Innovative approaches to the advanced training of agricultural specialists in the system of continuing education (on the example of the Tomsk region agroindustrial complex)

Abstract

Introduction. Agrarian education is currently a difficult area of the branch educational sector, at the same time departmental dissociation of branch educational institutions and professional educational institutions of the Ministry of Education and Science of the Russian Federation only complicates their interaction at all levels and stages of the process of continuous training of specialists. The growing pace of revolutionary changes in production technology in the modern economy leads to a widening gap between the requirements of employers and qualifications (primarily in terms of their practical component) of graduates of educational institutions and working citizens. In this context, the position on developing an integrated educational cluster model for quality and continuous training of specialists in Tomsk region is relevant. Purpose setting. The aim of the article is to investigate approaches to the training of agricultural specialists in Tomsk region to solve the problem of continuing education of personnel and declare to the scientific and pedagogical community, business structures and the apparatus of power about the feasibility of creating and implementing a technological system of advanced training of agricultural personnel in Tomsk region. Methodology and methods of the study. Methods of theoretical analysis of relevant scientific literature, program and official legal documents on education development, works on the problem of advanced training were used. Results. The principles of lifelong learning and advanced professional training of personnel are considered in terms of social and economic relevance. The concept of creating a regional educational ecosystem for advanced training of agricultural specialists with the competences of the XXI century as a model of integrated educational space was proposed. Developed model takes into account principles and main priorities of innovative approach to training of agricultural specialists at all levels. Conclusion. Educational ecosystem will meet the relevant needs of all participants of relations in the sphere of lifelong learning: schoolchildren, students, adults, institutions engaged in educational activities and teaching staff, employers and their associations, agrarian business institutions, local self-government bodies.