Научно-методический журнал Scientific and methodological journal 2009 жылдың қыркүйек айынан бастап шығады Издается с сентября 2009 года
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Before the problems of vocatio- nal education had been considered, mainly within the framework of each country, nowadays the research of mutual influence of pedagogical processes in the global dimension is actualized. Kazakhstan education system will exist and function in the coming socio-cultural dimension, that is why to find real ways of its renewal and improvement is of great importance. The twenty-first century experts call the age of the information society, a knowledge-based society. The rapid growth of scientific knowledge, the development of technology lead to the fact that the education received now is not enough to carry out professional activities. And if earlier the educational level of the population had been considered to be one of the main indicators of the country national wealth, the importance of acquiring new additional knowledge by working adults has now been growing strongly. It should be noticed that educational needs of modern people are diverse and focused on obtaining basic and additional education, on maintaining and improving health, making the quality of family life better, having meaningful leisure and demanding further personal development, etc. In the Kazakhstan Republic, the system of additional vocational education is at the stage of being formed and structured. In this connection, it is necessary to examine the personality of the adult trainee, his needs, opportunities, and his interests in the world experience of additional adult education as well. Among the countries where higher education institutions, along with the traditional model of higher professional education, are focused on the creating and developing the adult education system, are the United States of America. This country is traditionally considered to be a leader in developing the strategy and tactics of education, using the latest pedagogical technologies, modern approaches and techniques and putting them into practice. In the United States, the problems of citizens' education are normally solved at the state level. For the first time in the United States of America, at the beginning of the 1960s, the Law on workers training and their further employment was adopted, in connection with the automatic machines inculcating and the production processes complicating. In 1973, the Law on the Workers Preparing and Employment was adopted, providing activities to strengthen the links between vocational and general education. Having adopted this Law and some others, the American government increased the subsidies for the needs of adult vocational training [1].In 1983, the problem of setting the standards for general academic education of the younger generation was raised by the National Commission appointed by the US President. In 1990, on the basis of the commission's report, the US President George W. Bush announced the education reform goals and objectives, among the most important there was a goal to educate adults. It was stated in the Commission Report that one of the reasons for unemployment in the country was the lack of the vocational training quality in the high schools and the US scientists believed and still do that it is far-sighted to invest in the adult education. Currently, the several models of additional professional education (the APE) in the United States can be identified: teaching and further training in business sphere, in the field of industry and social work. It is usually called "continued education". In the context of supplementary education, the proposed models include two components: training organized on the initiative of the learner himself pursuing personal or professional goals, as well as training according curricula, which, along with training, provide the acquisition of relevant practical experience [2]. Among the students enrolled in the programs of higher continuing education as the experience shows there is a significant number of specialists who participate in the APE, not only for the sake of obtaining a new profession, or a license for occupational activity or a scientific degree. Many students, when choosing definite training courses, pursue personal developing goals in order to broaden their knowledge horizons, providing assistance to the local community, and attend the training courses that are considered to be an additional training for professional growth. With the rapid development of new infor- mation technologies and, in particular, the Internet, it became possible to talk about a new structure of additional interactive vocational training. This type of education was most widely spread in the USA. In the early stages (before the first decade of 1990s), distance education in the United States was not systematized, both geographically and in terms of various professional fields covering. Its main goal was to involve those categories of students who aspired to improve their skills in some of the most popular areas (first of all, such as machine building, business administration, etc.) without interruption their working activity. With the development of technologies, including in the field of education, distance learning offers to various social groups due to their accessibility (physically and economically) the widest range of programs in the sphere of secondary special, higher and subsequent education. Many American states have large-scale programs for the distance learning developing nowadays. The first programs of that kind used cable television as the main channel for information to be transferred, and the sites on the Internet acted as an supplementary information resour- ce. In addition, within the framework of various programs video lectures of some higher educational institutions were used. Many of the programs mentioned above are still in progress, but recent years their share in the total volume of distance learning programs has decreased mainly due to the increased role of computer technologies in the distance learning education system. It should be noted that distance education in the US has been developing and existing in geographic conditions very similar to Kazakhstan: a large potential student audience live in remote and relatively less developed areas. But technologically, and most importantly economically, the USA, for a number of objective reasons, was able to solve this problem by creating telecommunication- educational networks of distance learning specifically targeted at the states where the number of non-urban population is still high [3]. The rapid continuous changes happening in society, in the economy system, and at the labor market necessitated the acquisition of new knowledge and skills not only in the process of vocational training, but also directly in the period of working activity. This function is жүктеу/скачать 3,44 Mb. Достарыңызбен бөлісу:
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