vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2024-33-11-29-55vovr-5232Research ArticleСТАТЬИARTICLESМикроквалификационные программы в университетах: новая образовательная траектория для обучения взрослого населенияMicroqualification Programs at Universities: A New Educational Trajectory for Adult EducationШепельМ. О.ShepelM. O.

Михаил Олегович Шепель, канд. ист. наук, директор Института – проректор по развитию дополнительного образования

Институт дистанционного образования

634050; пр-кт Ленина, 36; Томская область; Томск

Mikhail O. Shepel, Cand. Sci. (Historical Sciences), Director of the Institute – Vice-Rector

Institute of Distance Education

634050; 36 Lenin ave.; Tomsk region; Tomsk

shepel@ido.tsu.ruhttps://orcid.org/0000-0001-6341-2131ВелединскаяС. Б.VeledinskayaS. B.

Светлана Борисовна Велединская, канд. филол. наук, доцент, директор Центра

Центр повышения квалификации и переподготовки

634050; пр-кт Ленина, 36; Томская область; Томск

Svetlana B. Veledinskaya, Cand. Sci (Philology), Associate Professor, Head of Department

Educational Program Design Department

634050; 36 Lenin ave.; Tomsk region; Tomsk

sbv@ido.tsu.ruДийскаяЕ. А.DiyskayaE. A.

Екатерина Александровна Дийская, специалист центра

Институт дистанционного образования; центр корпоративного обучения и развития программ дополнительного профессионального образования

634050; пр-кт Ленина, 36; Томская область; Томск

Ekaterina A. Diyskaya, specialist

Institute of Distance Education; Center for Corporate Training and Development of Additional Professional Education Programs

634050; 36 Lenin ave.; Tomsk region; Tomsk

dea@ido.tsu.ruФещенкоА. В.FeshchenkoA. V.

Артём Викторович Фещенко, начальник отдела

Институт дистанционного образования; отдела разработки и коммерциализации цифровых решений ЦТИС

634050; пр-кт Ленина, 36; Томская область; Томск

Artem V. Feshchenko, Head of Department, Chief ofLaboratory

Department of Information Resources and Technologies; Institute of Distance Education; Teaching and Scientific Laboratory of Computer Learning Tools

634050; 36 Lenin ave.; Tomsk region; Tomsk

fav@ido.tsu.ruhttps://orcid.org/0000-0003-0706-0308КоршуновИ. А.KorshunovI. A.

Илья Алексеевич Коршунов, канд. хим. наук, заведующий Лабораторией

Институт образования; Лаборатория непрерывного образования взрослых

101000; Потаповский пер., д. 16, стр. 10; Москва

Scopus ID: 57201132401, Researcher ID: Q-8721-2018

Ilya A. Korshunov, Cand. Sci. (Chemistry), Leading Researcher

Institute of Education; Lifelong Learning Laboratory

101000; 16 Potapovskiy lane, bld. 10; Moscow

Scopus ID: 57201132401, Researcher ID: Q-8721-2018

ikorshunov@hse.ruhttps://orcid.org/0000-0002-4040-024XШирковаН. Н.ShirkovaN. N.

Наталия Николаевна Ширкова,  канд. пед. наук, старший научный сотрудник

Институт образования; Лаборатория непрерывного образования взрослых

101000; Потаповский пер., д. 16, стр. 10; Москва

Scopus ID: 57206181624, Researcher ID: W-3808-2018

Natalia N. Shirkova, Cand. Sci. (Pedagogy), Senior Researcher

Institute of Education; Lifelong Learning Laboratory

101000; 16 Potapovskiy lane, bld. 10; Moscow

Scopus ID: 57206181624, Researcher ID: W-3808-2018

nshirkova@hse.ruНациональный исследовательский Томский государственный университетРоссияNational Research Tomsk State UniversityRussian FederationНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian Federation20240112202433112955Copyright © Шепель М.О., Велединская С.Б., Дийская Е.А., Фещенко А.В., Коршунов И.А., Ширкова Н.Н., 20242024Шепель М.О., Велединская С.Б., Дийская Е.А., Фещенко А.В., Коршунов И.А., Ширкова Н.Н.Shepel M.O., Veledinskaya S.B., Diyskaya E.A., Feshchenko A.V., Korshunov I.A., Shirkova N.N.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/5232

   В условиях быстрого изменения технологий и требований рынка труда актуальность традиционных моделей профессионального образования снижается. Необходимость быстрого обновления навыков и компетенций для взрослого населения приводит к появлению новых образовательных решений, в том числе коротких программ приобретения компетенций для выполнения отдельных трудовых функций с возможностью быстро приступить к работе. В настоящем исследовании рассматриваются особенности микроквалификационных программ в системе высшего образования в России, их потенциал для обучения взрослого населения и влияние на рынок труда. Анализ проведён на основе данных о реализации федерального проекта «Содействие занятости», данных о вакансиях на рекрутинговых платформах и результатов фокус-групп с представителями работодателей. Микроквалификация трактуется как набор узкоспециализированных навыков, необходимых для выполнения отдельных трудовых функций, не требующих наличия профильного документа об основном образовании. Анализ данных о заработной плате слушателей федерального проекта «Содействие занятости» показывает, что обучение по микроквалификационным программам, связанным с цифровыми технологиями, обеспечивает значительный прирост заработной платы слушателей. Результаты исследования демонстрируют высокий потенциал микроквалификационных программ для обучения взрослого населения и формирования конкурентоспособных специалистов. Рассмотрены модели, основанные на использовании программ дополнительного профессионального образования и профессионального обучения, а также модели, формирующие индивидуальные образовательные траектории в рамках основных профессиональных образовательных программ для студентов. Работа также предлагает рекомендации по дальнейшему внедрению микроквалификационных программ в систему высшего и дополнительного профессионального образования.

   Traditional models of vocational education are decreasing their relevance due to rapid technological progress. The need to update skills and competencies leads to the emergence of new educational trajectories, including short programs for acquiring competencies to perform certain work functions and enter the labor market. The article examines the features of microqualification programs, their potential for employee training and their impact on the labor market. The analysis was carried out on the basis of data from the federal project “Employment Promotion”, data on vacancies on recruitment platforms and the results of focus groups with employers. Microqualification is interpreted as a set of highly specialized skills necessary to perform certain work functions that do not require a document on basic education. The authors of the article consider models based on the use of additional professional education and vocational training programs, as well as models that form individual educational trajectories within the framework of basic professional educational programs. An analysis of the salary data of participants in the federal project “Employment Promotion” shows that the passage of programs for the development of digital competencies provides a significant increase in wages after training. The results of the study demonstrate the high potential of microqualification programs for adult education and the formation of competitive specialists. The article offers recommendations on the implementation of microqualification programs in the Russian education system.

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The authors declare that there are no conflicts of interest present.