VARIABILITY BASIC PROFESSIONAL EDUCATIONAL PROGRAMS AS A MECHANISM OF ENSURING THE IMPLEMENTATION OF INDIVIDUAL EDUCATIONAL TRAJECTORIES STUDYING
Abstract
This article examines the substantial aspect of variability of the basic professional educational programs (OPOP) from the perspective of the potential design of individual educational trajectories of students. The experience of design variability OPOP, as a mechanism for the implementation of individual educational trajectories of students in areas of training: Information Systems and Technologies", "Applied Computer Science in Management", implemented at the Department of Applied Informatics and Information Technologies in Education in NSPU of K. Minin. The study highlighted three levels. The first level - is internally, involves the construction of individual educational trajectories on the basis of a set of variant disciplines, providing the module. The second level - inter-module, involves the construction of individual educational trajectories on the basis of a set of variant modules, ensuring the achievement of learning outcomes. The third level involves the nonlinear build individual educational trajectories by the transition to the adjacent profile training or other training direction, are in a bigger group of specialties.
About the Authors
E. K. Samerkhanova
Minin Nizhny Novgorod Statе Pedagogical University
Russian Federation
Russian Federation
Doctor of pedagogica, professor, Head of the Department of Applied Informatics and Information Technologies in Education,
Nizhni Novgorod
Z. U. Imzharova
Aktyubinsk regional state university of K. Zhubanov
Kazakhstan
the candidate of pedagogical sciences, the associate professor, the head of the Innovative center of pedagogical education
Kazakhstan
the candidate of pedagogical sciences, the associate professor, the head of the Innovative center of pedagogical education
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