reflecting its qualitative changes, logic, stages of development and direction, nonlinearity, multidimensionality of interpretation from the standpoint of a systematic approach to the study of continuity in education (G.D. Kirillova, T.M. Kurilenko, Yu.A. Kustov, P. A.Mikhailov, V.E.Tamarin and others) was defined as: didactic principle (B.P.Esipov, M.A.Danilov, N.A.Sorokin and others); general didactic regularity (P.N. Oleinik, D.Sh. Sidtikova and others); general didactic principle (A.N. Andriyachik, A.G. Moroz, V.A. Cherkasov, etc.); as a connection with other principles (such as scientific character, strength of knowledge, consistency); as a methodological principle (A.A. Kyveryalg,

V.N. Revtovich, Ya.E. Umborg, D.S. Yagofarova and others); pedagogical principle (A.P. Belyaeva, S.M. Godnik, etc.); from the standpoint of the characteristics of the structural components of continuity, which are: patterns, principles, essence, factor, method, function, process, condition, means (S.M. Godnik); from the position of continuity in the content, forms, methods and means of education (Y.V. Batarshev, Yu.A. Kustov and others). Attempts have also been made to classify the grounds for succession; so in relation to the classification of interdisciplinary connections based on a temporal criterion (preliminary, accompanying and subsequent promising connections - N.M. Verzilin, V.M. Korsunskaya, V.N. Maksimova, G.F. Fedorets and others); classifications based on academic subjects (V.N. Fedorova and others); classification of continuity, the basis of which is its integrativity: didactic principle, didactic condition, general didactic regularity, interdisciplinary connection, means and factor for increasing the effectiveness of training, pedagogical regularity, integral property, condition for development and education (A.P. Smantser). The latter made it possible to present the interpretation of continuity in the context of a multi-level characteristic of the system of continuous education, defined by the following levels of continuity: the first level - continuity as a methodological pattern of human development in the system of continuous education; the second level is continuity as a general pedagogical principle, on the basis of which an integral pedagogical process functions in the system of continuous education; the third level - continuity as a didactic principle, which, together with other didactic principles, provides a holistic perception of the disciplines of education; the fourth level is continuity as a particular methodological principle of teaching (A.P. Smantser).

From the standpoint of a general scientific approach to the idea of ​​lifelong education, continuity is considered in the works of A.P. Belyaeva, B.S. Gershunsky,

A.T. Glazunov, V.I. Zagvyazinsky, A.M. Novikov, I.P. Smirnov, and others; structures of the content of continuous education - A.A. Kuznetsova,

B.S. Ledneva and others; continuity of multilevel educational programs - M.P. Gorchakova-Sibirskaya, L.G. Semushina and others; continuous professional education - S.Ya. Batysheva, E.Ya. Butko, G.V. Mukhametzyanova, G.M. Romantseva and others; diversification in the system of continuous education - T.Yu. Lomakina and others; comparative analysis of the current state of higher education systems, its place and role in common system continuous education - A.N. Galagan, L.P. Ryabova, V.M. Filippova and others; normative provision of vocational education - P.F. Anisimova, A.N. Leibovich, M.V. Nikitina, O.N. Oleinikova, etc.); vocational education of adults in the system of the Service for Employment of the Population and Designing a Professional Career - Yu.L. Derazhnya, E.F. Zeer, M.V. Klarina, O.N. scientific organization of the university educational process and the problems of subjective interaction - A.V. Korzhueva, V.A. Popkova and others; multilevel vocational education and pedagogical learning technologies - M.P. Gorchakova-Sibirskaya, V.A. Kalney, V.I. Kochetkova and others; higher professional education

V.K. Elmanova, A.Ya. Saveliev, T.V. Sorokina-Ispolatova and others; didactic basis of functional literacy - V.A. Ermolenko,

S.A. Tangyan and others; creative system of continuing professional education - M.M. Zinovkina, N.G. Khokhlova and others.

Methodological aspects of lifelong education are developed in the context of: the conceptual ideas of philosophy (B.S. Gershunsky, V.A. Razumny, Ya.S. .M.Novikov, V.M.Polonsky and others); integration processes in education (V.A. Myasnikov, I.A. Tagunova, O.A. Khomeriki and others); general theory of systems development (P.S. Anokhin, L.A. Mikshina and others); theories of the development of pedagogical systems (A.P. Belyaeva, V.P. Bespalko, V.S. Lazareva, V.P. Simonov, etc.); the theory of general patterns of functioning and development of educational systems (T.M. Davydenko, T.I. Shamova, G.N. Shibanova, P.G. Shchedrovitsky and others); theoretical and didactic foundations of the pedagogical process (Yu.B.Aliev, Yu.K.Babansky, I.Ya.Lerner, I.I.Logvinov, I.M.Osmolovskaya and others); continuity and innovation in the development of the main directions of domestic pedagogical science (M.V. Boguslavsky, S.F. Egorov, T.B. Ignatieva, I.Z. Skovorodkina, etc.); the main directions of foreign research in education (B.L. Vulfson, Z.A. Malysova, A.K. Savina, etc.); theories of education (L.V. Aliyeva, L.E. Nikitina, N.L. Selivanova, S.V. Tetersky and others); personality psychology (A.G. Asmolov, L.S. Vygotsky, S.L. Rubinshtein, "D.I. Feldshtein", etc.); organizational ~ culture of activity (A.M. Novikov, V.A. Nikitin, A.A. Pelipenko and others); principles of building a continuous educational process (T.V. Abramova,

Yu.N. Kulyutkin, G.V. Mukhametzyanova, A.V. Nazarov, E.A. Solodova, G.S. Sukhobskaya, T.Yu. Tsibizova and others).

Modern philosophical knowledge is consistent with the understanding of continuity as a vector basis for the stability of being and the functioning of education, as the perception by each subsequent stage or link of everything important and necessary from the previous one, and not preparation for the previous one; in the context of tradition and innovation, continuity acts as a process of preserving and transferring pedagogical knowledge and experience characteristic of a certain historical period, while tradition is a form of implementation of this process.

Acting as a backbone element of the social infrastructure, and, consequently, developing on the basis of integrity, variability, structure, a strategy of interaction with other systems of society, the conceptual basis for the formation and development of the system of lifelong education is consistent with the renewal of all subsystems of education, new forms of their structural and content relationship, change essence of pedagogical activity. The structural organization of the lifelong education system as a multicomponent system, including a variety of state, non-state, public, socially institutionalized structures of education, is determined by multi-level and multi-stage educational programs based on the integration integrity of the components that make up the education system. As a result, educational programs and educational technologies are aimed at removing contradictions between educational goals on the part of a polysubject consumer and achieving the necessary accessibility to educational needs, which gives the education system the property of integrity and completeness of its functioning in society.

The concept of continuity, considered in pedagogical theory, is multifaceted; in our study, continuity is understood as a connection between various stages or stages of development, the essence of which is the preservation of certain elements of the whole as a system; continuity as such a ratio of the previous and subsequent stages in the process of changing an object, which is based on the preservation of certain parts, properties, characteristics of the object.

Current state educational programs from preschool education to the education of adults and persons of the "third" age (orientation, types of educational programs; their relevance, goals and objectives; means of their development and implementation - forms of educational activities, methods and means of education) comes into conflict with consumers of education , which are a person, society, the state, production and the education system itself. This is due to the fact that educational programs are largely characterized by: autonomy; an insufficient degree of expression of a personality-oriented motivational basis, which manifests itself in unstable motivation for self-realization and self-disclosure of the personality in the educational process; insufficient motivation for creative activity; the absence of a wide variability of educational programs (educational routes), due to human needs in the demanded forms, methods and means of their development. Therefore, in order to “connect” the needs of the individual, society, state, various social groups, as well as the system of continuous education itself, it is necessary to develop new knowledge about the essence of continuity as a process and result of a consistent and systemic interconnection (“docking”) of educational programs. At the same time, continuity as a process implies the interconnection of educational programs, taking into account their subordination in the system of continuous education, which is ensured by a characteristic feature - a “vector” orientation in the subsystems of education. The consequence of this is the motivational-value trajectory of a person in mastering and acquiring socio-cultural experience, general and vocational education, and adaptation to changing socio-economic conditions. Continuity as a result represents a variety of forms of interaction of new types of educational programs with standard ones implemented in institutional and socio-institutionalized structures of education along all educational lines and organizational and structural components of the lifelong education system, ensuring the need and sufficiency of variable educational trajectories of a person that are not limited in time nor in the form of education. In relation to the result, the continuity of the educational process correlates with the age factor that changes the purposefulness of a person's educational strategies as a special form of his activity throughout his life.

Among the primary tasks of creating the continuity of the educational process in the system of continuous education is the pattern of manifestation of the form of connection of educational programs. This is consistent with the development of a methodological basis for the continuity of the educational process from the position of conceptualizing the idea of ​​developing the interaction of state, public, basic, formal, non-formal, additional educational structures. At present, the presented structures of education are scattered and disconnected; as a result, the continuity of the educational process (educational programs) is consistent with the creation of forms of communication that ensure the need and sufficiency of interaction between the components of the system of continuous education: structural-level (integration of levels and levels of education "vertically" and "horizontally") and socially institutionalized (integration public structures and social subsystems of society with educational potential, with educational structures).

Thus, the analysis of the regulatory framework of domestic education, theoretical studies of the problem of continuity, as well as the current state of pedagogical practice in education, allows us to conclude that the problem of the continuity of the educational process in the system of lifelong education is underdeveloped. The following contradictions persist and escalate between:

General level the development of the categorical apparatus of the theory of lifelong education and the theoretical ambiguity of the interpretation of the content of a number of concepts such as: "lifelong education", "system of lifelong education", "educational process", "continuity in lifelong education", "continuity vectors of the educational process";

The educational needs of the individual, the state, society and the education system itself as a social institution designed to ensure the development of educational programs in various forms, terms, structural and content integrity of the educational processes of the education subsystems, and the absence of variable and complementary forms of organization of the educational process in it, taking into account educational structures institutional and non-institutional education;

The expansion and deepening of the problems of the continuity of the educational process, the increasing importance of the relationship between institutional and non-institutional forms of education, the trend towards the integration of the educational process and the insufficient development of the methodological foundations of the continuity of the educational process in the system of continuous education (logic, stages, forms of communication, patterns of interaction of educational processes within the framework of this integration along educational lines and its structural and organizational forms).

Taking into account the foregoing and the indicated contradictions, the research problem is formulated: the methodological foundations of the continuity of the educational process as a process and result of the manifestation of the sequence and systematic interconnection of educational programs of lifelong education.

Object of study: the educational process in the system of continuous education.

Subject of study: the continuity of the educational process in the system of continuous education.

The purpose of the study: to determine the methodological foundations of the continuity of the educational process.

As a hypothesis of the study, the proposition was put forward that the continuity of the educational process in the system of continuous education will be effectively ensured if:

Lifelong education will be considered as a system built taking into account national-state and world experience and representing the unity of the structural-organizational and procedural content relationship of all links, levels and stages of institutional and non-institutional education, ensuring the implementation of the idea of ​​lifelong education of a person;

The continuity of the educational process is presented as a process and result of the manifestation of the systematic and consistent development of educational programs and provides the conditions for structuring the system of lifelong learning and lifelong education of the individual in the forms of institutional and non-institutional education based on the continuity of the "vectors" of educational trajectories;

The methodological foundations of the continuity of the educational process provide forms of continuity of educational programs in a variety of educational-cognitive, educational-research, socio-cultural mechanisms of communication of the educational process in the subsystems of education that create conditions for the development of the motivational-required sphere of the individual and the restructuring of the hierarchy of its motives in the choice of educational trajectories throughout life ;

Methodological support for the continuity of the educational process is an invariant of a scientifically based system of interrelated structural and content elements of educational activities (including goals, forms, methods, means) carried out in the educational process of institutional and non-institutional education.

The formulated problem, goal, object, subject and hypothesis of the study allow us to set the following research objectives:

1. Clarify the essence of the concepts "system of lifelong education", "continuity of the educational process in the system of lifelong education", "educational programs of lifelong education";

2. To reveal the content of the concepts "methodological foundations of continuity", "vectors of continuity of the educational process", "forms of continuity of the educational process", "branching of the vectors of the educational process (educational programs)";

3. To reveal the continuity of the educational process through a set of implemented educational programs in institutional, non-institutional, state, public structures of education;

4. Determine the conditions and requirements for the implementation of the forms of continuity of the educational process (educational programs) in the system "preschool - general - vocational - additional education" in the context of an organizational culture of a project-technological type;

5. Determine the conditions for the integration of various types of educational programs in the system of continuous education.

Methodological basis of the study. Provisions on the interdependence and integrity of phenomena and processes in education (B.S. Gershunsky, V.A. Myasnikov, N.D. Nikandrov, Ya.S. Turbovskaya and others) at the level of general scientific approaches: systemic (I.V. Blauberg , P.G. Shchedrovitsky and others); activity (B.G. Ananiev, L.S. Vygotsky, A.N. Leontiev and others); axiological (M.V. Boguslavsky, Z.I. Ravkin, I.A. Kolesnikova and others); synergetic (V.I. Arshinov, V.G. Budanov, G. Malinetsky, N.M. Chernavskaya and others); culturological (I.E. Vidt, A.S. Zapesotsky, B.G. Kornetov, N.B. Krylova, etc.); competence (V.A. Ermolenko, I.A. Zimnyaya and others); general and normative methodology of education (V.V. Kraevsky, A.M. Novikov, V.M. Polonsky and others).

The study was based on the following ideas, concepts and theories: lifelong education, enshrined in international documents (UNESCO, Concepts and Programs for the Development of Education in the Russian Federation, the Bologna Declaration of 2003, etc.), as well as domestic research on the problems of lifelong education (S.Ya. Batyshev, A.P. Belyaeva, E.Ya. Butko, V.A. Ermolenko, P.F. Kubrushko, T.Yu. Lomakina, G.V. I.D. Chechel and others); foreign studies of educational systems (A.K. Savina, O.I. Salimova, I.A. Tagunova, etc.); general theory of development of systems and their structure (A.P. Belyaeva, V.P. Bespalko, V.S. Lazarev ^ "A.M. Novikov, - D.A. Novikov, I.P. Podlasy, V.P. Simonov, V.A. Slastenin and others); theoretical positions of the structural-functional analysis of the system

V.S. Lazarev, L.A. Mikshina and others)> the concept of design and technological type of organizational culture of activity (A.V. Erasov, A.A. Pelipenko, B.Yu. Shcherbakov and others); on the general theory and methodology of pedagogy (V.G. Genitsinsky, M.N. Skatkin and others), the cultural paradigm of education (B.M. Bim-Bad, A.S. Zapesotsky, V.M. Rozin, V.A. .Nikitin and others); traditions and innovations, continuity of education (M.V. Boguslavsky, Z.I. Vasilyeva, A.Ya. Danilyuk, S.F. Egorov, T.B. Ignatieva, I.Z. Skovorodkina, Z.I. Ravkin, I .S.Turbovskaya and others); methodology of pedagogical knowledge, structure, content of methodological approaches and means in pedagogical and historical-pedagogical research

E.V. Bondarevskaya, N.V. Bordovskaya, V.I. Zagvyazinsky, E.I. Kazakova, S.A. Pisareva, V.M. Rozin, V.V. Serikov, V.A. Slastenin, E. N. Shiyanov, E.G. Yudin, V.A. Yadov and others); development of educational systems (L.V. Aliyeva, L.E. Nikitina, N.L. Selivanova and others) continuity in education (T.V. Abramova, V.N. Akhrenov, N.P. Murzina, L.O. .Filatova and others); professional development of a teacher (S.G. Vershlovsky, N.V. Kuzmina, A.K. Markova, V.A. Slastenin, T.A. Chistyakova, etc.); the leading role of pedagogical support for the formation of a teacher, reflected in the concept of professional development of the individual (E.M. Borisova, E.A. Klimov,

A.N. Leontiev, V.I. Slobodchikov and others), as well as the ideas of pedagogical mentoring as an element of a system of continuous teacher education(O.A. Abdulina, S.Ya. Batyshev, S.G. Vershlovsky,

V.I. Zagvyazinsky, V.A. Kan-Kalik, I.V. Kruglova, V.A. Slastenin and others).

Research methods: theoretical: analysis and synthesis of philosophical, psychological, pedagogical literature; modeling the educational process as a system; generalization, systematization, pedagogical experiment on the introduction of the concept of the continuity of the educational process from preschool education to the education of adults and persons of the "third" age; empirical: questioning, pedagogical experiment; statistical: quantitative and qualitative processing of experimental data.

The experimental base of the study were:

Moscow State Technical University named after N.E. Bauman (experimental site at the Presidium of the Russian Academy of Education); academy postgraduate education(Moscow); International Center for Learning Systems of the UNESCO Chair-Network / UCES (Moscow); Municipal educational system of the city of Korolev, Moscow region (preschool educational institution Evrika, State Educational Establishment Center for Aesthetic Education of Children, State Educational Institution SOTTT No. 5-experimental sites of URAO ITIP; State Educational Institution BSOSH No. 6); Vocational School No. 4 (Krasnogorsk, Moscow Region); GOU Lyceum No. 1581 (Moscow); Education Center No. 1840 (Moscow); Institute of Culturology State University Humanities (Moscow).

The main provisions for defense:

1. The continuity of the educational process in the system of lifelong education is understood as the process and result of the consistent and systemic subordination of all structural levels and stages of education, correlated with the systematic and consistent development of educational programs by a person implemented in institutional and non-institutional, basic, additional, state, public structures of education .

2. Methodological foundations of the continuity of the educational process, reflecting the conceptual idea of ​​creating the continuity of educational processes (educational programs) that are consistent with institutional and non-institutional forms of education, their interconnection and unity in order to achieve "docking" (correspondence) of educational programs in terms of their goals and content; forms, methods, means and giving the continuity of the educational process a new quality.

3. Forms of continuity of the educational process (forms: public education system, psychological support system, scientific education, leisure education, scientific and educational programs, an integrated model of additional education for leisure and self-education of adults, integration of scientific and educational complexes, informatization of the educational environment of universities, information - analytical support of the educational process, socially unprotected and especially gifted, combined education).

4. A set of organizational and pedagogical conditions and regulatory requirements for the implementation of the forms of continuity of the educational process in the system of continuous education.

The main stages of the study: the study was carried out for ten years and was conventionally divided into three stages.

At the preparatory stage (1999-2001), the analysis of the pedagogical theory and practice of continuity in education was carried out and approaches were identified to determine its essence; the level of development of the problem was revealed; the result of the stage was the formulation of the research problem, the construction of a system of hypothetical provisions and the definition of the logic of the study.

At the main stage (2001-2007), based on the analysis of philosophical, psychological, pedagogical literature on the problems of the theory and methodology of continuity in education, a search, systematization, analysis and synthesis of the conceptual provisions of continuity was carried out; the interpretation of the concept in the context of the idea of ​​lifelong education was identified; the possibilities of conducting experimental work, the accumulation of empirical material on the formation of the continuity of the educational process from the standpoint of organizational, structural and meaningful interaction of institutional and non-institutional education were analyzed; the analysis of the source base of the study on the methodology of continuing education, works on philosophy, history of pedagogy, psychology was carried out in order to form the conceptual and factual basis of the study, which made it possible to identify the logic, content and specifics of the development of methodological support for continuity in all educational lines: general, professional, polytechnic education (key competencies); on the organizational and structural components of the education system, as a result of which the key positions of the study and its conceptual and terminological apparatus have been developed; ascertaining and forming experiments were carried out, which made it possible to substantiate the formation of a system of continuous education.

At the final stage (2007-2009), the formative experiment continued, systematization, interpretation of the results of theoretical research and experimental work, their design were carried out; the methodological tools of the study were worked out; the development of methodological recommendations for the implementation of the forms of continuity of the educational process for all educational lines and organizational and structural components of the system of continuous education was carried out.

Scientific novelty of the research:

1. The methodological foundations of the continuity of the educational process have been developed as a conceptual idea for creating a system of forms of continuity of educational programs that are adequate: the type of connections, relations with the environment, the hierarchy of the structure, the specific properties of the elements and-----generally systems, the nature of controllability; the conditions for educational activities of the design-technological type as a system-forming basis of the educational process, providing forms of continuity of the educational process (educational programs) from preschool education to the education of adults and persons of the "third age" at all levels and stages of continuous education, are identified and argued.

2. The methodological foundations of the continuity of the educational process ensure the variability of institutional, non-institutional forms of education, their relationship based on the continuity of the main and additional types and types of educational programs in all educational areas (preschool, general, vocational, polytechnic education (key competencies)) and organizational and structural components of the system of continuous education (general, vocational, additional education, self-education).

3. A set of principles for the continuity of the educational process in the system of lifelong education is substantiated: humanization, problematic, systematic, predictive, purposeful interaction of forms of institutional and non-institutional education, etc.

4. The continuity of the educational process (educational programs) in the system of continuous education is scientifically substantiated and its integrative essence is revealed; the logic, set of conditions and requirements for its implementation in all educational lines and organizational and structural components of the lifelong education system are determined.

5. The vectors of continuity of the educational process are determined from the standpoint of the principle of complementarity, implemented in a multicomponent system of lifelong education, including a variety of state, non-state, public, socially institutionalized structures of lifelong education.

6. Identified and substantiated the need for standardization of the forms of continuity of the educational process in the conditions of its "transition" in the subsystems of lifelong education.

7. The value of the continuity of the educational process is determined in the context of the strengthening of the social influences of public institutions on the differentiation of processes in education.

Theoretical significance of the study:

1. Theoretical concepts are clarified that update the general and normative methodology on: “methodological foundations of the continuity of the educational process”, “vectors of the continuity of the educational process”, “branching of the vectors of the educational process (educational programs)”, which reflects a new conceptual idea of ​​the system of methodological knowledge about the development of continuity educational process in the system of continuous education.

2. The concept of the continuity of the educational process (educational programs) in the system of continuous education has been deepened, which enriches the methodology of education and the general foundations of pedagogy.

3. Expanded scientific ideas about organizational and pedagogical forms of ensuring the process of continuity and continuity of education, which leads to a new understanding of the continuity of the educational process in the system of continuous education.

4. A methodological characteristic of continuous education is presented, enriching modern didactic knowledge about the development of the continuity of the educational process in the context of institutional and non-institutional education, the content essence of the forms of continuity of educational processes (educational programs) from preschool education to the education of adults and persons of the "third" age based on the integration of educational programs.

5. The conceptual ideas of the theory and methodology of lifelong education available in pedagogy have been clarified and expanded - ideas about the logic, content, continuity of the organizational culture of activity, consistent with the design and technological type, as the leading form of organization of human activity at the present stage.

6. Theoretical ideas about the stages and mechanisms of formation and development of pedagogical systems of the design-technological type are generalized into a general theory of the development of pedagogical knowledge.

7. The principles for the formation of the continuity of the pedagogical system of the project-technological type from preschool education to the education of adults and persons of the "third" age have been established, which contributes to understanding the new essence of pedagogical activity and further reflection of the social functions of lifelong education.

The practical significance of the study.

Methodological recommendations have been developed and scientifically substantiated for the implementation of the forms of continuity of educational processes (educational programs) in the system: preschool education - general secondary (complete) - higher - postgraduate education - education of persons of the "third" age (organizational structures of education: kindergarten - school - university ; school-university-educational structures of additional education - self-education - structures of leisure education). In the course of the study, scientific and methodological, educational and methodological documentation was developed, which can be used in the practice of the educational process of preschool, general secondary (complete) education, additional, higher education, self-education.

The reliability and validity of the results and conclusions of the study is ensured by: the methodological validity of the study, the adequacy of the chosen methods for the tasks set; a holistic approach to solving the problem; analysis of a wide range of sources; the duration of experimental work and statistical analysis of the obtained practical results.

Approbation of the results. The results of the study were heard and discussed at the Bureau of the Department of Basic Vocational Education of the Russian Academy of Education (2002); at international, Russian, interregional, scientific and practical conferences, including participation in the organization and holding by the applicant in Moscow and the Moscow region (1999-2009), as well as in the cities: St. Petersburg, Kazan, Voronezh, Tyumen, Kurgan and others; at scientific symposiums and conferences: the international Chair-Network of UNESCO-UIC within the framework of the UNESCO international project on technical and vocational education, as well as in the practice of the activities of the International Center for Training Systems of UIEC (Moscow, 2002-2006); meetings of the Inter-Parliamentary Assembly of the EurAsEC (St. Petersburg, 2004-2005), the International Forum "Issues of teaching and the status of the Russian language in the member states of the EurAsEC" (St. Petersburg, 2005); seminars of the National Training Foundation, held jointly with the Ministry of Education and Science of the Russian Federation, the Institute of Theory and History of Pedagogy of the Russian Academy of Education during 2005-2006. (according to the project of the Russian Humanitarian Foundation Contract No. E11R / G4-s / 72/05) on the topics “Priority measures to ensure the sustainable functioning of the NGO system under the jurisdiction of the constituent entities of the Russian Federation (Khimki, Moscow Region, 2005), “Preparation of primary vocational education institutions for transition to normative per capita budget financing” (Voronezh, 2005), “Priority measures to ensure the sustainable functioning of the system of primary vocational education under the jurisdiction of the constituent entities of the Russian Federation” (Kazan, 2006); at the International Forum of the State University for the Humanities

Institute of Culturology (Moscow, 2006-2009); at scientific conferences of the Moscow Psychological and Pedagogical University (Moscow, 2007-2009); in the practice of the educational process of the Academy of Postgraduate Pedagogical Education (Moscow, 1997-2009); in the Project "Development of a system of continuous pedagogical education in an average city" (Kurgan, 2006); in the Municipal educational project of the city target program "Main directions for the development of the education system in the conditions of a science city" (the program was approved by the decision of the City Council of Deputies No. 2009), at the International Symposia "Unique Phenomena and Universal Values ​​of Culture. Human Problems in the Culture of a Post-Industrial Society" (Moscow, Institute of Culturology of the State University for the Humanities, 2006-2008).

The implementation of the research results was carried out at experimental sites (Moscow; Korolev, Moscow Region): within the framework of the Russian scientific and social program of the Moscow State Technical University named after N.E. Bauman for youth and schoolchildren "Step into the Future, Moscow" (2007-2009) . The approaches developed and implemented in the experimental work were reported at scientific and practical conferences, round tables, scientific and methodological seminars; a seminar dedicated to the 160th anniversary of N.E. Zhukovsky, held within the framework of the X and XI scientific conferences of young researchers "Step into the Future, Moscow" (2007-2009), etc.; scientific and methodological seminars: "Engineer is a creative profession" (2007-2009), etc.; XVII All-Russian scientific conference of schoolchildren and students "Cosmonautics and rocket technology-2009"; “XXX Academic readings on cosmonautics dedicated to the memory of academician S.P. Korolev and other outstanding domestic scientists-pioneers of space exploration” (2009), etc.

The main ideas and results of the dissertation research are reflected in two monographs, the Concept "Development of Pedagogical Education in the Average City", three methodological manuals, additional education programs, guidelines for the certification of educators, articles in leading journals of the Russian Federation.

Dissertation structure.

The introduction substantiates the relevance of the research topic, defines the object, subject, goal, hypothesis, tasks and research methods, reveals the main stages of the research, outlines the scientific novelty and notes the author's personal contribution, the theoretical and practical significance of the work performed, presents the provisions submitted for defense, characterizes the area of ​​approbation and implementation of the results obtained during the study.

In the first chapter "The formation of the continuity of the educational process in the system of lifelong education: state, problems, development prospects (logical and system analysis)" from the standpoint of a cultural approach and based on a systematic analysis of sociocultural dynamics, lifelong education is presented as an objective pattern of the stability of being and the need for perception by each subsequent the historical stage of everything necessary from the previous one, as a process of preserving and transferring pedagogical knowledge and experience characteristic of a particular historical period.

The formation of a system of continuous education is substantiated from the standpoint of the principles of integrity, structure, ensuring the completeness of the functioning of institutional and non-institutional structures of education, the openness of their interaction with the social systems of society. The organization of the lifelong education system is characterized, including non-state, private, public, socially institutionalized structures of education. The growing importance of the social function of education, characteristic of entering the period of the post-industrial stage of development of society, is determined, which is consistent with the formation of the system of continuous education as a particularly important element of the modern infrastructure of society. The conditionality of updating the subsystems of education from preschool education to the education of adults and persons of the "third" age, which is manifested in new mechanisms of their interaction, and as a result, changes in the essence of the modern educational process, is substantiated. The leading trend of the new organization of the education system is analyzed - integration along educational lines - general, professional, additional education, corresponding to the conceptualization of ideas: the transition to a post-industrial society, the formation of new educational needs of a person, the continuity and succession of educational processes (educational programs) as a distinctive feature of modern education.

The development of the educational process is represented by the conceptual idea of ​​a "vector" organization in the subsystems of education, consistent with the many directions ("branchings") of educational programs that ensure the availability of a choice of educational trajectories.

The formation of the continuity of the educational process, taking into account the strategic solution of existing problems and the context of domestic and world development of education, is presented from the position of changing the system of activities of participants in the educational process. The conceptual orientation of the idea of ​​the continuity of the educational process is consistent with the elimination of its existing discreteness in “level transitions” (in the subsystems of education), acting as a mechanism for transferring the initial level of continuity to its next level. The creation of the integrity of the educational process within the framework of the organizational culture of activity, which corresponds to the leading way of organizing human activity at the present stage, is substantiated.

The second chapter "Theoretical and methodological substantiation and development of the concept of the continuity of the educational process in the system of lifelong education" presents the results related to: the development of conceptual provisions on a new understanding of the continuity of the educational process, which determine the methodological foundations of the continuity of the educational process in the system of lifelong education in the context of a new educational paradigm , and due to this new filling the essence of concepts: values, goals, motives, etc.

In the context of the theory of continuous education, the socio-pedagogical function of the regular formation of a multicomponent system of continuous education is revealed, as a result of which the concepts are clarified: “socially institutionalized structures of education”, non-state structures of education”; "informal", "spontaneous education", "self-education". Based on the conceptualization of the ideas of continuous education, the essence of the concepts is revealed: "educational programs of the public education system", "educational programs of additional education for leisure and self-education of adults and persons of the "third" age", "educational programs of psychological support", "scientific and educational programs", "scientific and social programs"; “combined education programs”, “scientific education programs”, “integrated educational programs of scientific and educational complexes”, “educational programs for information support of professional, additional, scientific education”, “educational programs for the gifted”; "educational programs for socially unprotected segments of the population", "educational programs for informatization of the environment of higher educational institutions". The strategy of interrelation of these types of educational programs with the main method of creating forms of continuity of the educational process, carried out in the context of the integration of educational structures from preschool education to the education of adults and persons of the "third" age, is substantiated.

The third chapter "Methodological foundations of the continuity of the educational process in the system of lifelong education" substantiates the methodological foundations of the continuity of the educational process in the system of lifelong education, characterized by: the conceptual idea of ​​the transition to a new educational paradigm of lifelong education and the strategy of establishing a new model of domestic education, due to the transition to a post-industrial society; organizational culture of activity of design and technological type; forms of continuity of the educational process during its “transition” in subsystems, as a way of connecting the main and new types of educational programs that ensure the integrity of the continuity and continuity of education; principles that form the continuity of the educational process and give it integrative properties; vector orientation of educational programs in the system of continuous education.

It is substantiated that the methodological foundations of the continuity of the educational process, aimed at the implementation of educational programs in the system of their succession in all organizational and structural components of the system of continuous education, including a variety of state, non-state, public, socially institutionalized structures of education, determine new requirements for teacher education.

The methodological foundations of the continuity of the educational process are substantiated by the wide diversification of the content, forms of general, professional, additional education. The methodological foundations are substantively presented by: 1. goal (formation of a vector sphere of continuity of the educational process), 2. functions (methodological, social, adaptation), 3. structural components of the forms of continuity (a pedagogical system of a design-technological type, organizational culture of activity, methodology of pedagogical activity) , 4. criteria for the development of the continuity of the educational process (the activity orientation of the sphere of "level transitions" of the educational process, the vector orientation of educational programs, compliance with the legal framework of education, the value orientation of a person, the effectiveness of educational routes).

It has been determined that the methodological foundations of the continuity of the educational process, aimed at ensuring the necessary and sufficient organization of educational activities in the educational process of continuous education, provide a scientifically based organization of the variability of education, giving adaptability properties to educational programs to a variety of consumers, the possibility and accessibility of a person's choice of individual educational trajectories.

In the fourth chapter "Implementation of the forms of continuity of the educational process in pedagogical practice" the results of the practical implementation of the methodological foundations of the continuity of the educational process (educational programs) from preschool education to the education of adults and persons of the "third" age are analyzed; the experience of implementing the forms of continuity of the educational process in the context of the integration of educational structures of the education subsystems is disclosed; the essence of integration is revealed while maintaining sufficient and necessary differentiation of the vectors of continuity of educational programs in the education system: "preschool education - general - professional - self-education" in various organizational structures of institutional and non-institutional education.

The components of the implementation of the concept of continuity of the educational process in the system of continuous education are characterized, which made it possible to develop forms of the continuity of the educational process, the implementation of which are new types of educational programs and their relationship with the main educational programs of general, professional, additional education, polytechnic education. The results of the experiment in the system "preschool education-general-professional-postgraduate education" are presented. The organizational and pedagogical conditions for the continuity of the organizational culture of the design-technological type of activity, which is the main form of organizing activities in the educational process from preschool education to the education of adults and persons of the "third" age, are determined.

In conclusion, the achievement of the tasks set at the beginning of the study is analyzed, the main conclusions are formulated, and the prospects for further development of the problem of "end-to-end" continuity of the educational process (educational programs) in the transition to the stage of post-industrial education are outlined.

Dissertation structure. The dissertation work consists of introduction, four chapters, conclusion, bibliography, applications. The volume of work was 417 pages of text, illustrated with tables and diagrams. The bibliography includes 415 works. ---"

Conclusions on chapter 4.

The form of continuity of the educational process of scientific and educational programs is implemented from the standpoint of interdisciplinary integration of the content of basic education with university education, which is reflected in the increasing importance of the continuity of educational activities of the design and technological type. The priority of introducing a form of continuity of the educational process in the school-university system was the strengthening of the practical component in the integration of the content of the scientific and educational program, which made it possible to carry out cognition based on scientific research methods, giving educational activities a personality-oriented, socially and socially significant character.

We have found that the forms and methods of teaching are characterized by their individualization, the shift in emphasis to self-learning, self-education, additional education, independent activity within the framework of an organizational culture of a design-technological type.

The form of continuity of the educational process of scientific and educational programs is ensured by the integrity of communication on the legal basis of standardization of forms.

The study showed that the form of scientific and educational programs is characterized by the following properties: 1. supra-situational, as a need constantly formed in the educational process to “exit” into the sphere of an independent way of obtaining knowledge, carried out in the logic of scientific search, theoretical and experimental verification, reflection and correction of the result; 2. motivation of the individual to organize their own activities, as the ability to organize it into a system of ways to acquire information, the ability to operate, select, structure, generalize; 3. the ability to creatively process information from the standpoint of the design target, focused on solving specific problems of educational activity based on a creative independent approach to solving cognitive problems; 4. stability of motivation for self-education and independent activity, manifested in the ability to test the results of activities in educational practice and new educational situations of the educational process.

The results of the developed, organized and implemented form of continuity of scientific and educational programs from the perspective of assessing effectiveness are consistent with the integrity of the integration of all components of the lifelong education system and are determined in accordance with the criteria proposed by UNESCO, such as efficiency, relevance, rationality, etc. . In relation to the experimental work carried out, the following criteria serve as an assessment of effectiveness: the availability of mastering educational programs of basic, additional, self-education, which has found expression in the vectors of educational programs; the safety of the contingent of students; qualitative composition of the selection of university applicants; meeting the personality-oriented educational needs of youth and schoolchildren; increasing subjective interaction with cooperation of different ages (school-university); scientific result of activity as a value-significant aspect of research and experimental design activities.

Experimental work on the introduction of a form of continuity with the school-university system contributed to: awareness of the need to change the stereotypes of educational activities, recognition of the relevance of the reflection of educational activities, self-realization in the development of scientific and educational programs. The system of continuity forms proposed by us is invariant (universal) - in each subsystem of continuous education, the forms of continuity can be specified and modified depending on the structural and content integration.

The introduction into practice of the form of scientific and educational programs at the present stage is complicated by the insufficient degree of development of the legal, regulatory and legislative framework for lifelong education, the training of teaching staff for the lifelong education system, as well as the insufficient degree of acceptance by a person of a personally significant idea of ​​lifelong education.

The study showed that the development of methodological foundations for the continuity of the educational process in the system of lifelong education is a task of national importance, since the formation and development of continuity, the practical implementation of the introduction of scientific, theoretical and methodological achievements in the theory and methodology of lifelong education, as well as the ability to apply new conceptual ideas succession depends on the development of a competitive system of domestic education, to which we will devote our further aspects of the study

Conclusion

Summing up the general results of the study, it can be noted that the relevance of the study is determined by the modern needs of the individual, society and the state in the formation of the continuity of the educational process in the system of continuous education by integrating educational processes (educational programs) from preschool education to the education of adults and persons of the "third" age in all institutional and non-institutional forms that provide a continuous educational trajectory for the development of the individual.

The results of the study can be summarized and presented as the following results:

The methodological foundations of the continuity of the educational process have been developed as a conceptual idea for creating a system of forms of continuity of educational programs that are adequate: the type of connections, relations with the environment, the hierarchy of the structure, the specific properties of the elements and the system as a whole, the nature of controllability; the conditions for educational activities of the design-technological type as a system-forming basis of the educational process, providing forms of continuity of the educational process (educational programs) from preschool education to the education of adults and persons of the "third age" at all levels and stages of continuous education, are identified and argued. 1. The methodological foundations of the continuity of the educational process have been determined, ensuring the variability of institutional, non-institutional forms of education, their relationship based on the continuity of the main and additional types and types of educational programs in all educational areas (preschool, general, vocational, polytechnic education (key competencies) and organizational and structural components of the system of continuous education (general, vocational, additional education, self-education).

2. A set of principles for the continuity of the educational process in the system of lifelong education is substantiated: humanization, problematic, systematic, predictive, purposeful interaction of forms of institutional and non-institutional education, etc.

3. The continuity of the educational process (educational programs) in the system of continuous education is scientifically substantiated and its integrative essence is revealed; the logic, set of conditions and requirements for its implementation in all educational lines and organizational and structural components of the lifelong education system are determined.

4. The vectors of continuity of the educational process are determined from the standpoint of the principle of complementarity, implemented in a multicomponent system of lifelong education, including a variety of state, non-state, public, socially institutionalized structures of lifelong education.

5. Identified and substantiated the need for regulatory support and standardization of the forms of continuity of the educational process in the context of its "transition" in the subsystems of lifelong education.

6. The value of the continuity of the educational process is determined in the context of the strengthening of social influences of public institutions on the differentiation of processes in education.

7. Theoretical concepts are clarified that update the general and normative methodology on: “methodological foundations of the continuity of the educational process”, “vectors of the continuity of the educational process”, “branching of the vectors of the educational process of educational programs)”, which reflects a new conceptual idea of ​​the system of methodological knowledge about the development of the continuity of the educational process in the system of continuous education.

8. The idea of ​​the continuity of the educational process (educational programs) in the system of continuous education has been deepened, which enriches the methodology of education and the general foundations of pedagogy.

9. Scientific ideas about the organizational and pedagogical forms of ensuring the process of continuity and continuity of education have been expanded, which leads to a new understanding of the continuity of the educational process in the system of lifelong education.

10. A methodological characteristic of continuous education is presented, enriching modern didactic knowledge about the development of the continuity of the educational process in the conditions of institutional and non-institutional education, the content essence of the forms of continuity of educational processes (educational programs) from preschool education to the education of adults and persons of the "third" age based on the integration of educational programs.

11. The conceptual ideas of the theory and methodology of lifelong education available in pedagogy have been clarified and expanded - ideas about the logic, content, continuity of the organizational culture of activity, consistent with the design and technological type, as the leading form of organization of human activity at the present stage.

12. Theoretical ideas about the stages and mechanisms of formation and development of pedagogical systems of design-technological type are generalized into a general theory of the development of pedagogical knowledge.

13. The principles for the formation of the continuity of the pedagogical system of the project-technological type from preschool education to the education of adults and persons of the "third" age have been established, which contributes to understanding the new essence of pedagogical activity and further reflection of the social functions of lifelong education.

14. Methodological recommendations are presented and tested for the implementation of the forms of continuity of educational processes (educational programs) in the system: preschool education - general secondary (complete) - higher - postgraduate education - education of persons of the "third" age (organizational structures of education: kindergarten - school - university; school-university-educational structures of additional education - self-education - structures of leisure education).

15. In the course of the study, scientific and methodological, educational and methodological documentation was developed that can be used in the practice of the educational process of preschool, general secondary (full) education, additional, higher education, self-education.

The generalized results of the study allow us to draw the following conclusions:

1. A study of the history, theory and practice of the development of the continuity of the educational process has shown that continuity as a socio-pedagogical category is influenced by traditions and innovations in the development of pedagogical thought, which determine the systemic formation of continuity, characterized by uneven dynamics of innovative transformations in educational systems and an insufficient level of development of continuity on the basis of the regulatory and legislative framework for the system of continuous education.

2. Determining the characteristic theoretical and methodological foundations for the development of the continuity of the educational process (educational programs) in the system of lifelong education gives us reason to conclude that the formation of continuity is determined by the conceptual basis of the ideas of lifelong and post-industrial education and is based on pedagogical principles, program documents and concepts in the field of general , professional, additional education, self-education, which required the development of a new conceptual approach to the formation of the continuity of the educational process (educational programs).

3. The methodological foundations of continuity are aimed at the need to standardize the scientific and methodological guidance for the development of the forms of continuity of the educational process in all educational lines: general, professional, polytechnic education (key competencies), creating the integrity of the educational space in which uniform pedagogical principles of training, education and development are implemented .

4. The methodological foundations of the continuity of the educational process are understood as: the conceptual idea of ​​the formation of continuity by creating a system of forms of continuity, organizational culture of activity, consistent with the modern type of culture, pedagogical system of design and technological type, principles of continuity of the educational process, conditions and requirements for their implementation.

5. The following concepts have been introduced into scientific circulation: “vectors of continuity of the educational process”, which are understood as educational strategies of educational programs; "branching of educational programs", which is understood as the differentiation of directions, ensuring the development of educational programs in its integrity and continuity in the system of continuous education; “forms of continuity of the educational process”, which are understood as specially created ways of linking educational programs in the subsystems of education, creating the unity of the principles of the transition of continuity and the organization of the educational process in the subsystems.

6. The developed methodological foundations for the continuity of the educational process (educational programs) are characterized by advantages that provide: actualization of the process of forming the organizational structure of the continuous education system as a multicomponent system with its inherent structural-level and socially institutionalized components; formation of sustainable motivation for continuous education and self-education; the trend of the integrity of the continuity of the educational process (educational programs), taking into account the organizational and content restructuring of all subsystems of the continuous; continuity not only between different levels and stages of education, but also the creation of personality-oriented vectors of popular educational trajectories, which means the interpenetration of structures of institutional and non-institutional education that implement various training and education programs that are currently fragmented and disconnected.

7. The methodological foundations of continuity ensure the integrity of the continuity of educational programs that are conceptually substantiated by the organizational principles of their construction (individualization of the educational process in the system of continuous education; modular structure of the curriculum; activity approach to education) and the organization of the educational process, which is built in accordance with the goals and principles of the vector implementation of multicomponent educational programs.

8. Difficulties in the implementation of the methodological foundations of the continuity of the educational process are consistent with the insufficient degree of development of the regulatory and legislative framework for lifelong education, the training of teaching staff for the lifelong education system, the lack of acceptance by a person of a personally significant idea of ​​lifelong education.

Promising areas of research are to clarify the flexible mechanism for the holistic implementation of the forms of continuity of the educational process (educational programs) in accordance with the existing and necessary (and sufficient) regulatory and legislative basis for the development of the lifelong education system; in implementation comparative analysis development of national education systems in the context of the continuity of various types and types of educational programs; development of a model for training specialists for the system of continuous education; development of a variable model of a graduate of the system of continuous education; standardization of the forms of succession in the system of lifelong education.

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387. Section 1. Implemented educational programs of additional education