Abstract:

The article is devoted to the experience of creating a system of interaction between secondary vocational and higher education and the introduction of tools of the Bologna process in the technology of education in secondary vocational schools. The methodological basis for the study were the works of European and domestic scientists who implemented the principles of the Bologna Process in the education system, the study of the methodology of Tuning of educational programs (Tuning), also research on the implementation of digital, network educational technologies. The purpose of the article was to describe the experience of a team of researchers to implement teaching and learning tools in secondary vocational schools. To achieve this goal, a platform for network cooperation between representatives of secondary vocational and higher education was created, a group of experts was trained to develop educational modules in accordance with the norms of the European system of transfer and accumulation of credits, a consulting web space was created to ensure effective interaction between the labor market and the academic community in order to increase the competitiveness of college graduates.

In the course of the project research by means of questionnaire survey among teachers of higher and secondary vocational educational institutions on the effectiveness of certain educational tools, meetings of representatives of Russian, European and Kazakh universities, where the exchange of experience took place, were conducted. The results of the study confirmed the readiness of Kazakh vocational secondary schools to the transition to the Bologna system of education, as well as the effectiveness of the system in the colleges. The study identified problem areas of transition, the specifics of secondary vocational education in Kazakhstan, Russia, European countries, and developed recommendations for effective transition.

The main results of the analysis confirmed the earlier conclusions about the importance of mastering the tools of the Bologna system by college teachers, the need to retake credits in order to implement academic mobility in secondary vocational institutions, the orientation of teachers on competence-based approach in learning and close cooperation with specialized employers. Also, the criteria for quality learning in colleges were defined, and an internal system of quality assurance was created. In developing the criteria the following actions were done: objective evidence was collected, a survey was conducted to analyze the needs of the potential audience, teachers' presentations were made, independent work assignments were developed to get feedback.

Keywords:

Bologna process, education, teaching and learning tools.