Authors
- Vesmanov Sergey Viktorovich Ph.D. in Economics
- Jadko Natalya Viktorovna Doctor of Pedagogy, Professor
- Vesmanov Dmitrij Sergeevich
- Akopyan Gurgen A. PhD of Sociology
Annotation
The relevance of the study, the results of which are presented in the article is determined by the fact that the modern goals of education both in Russia and in countries
that demonstrate the highest indicators of the quality of education are formulated as preparing an individual for life in society, making an independent life choice, continuing education, and starting a professional career. activities. Achieving these goals involves the formation and development of meta-subject competencies in schoolchildren, which are in demand in the labor market and which, therefore, should be formed considering the opinions and expectations of labor market participants. The study is a continuation of a series of research works on the study of the content of school education, conducted by the Project Management Laboratory of the Moscow State Pedagogical University in 2019–2021. The purpose of the study is to identify and clarify the content of meta-subject competencies formed at school, which were identified by labor market participants as highly demanded. The research method is to conduct focus groups with labor market participants. The creation of a research tool for conducting focus groups required the development of case studies — situations that are typical in school life and correlate with the content of meta-subject competencies that are in demand on the labor market. Based on the results, a set of verified tools for studying the content of meta-subject competencies was developed. A set of cases has been created for conducting focus groups with respondents and a system of criteria for selecting expert groups. The content of meta-subject competencies formed at school in the form of sets of purposeful actions is described. The study made it possible to draw conclusions that there are both similarities and differences in the content of meta-subject competencies formed at school and in the content of meta-subject competencies demanded by the labor market. The presence of similarities confirmed the hypothesis that meta-subject competencies that are in demand on the labor market are formed at school, and the presence of differences indicates certain school deficits. Directions for eliminating these deficiencies, for each of the studied competencies, are reflected in the recommendations.
How to link insert
Vesmanov, S. V., Jadko, N. V., Vesmanov, D. S. & Akopyan, G. A. (2022). FOCUS GROUP STUDY OF THE CONTENT OF META-SUBJECT COMPETENCIES FORMED AT SCHOOL AND DEMANDED BY THE LABOR MARKET Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 16(3), 32. https://doi.org/10.25688/2076-9121.2022.16.3.02
References
1.
1. Yadov, V. A. (2007). Strategy of sociological research. Description, explanation, and understanding of social reality. Moscow: Omega-L. (In Russ.).
2.
2. Vesmanov, S. V., Zhadko, N. V., Vesmanov, D. S., & Akopyan, G. A. (2021). Verbs and complements as a model for describing the content of metacompetencies in expectations and perceptions of labor market participants. Teaching Foreign Languages, 48 (1), 32–42. (In Russ.). https://doi.org/10.53656/for21.13glag
3.
3. Vesmanov, S. V., Zhadko, N. V., Vesmanov, D. S., & Akopyan, G. A. (2020). Metacompetencies in labor market expectations. Psychological Science and Education, 25 (6), 104–112. (In Russ.). https://doi.org/10.17759/pse.2020250609
4.
4. Merton, R., Fiske, M., & Kendall, P. (1991). Focused interviewing (Translated from English by T. N. Fedorovskaya; ed. by S. A. Belanovsky). Institute of Youth. Moscow. (In Russ.).
5.
5. Bell, E., & Bryman, A. (2012). Methods of social research. Humanities Center. Kharkiv. (In Russ.).
6.
6. Brace, A. (2005). Questionnaires. Development of questionnaires, their role and importance in market research. Moscow: Balance Business Books. (In Russ.).
7.
7. Strategy of Modernization of General Education (2001). Materials for Developers of Documents on the Modernization of General Education. Moscow: World of Books. (In Russ.).
8.
8. Frumin, I. D., Dobryakova, M. S. Barannikov, K. A., & Remorenko, I. M. (2018). Universal competencies and new literacy: what to teach today for success tomorrow. Preliminary findings of the international report on trends in the transformation of school education, 2 (19). National Research University Higher School of Economics, Institute of Education. Moscow. (In Russ.). https://ioe.hse.ru/data/2018/07/12/1151646087/2_19.pdf
9.
9. World Economic Forum (2015). New Vision for Education. Unlocking the Potential of Technology (Prepared in collaboration with The Boston Consulting Group). https://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf
10.
10. Pang, E., Wong, M., Leung, C. H., & Coombes, J. (2019). Competencies for fresh graduates’ success at work: Perspectives of employers. Industry and Higher Education, 33 (1), 55–65. https://doi.org/10.1177/0950422218792333 journals.sagepub.com/home/ihe
11.
11. The Economist Intelligence Unit report, sponsored by Google (2015). Driving the skills agenda: preparing children for the future. https://impact.economist.com/perspectives/sites/default/files/Drivingtheskillsagenda.pdf
12.
12. Voogt, J., & Pareja-Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44 (3), 299–321. https://doi.org/10.1080/00220272.2012.668938