The concept of education development is a document that defines the overall strategy, main directions, priorities, tasks public policy in the field of education and mechanisms for their implementation, as a fundamental component of the formation and strengthening of state independence, the progressive development of the country. The concept defines education as a national priority, lays the foundation for the development of the educational policy of the Republic of Kazakhstan by the state for a long period and is the basis for making changes and additions to the legislation, the financing system, the content of education, the structure of the education system, the education management system, personnel and social policy. In accordance with this Concept, an Action Plan for its implementation is being developed. Education, as a sphere most closely associated with the formation of a person's personality, is able to overcome negative trends in the development of society. The key figure in this area was and always remains the teacher - modern teacher, a competent specialist who owns the entire arsenal of means, a socially mature, creative person, capable and striving for professional self-improvement. Pedagogical education is a priority link in the entire education system, as it determines the effectiveness of its functioning as a whole and each of its links separately.

Analyzing modern educational concepts, it can be noted that almost all of them emphasize the important role of education as an integral and integral part of the entire educational process, in which the education of a person and a citizen is, in fact, the main goal of the school. The same goal is reflected in the "Law on Education", where in the very first paragraph it is said that education is a purposeful process of education and training. In the first place is education. However, in practice, this is most often forgotten and substantive successes are put in the first place. A school is judged on how it teaches physics, chemistry, foreign languages, etc. And very rarely (almost never) she is judged by what she gave children in the spiritual and moral development, what kind of person and citizen she brought up.

The problem of education, as you know, is the subject of a comprehensive general pedagogical, historical-pedagogical, socio-pedagogical analysis, during which the main goals, conditions of education, its mechanisms, etc. are fixed. At the same time, it is clear that modern education is least of all able to adequately reflect in itself constantly changing conditions of life, and currently offers more questions than it can give specific answers in accordance with certain modern requirements of life.

An important role is played by the very definition of the concept of education. Analysis of the concepts of education created in last years, showed that most of them consider education as a purposeful process of management, formation, organization of educational influence. At the same time, the emphasis is shifted to the creation of certain conditions for the development and self-development of the personality of the educated person with the help of specific psychological and pedagogical means. The core of modern school concepts of education is an orientation towards joint activities, towards the collaborative nature of relations between the subjects of the educational process: students and teachers. Although there is a fairly large variation in the definition of what is brought up - qualities, values, spirituality, a system of social roles, morality, a focus on success, etc.

It can be seen from the texts of the concepts that most authors share the tasks of educating the modern generation in the spirit of active creative work, observing and harmonizing the interests of society and the individual, developing a person’s spirituality, preserving his physical and moral health, and forming his citizenship. The most general, relevant, dominant provisions of the concepts are the following:

• - implementation of the ideas of humanization and humanitarization;
• - creation of conditions for the disclosure of human creative abilities;
• - comprehensive and harmonious development of personality;
• - socialization of the personality of a citizen of the country;
• - the formation of a viable individual, humanistically oriented towards society and oneself;
• - the formation of a socially active resilient personality;
• - the formation of a personality capable of living in a new democratic society;
• - shaping harmonically developed personality ready and able to fully fulfill the system of social roles;
• - the revival of the intellectual, spiritual and creative potential of the nation, the education of free citizens with a developed creative attitude towards the world, capable of productive transformative activity and life-creation.

A teacher of a new formation is a spiritually developed, creative person with the ability to reflect, professional skills, a pedagogical gift and a desire for something new. Ideally, a teacher should clearly understand the inherent value of education, be a "person in culture", know his own subject, pedagogy and psychology perfectly, use student-centered pedagogical methods and be motivated to further growth and development of his personality.

A professional teacher should not only be fluent in his subject, but also see the place of each participant in pedagogical process, be able to organize the activities of students, anticipate its results, correct possible deviations, that is, must be a competent person. educational concept education teacher

The competence of a teacher depends on the level of formation of three groups of competencies that a teacher of a new formation should possess: methodological (psychological and pedagogical) competencies; general cultural (ideological) competencies; subject-oriented competencies.

The professional activity of a teacher is connected with a specific subject area - pedagogical reality. The object of it professional activity is a holistic pedagogical process, therefore, the teacher of the new formation must be able to act in the system "man - man" ("teacher - student"). It is extremely important for the teacher to realize the role of humanistic relations in the pedagogical process of the educational institution. The ideological and moral position of the teacher should be reflected in the methodology of his educational work requiring the presence of certain professional qualities of the individual that meet the goals of his activity, and a different view of the student, arising from modern theoretical research- the student from the object of influence should become the subject of activity.

The transition to a 12-year learning model requires an innovative, creative type of thinking from a modern teacher, characterized by the creation of an objectively new product and the emergence of neoplasms in the course of the activity itself.

Creative focus pedagogical activity stipulates that the teacher must:

• 1) objectively evaluate their capabilities as a teacher of a new formation, know their weak and strong qualities that are significant for this profession (features of self-regulation, self-esteem, emotional manifestations, communicative, didactic abilities, etc.);
• 2) master the general culture of intellectual activity (thinking, memory, perception, representation, attention), the culture of behavior, communication, including pedagogical;
• 3) be able to navigate the ongoing integration processes, trends in the development of the global educational space, the essence of which lies in the fact that modern education is becoming more and more multicultural, involving a wide language training of the teacher.

Bibliography:

• 1. Law of the Republic of Kazakhstan "On Education"
• 2. The concept of education of the Republic of Kazakhstan until 2015.
• 3. Angelovski K. Teachers and innovations: A book for teachers: Per. from Macedonia. - M., 1991.
• 4. Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research: Didactic aspect. - M., 1982.
• 5. Bordovskaya N.V., Rean A.A. Pedagogy: Textbook for universities - St. Petersburg: Peter, 2000

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In January 2014, the Russian Ministry of Education and Science submitted for public discussion a draft Concept for Development Support teacher education. As Alexander Sobolev, Director of the Department of State Policy in the Sphere of Higher Education of the Russian Ministry of Education and Science, noted at a meeting of the State Duma Education Committee, the document is dedicated to improving the quality of education in the field of pedagogy and the efficiency of educational organizations implementing relevant programs.

In his Address to the Federal Assembly on December 12, 2013, President of the Russian Federation Vladimir Putin said: “The decisive importance for the future Russian school acquires professional growth teachers. It must be ready to be used in training modern technologies be able to work with children with disabilities. I ask you to prepare a comprehensive personnel renewal program for schools. I know that the Ministry of Education is already doing this, including the development of a system of continuous training and professional development for teachers. We need to complete this work on the preparation of this program.”

For development integrated program created in the Ministry of Education and Science of Russia working group under the leadership of First Deputy Minister Natalia Tretiak. It consists of four commissions, each of which is responsible for its own area of ​​work - approbation and implementation professional standard teacher, ensuring the transition to an effective teacher contract system, raising the social status and prestige of the teaching profession, modernizing teacher education.

Thus, the draft Concept for Supporting the Development of Pedagogical Education is one of the steps in creating an integrated, comprehensive program that will be submitted to the Government Russian Federation until June 1, 2014.

The idea of ​​creating a concept arose 1.5 years ago, when the results of the first performance monitoring were summed up state universities. The Minister of Education and Science of the Russian Federation Dmitry Livanov instructed the creation of a working group to understand the situation and make the necessary decisions. There were proposals to evaluate the work of pedagogical universities according to special criteria, but, from the point of view of the working group, this would only preserve the situation. In the same way, not all pedagogical universities and their branches would find it optimal to join federal or classical universities. And the task was set differently: to modernize educational programs and, on the basis of this, increase the efficiency of the work of educational organizations. It was this logic that guided the working group when creating the draft concept.

According to one of the project developers, Academician of the Russian Academy of Education Viktor Bolotov, among the ideas embodied in the document, the following are the most important:

First, the emphasis on teaching practice, and not in the former sense, when students spent some time at school and received a credit. Pedagogical practice is when the school becomes an experimental platform for future teachers. They do not just come there for a semester, looking up from their studies, they are somehow present there during educational process and in practice master what they are given in the university in theory. In order to implement this idea, universities that train teachers should have their own basic schools.

Secondly, it is an opportunity for some students to leave pedagogical programs, and for others, on the contrary, to switch to these programs. It is well known that many graduates of pedagogical universities do not want to work in schools, but, having understood this during their studies, change their educational trajectory can not. At the same time, students of other areas and specialties sometimes come to the conclusion that pedagogy is a much more interesting business than what they are doing now. Both should be given the opportunity to work according to their vocation.

Thirdly, support for young teachers. The draft concept is not so much about material as about professional support. Now they often drop out of school because older colleagues cannot provide them with professional help. It is necessary to create professional communities of young teachers - both real and virtual; such communities are well known in different regions, for example, in the Krasnoyarsk Territory. If in the first two or three years a young teacher can be helped to stay in school, he will certainly remain there to work and become a good specialist. The developers of the concept believe that these and other steps will help raise teacher education to a new level.

The system of pedagogical education Career guidance and pre-professional training through the system of teacher classes, author's career guidance camps, Olympiads in pedagogy and psychology, open days of professional educational institutions, invitation of high school students to participate in activities of Kostroma State University as part of extracurricular activities, participation of students in career guidance work at school. Training of teachers in institutions of secondary vocational education (OGBPOU "Sharya Pedagogical College of the Kostroma Region", OGBOPOU "Galich Pedagogical College of the Kostroma Region"). Training of teachers in pedagogical specialties and at the expense of additional to higher professional education in classical university specialties in FGBOUVPO "Kostroma State University named after N.A. Nekrasov. Advanced training of teachers and professional retraining (Kostroma Regional Institute for the Development of Education, Kostroma State University named after N.A. Nekrasov). Postgraduate Pedagogical Education in Postgraduate and Doctoral Studies” FGBOUVPO “Kostroma State University named after N.A. Nekrasov.

Problems Low motivation for teaching professions The existing system of targeted contracts for teacher training is not working well It is difficult for students to adapt to the requirements for the initial stage of vocational education There are problems in vocational education (transition to the Federal State Educational Standards, insufficient implementation of the activity approach ...) professional support and support for young teachers There is no systemic interaction between interested organizations in quality teacher education There is no reasonable forecast of the needs for teaching staff in the region There is no serious analysis of ongoing programs and projects related to teacher education.

Key Stakeholders The state that carries out the legal regulation of the activities of the systems of general, professional and additional education and the state order for the training of specialists; regional and municipal executive authorities that carry out legal and organizational regulation of the activities of general, professional and additional education systems at the regional and municipal levels and form a regional (municipal) order for training specialists; institutions of the social and educational sphere that act as employers and customers of graduates, as well as potentially other institutional institutions where a graduate of a pedagogical direction can find a job in accordance with the specialization received; schoolchildren, applicants, their parents; students under pre-professional training programs, all forms and levels of vocational education, advanced training and retraining programs; employees of educational organizations; public associations and organizations, including social groups, creative unions, scientific institutions, etc., interested in social partnership.

The main directions and mechanisms for the development of teacher education Ensuring successful entry into the profession Development and implementation of a professional orientation program for teaching professions Development of a system of support and legal support for the activities of pedagogical and psychological-pedagogical classes in general education schools, institutions of additional education, on the basis of organizations of secondary vocational education and KSU. N.A. Nekrasova Development of a system of targeted contractual training of teachers in bachelor's and master's programs at the expense of federal and regional budgets. Creation of a regional system of incentives for admission to pedagogical areas of training of school graduates with USE results above the average for the region. Development of ways to take into account the personal achievements of schoolchildren when entering pedagogical areas of training. Development of a system of professional retraining, training in the magistracy of specialists in various fields for work in educational institutions to ensure a multi-channel entry into the teaching profession of specialists in various fields. Creation of a project aimed at forming a respectful public opinion about the teaching profession using the capabilities of the region's media, public and educational organizations.

Pedagogical classes normative support of activities of pre-professional training classes; support for teachers working in teaching classes; support for the system of training teachers, their methodological support and coordination of the activities of pedagogical classes within the framework of cooperation agreements: pedagogical class - pedagogical college - university; holding a regional Olympiad for students of pedagogical classes

Improving the quality of training in professional educational institutions Development and implementation of educational programs for teacher education at various levels in accordance with the standard of professional activity of a teacher. Bringing the system of teacher education in line with the requirements of the Federal State Educational Standard general education. Creation of a system of multi-vector learning trajectory and flexible pedagogical training programs for different categories of students. Organization of pedagogical training for students of non-pedagogical areas, development of a system for training interested specialists in the framework of master's programs and professional retraining programs. Changing the content of programs, technologies for teaching and educating teaching staff to enhance the motivational, practical, technological training of future teachers. Formation of a system of internships for students in educational organizations and material incentives for their work. Development of projects of network pedagogical education with the participation of vocational education institutions, basic educational organizations, partner schools and basic departments of pedagogical orientation in schools. Formation of the practice of searching, selecting and supporting gifted students oriented to work in educational organizations. Creation of a system of social and professional assessment of the quality of educational programs of teacher education various levels. Coordination of educational programs for the professional training of teachers with employers.

Retention in the profession Assistance in the employment of graduates of pedagogical areas of training. Implementation of a corporate support system for the professional development of young teachers. Development of an incentive system for young teachers in order to secure them in educational organizations. Creation of a system of independent professional certification of graduates of professional educational institutions.

Research and organizational activities Analysis of the needs of the region in teaching staff until 2020 and the formation of a regional order for the training of teaching staff. Creation of a unified regional information base, a system of thematic Internet resources at the regional and municipal levels in the field of monitoring and supporting vocational education. Formation and systematic updating of an open bank of profiles of pedagogical professions and positions. Conducting an analysis of ongoing programs and projects related to teacher education. Identification of the main factors that negatively affect the effectiveness of teacher education (conducting a scientifically based study of the state of teacher education in the region). Development of a competency-based model of a teacher in demand in educational organizations in the region. Determining the roles of key stakeholders in quality teacher education. Development of a system model of regional pedagogical education. Description of the elements and stages of continuous pedagogical education, including pre-professional, professional additional education. Development of a system of interaction between the Department of Education and Science of the Kostroma Region, municipal education authorities, educational institutions, colleges of education, OGBOU DPO "Kostroma Regional Institute for the Development of Education", FGBOUVPO "Kostroma State University named after N.A. Nekrasov” for the implementation of coordinated actions in the system of training teaching staff (development of a system of legal, organizational and administrative documents that define areas of responsibility and the structure of interaction). Development of roadmaps for the implementation of the concept.

The key elements of changes in teacher education are: motivation (career guidance, selection of the best, restoration of a positive image of the Teacher, incentives); educational programs (FSES, Professional standard of a teacher, flexible educational routes); learning technologies (activity-oriented, practice-oriented, individualized); practices (basic schools, partner schools, internship sites, basic departments); projects (project activities, implementation, expertise); environment (innovative infrastructure and social initiatives, corporate support); admission (professional examination and certification); result (subject and over-subject competencies, universal teacher, consolidation in the profession).

Expected results of the implementation of the Concept Construction of an innovative systemic model of teacher education with the following characteristics: competitive, non-linear, multi-vector and multi-channel, open, individualized, competence-based, activity-oriented, practice-oriented. Determination of the structure, content of interaction and functions of key stakeholders of the system of continuous teacher education in the region. Staged creation of elements of the system of continuous teacher education based on the interaction of key stakeholders. Support for initiatives related to the implementation of innovative teacher education programs. Training of competent teaching staff, their employment and consolidation in educational organizations of the region. 100% staffing of the general education system by teachers who have received pedagogical education or have undergone retraining, advanced training in this area in accordance with the requirements of the teacher's professional standard.

In 2015 the Federal target program development of education for 2011-2015 is coming to an end. It is being replaced by a new one - the Federal Target Program for the Development of Education for 2016 - 2020 (hereinafter - the Program), the Concept of which was approved by Decree of the Government of the Russian Federation of December 29, 2014 No. 2765-r. The state customers of the Program are the Ministry of Education and Science of the Russian Federation and federal Service on supervision in the field of education (Rosobrnadzor).

The Program proposed for implementation contains a number of complex tasks that act as a cementing foundation for bonding the levels and types of education into a single integral building of modern competitive education, which acts as the basis for the formation of personality, human capital as the most important factor in the progressive development of Russian society, the state and the economy.

At the same time, the purpose of the Program is to provide conditions for the effective development Russian education aimed at the formation of competitive human potential. Achieving this goal is expected through the implementation of the following tasks:

• creation and dissemination of structural and technological innovations in vocational education that ensure high mobility of the modern economy;
• development of modern mechanisms, content and technologies of general and additional education, including through the implementation of a set of measures for the use of previously developed and implemented federal state educational standards (FSES);
• implementation of popularization measures among children and youth of scientific, educational and creative activities, identification of talented youth;
• creation of an infrastructure that provides conditions for education and training for the modern economy;
• formation of a demanded system for assessing the quality of education and educational results.

The Program uses a medium-term 5-year activity planning period as the most effective. At the same time, 2 stages of the implementation of the Program are expected: 2016-2017 - the first stage, 2018-2020 - the second stage. The goal and objectives of the Program will be achieved upon completion of the second stage.

The Ministry of Education and Science of the Russian Federation exercises control and organization of comprehensive monitoring of the implementation of the Program. In order to involve the public in the management of the Program, a scientific and coordinating council is being created, which will include scientists and specialists, representatives of the business community, public (including youth) associations, as well as representatives of executive authorities. Interim reports and annual progress reports of the Program should be available to the public.

The solution of the problems of the Program is ensured by carrying out appropriate activities.

In particular, to ensure the development of modern mechanisms, content and technologies of general education, the following activities are envisaged.

Implementation of new organizational and economic models and standards in preschool education by developing a regulatory and methodological framework and expert and analytical support for its dissemination. The event includes:

• support for regional development programs preschool education, parental education;
• introduction of new GEF DO;
• creation in each region of conditions for public-private partnership in the field of preschool education (PE);
• advanced training for new educational programs 95 percent of teaching staff and managers of DOs.

Over the five years, the share of regional and municipal systems of preschool education, in which conditions and mechanisms for public-private partnership in the field of preschool education have been created, should increase from 7 to 100%.

Improving the quality of education in low-performing schools and in schools operating in disadvantaged social conditions, through the implementation of pilot regional projects and the dissemination of their results. The event includes:

• implementation of pilot projects to improve the quality of education;
• modernization of the regulatory and methodological base;
• distribution to all regions of the best practices.

The share is expected regional systems general education, in which projects to improve the quality of education in such general education organizations have been successfully implemented, should increase from 4 to 60% in 5 years.

Building a network of schools that implement experimental and innovative programs to develop new technologies and the content of education and upbringing, through competitive support for school initiatives and network projects. Within the framework of this event, it is envisaged:

• creation of at least 200 innovative schools;
• development and readiness to disseminate the model of using new teaching and upbringing technologies in schools;
• support for regional network modernization programs (formation of effective networks) of educational institutions;
• creation of at least 30 national methodological networks for the dissemination of specific educational technologies.

Modernization of technology and content training in accordance with the new Federal State Educational Standard by developing concepts for the modernization of specific areas, supporting regional programs for the development of education and supporting network methodological associations. The event includes:

• implementation of the provisions of the Concept for the Development of Mathematical Education in the Russian Federation;
• creation and implementation of the Concept for the modernization of education, updating the content of education in the field of the Russian language, foreign language, history, literature and technology;
• creation of network methodological associations of teachers in the subject areas of mathematics, Russian language, foreign language, history, literature and technology.

Ensuring the growth of the quality of teaching staff in schools through competitive support for regional programs and expert and analytical support for such programs. The event includes:

• introduction in all regions of optimal approaches to an effective contract with managers and teachers;
• implementation of a new standard of professional activity, including mechanisms for attestation and professional development of teachers;
• implementation of pilot projects to attract and retain the best university graduates and talented teachers in schools, identify and disseminate best practices.

The share of teachers who have mastered the methodology of teaching on interdisciplinary technologies and implementing it in the educational process should increase from 30 to 43% over 5 years.

Involvement of organizations of higher and professional education to work with talented children through competitive support for projects of seasonal and correspondence schools, competitions and olympiads. The event includes:

• ensuring the annual holding of seasonal schools, all-Russian competitions for talented children by universities and organizations of secondary vocational education;
• ensuring the functioning of national correspondence schools for motivated students.

Popularization among children and youth of scientific, educational and creative activities, revealing talented youth. It is planned to implement the following activities:

• development of scientific, technical and innovative creativity of children and youth through competitive support of centers of scientific and technical creativity of youth and dissemination of their experience;
• implementation of mechanisms for involving young people in active social practice;
• improvement of models and mechanisms for organizing recreation and health improvement of children;
• development and implementation of a set of measures to form healthy lifestyle life among students.

It is assumed that as a result of the implementation of the measures, a new content of general (including preschool) education and teaching technologies for general education programs will be formed, as well as methodological and innovative support will be provided for the development of educational systems of preschool education.

It is planned to create a national-regional system of independent monitoring and evaluation of the quality of education at all its levels, ensuring the creation of new tools and evaluation procedures (including international quality studies), including in general education. This includes a number of activities:

• implementation of pilot projects for the creation of regional quality assessment systems at all levels of general education (including preschool);
• creation of a national monitoring of educational achievements, which makes it possible to assess the quality of education on a regional and national scale in the main disciplines in at least 3 periods of study;
• modernization of procedures and mechanisms for the unified state examination and state final certification;
• formation of mechanisms for involving the public in assessing the quality of general education at all its levels;
• creation open systems data for generating user ratings.

At the same time, the share of subjects of the Russian Federation in which regional systems for assessing the quality of preschool education, primary general, basic general and secondary general education, additional general educational programs, in the total number of constituent entities of the Russian Federation should increase from 10 to 100%, and the share of regional education systems in which assessment tools (based on international ones) have been developed and disseminated for use in order to conduct intra-regional and inter-regional analysis and assess the quality of education - from 1 to twenty%.

On the issues of general education, the Program is proposed to include activities and comprehensive projects on:

• monitoring the employment of graduates of educational organizations;
• accompanying their professional career and the process of their further continuous education (including additional professional education and non-formal adult education);
• transition to a system of effective contract with managers and teachers.

The Concept notes that the solution of the tasks set in the Program will be implemented through the improvement of the material and technical base of educational organizations.

Particular attention in the Program is paid to the issue of network interaction between all participants in the educational process, as well as the educational organizations themselves. In the implementation of this issue, the role of creating and developing socio-professional networks, in which the exchange of experience and the promotion of educational initiatives at the federal, regional, municipal levels, as well as individual educational organizations, will increase. The issue of network interaction for the education system was first identified in the Federal Law FZ-273 of December 29, 2012 “On Education in the Russian Federation” (Article 15).

The document specifies main risks for the implementation of the Program:

1. Inefficient use of financial resources, which is especially dangerous in the face of growing public spending on education;
2. Reduction of previously allocated budget financing of the Program in the process of its implementation. In this case, it will be necessary to restructure the Program, develop and implement mechanisms for suspending already initiated changes.
3. Inefficient management of the Program (risk of inefficient management decisions during the implementation of the Program; risk of lack of necessary coordination during the implementation of the Program).

It is noted that one of the most important risk mitigation factors is timely explanatory work among the population, informing them about the goals, objectives and progress of the Program. It is necessary to carry out sociological measurements and work on the formation of a positive public opinion, the involvement of employers, parents, the media and other interested groups in the management of the education system.

It is assumed that the implementation of the Program will create a mechanism for irreversible progressive positive systemic changes in the education of the Russian Federation.