Источник: Masalimova, Alfiya R. and Valery G. Ivanov (2016). "Formation of Graduates’Professional Competence in Terms of Interaction Between Educational Environment and Production". International Journal of Environmental and Science Education 11 (9):2735-2743. doi:10.12973/ijese.2016.716a.

ABSTRACT
The relevance of the professional competence creation problem declared in the article that complies with current time requirements and specialists, first of all requires facilitation of interaction of the central education chain – the educational institution, with production (that is the personnel’s
consumer). Thus the problem of organic combination of society’s requirements and production, with the level of professional school development, becomes very important. The aim of the article lays within the definition of technical profile competitive specialists’ training conditions, with quality formed professional competencies as part of “production” – “educational institution” interaction. In Russian and worldwide pedagogics has a lot of experience in researching issues related to competitiveness and competencies creation. Many famous scientists developed various aspects of educational organizations competitiveness problem and questions of integration in pedagogics. The
method of modeling of creating conditions and professional competencies development that allows to overview this issue as a holistic pedagogical process and provides an effective way to train competent, competitive professionals with high level of professional competence is the chief method to discover this issue. The structure of presented competent specialists training system includes targeting,
methodological, substantial, organizational-procedural and resultative components and allowed us: to analyze the state of the problem on the current stage of pedagogics and, according to this base, to disclose the organizational-pedagogical conditions of the competitive and competent specialists training; systematize the compound and the system of securing and developing specialist’s
competitiveness and for the production within the vocational school. System is directed to the integration of specialists’ theoretical and professional-production training, where its professional competence formation, development and evolution is happening. The realization of these conditions allows to significantly reduce the adaptive period of young specialist’s entry into the manufacture
production process. The presented system has the practical value for the vocational educational institutions during training of qualified workers and employees as well as mid-level professionals.

KEYWORDS
Competency, competitiveness, production, professional institution, professional competency, system

Introduction
The modern system of specialists’ training for the production requires attention
from the pedagogical researches, because of the rapidly changing of the production
and educational technologies, and raising the demand for high quality graduates of
vocational institutions.
In series of early researches within the vocational education the questions
related to the integration as a pedagogical phenomenon (Chapaev, 2005),
interdisciplinary relations as one of the ways for education integration (Maximova,
1984), interdisciplinary connections as unity of general and special technical
education (Ivanov, 2005) were explored.
Questions of theory and construction methodology of educational process in the
middle vocational school, that assisted with the training of competitive and
professionally mobile specialists, were highlighted in the K.K. Mukminshin’s
(2004) thesis research.
For a long time, educational process within the professional education system
was being built according to the deductive basis under the deductive triad:
“knowledge, abilities, skills”, at what the basic attention is devoted to the knowledge
mastering. The longstanding practice discovered the essential defects of such
approach, in particular: within the knowledge paradigm problem the gap between
the knowledge and the abilities to use it never stopped being relevant (Levistkaya,
2010).
N.K. Nuriev (2005) thinks, that the basic feature of a vocational educational
institution graduate is his efficiency to solve any problems, that are connected to
support, organize and create innovations in the area of his competence, with the
release of innovational (material and information) product. Competent specialist, is
a professional that qualifies to these requirements. The competent specialist is
relevant in society today, because he carries primary weight and responsibility for
the progressive renovation of the society’s whole infrastructure in general (Nuriev,
2005).
Among the recent researches, one of the interesting studies is E.M. Gabitova’s
(2015) work that explores trans-professional competencies creating, from the
position of competent technical profile specialists’ training.
At the same time the literature analysis showed, that at present time there are
no studies, that reflect objective fundaments and factors of educational process
enhancement, from the stand point of specialists’ professional competence creation,
and development, from the point of external (productive) environment and internal
(educational) environment interaction.
Materials and Methods
In the research process the analysis of the normative documents and the
products of scientific activity was conducted. Prognostication, systematization and
summarizing of facts and concepts; modeling, projection and also the analysis of the
learners’ activity results for the professional competency formation, the studying
and summarizing the technical profile specialists’ experience formation and
professional competency formation, their readiness to perform their working
functions, prescribed in the professional standards were performed.
At the first, preparatory stage, the current condition of the examined problem
within the pedagogical theory and practice was analyzed; the methodology research
program was developed.
At the second, primary stage, the system of technical profile teachers’
professional competency for pedagogical activity realization, in current conditions of
educational institution and production interaction, was developed and implemented;
the effectiveness of presented system examination research work was conducted.
At the third, final stage, research results’ systematization, conception and
summarizing were accomplished; theoretical conclusions were specified; the derived
research results processing and execution were accomplished.
Results
As a research result, the earlier stated contradictions: between integral human
(student) nature and strong differential preparation system of a specialist, that was
conducted by a scaled integrational work and the absence of appropriate effect, were
discovered (Asadullin, Vasilyev & Ivanov, 2010).
The analysis of scientific activity products showed, the problems of the
scientific possibilities of educational process’ formation within the vocational school
with the highly qualified specialists’ training, in which, generally deducted,
integrational patterns were examined from the point of their functioning in the
specific educational field - are least developed. In particular, in the professional
educational institution formation and the development process at the current stage
of pedagogics, with taking in consideration the cumulative local (in Russian
Federation) and global experience of integration between professional education and
production.
Transformations, that are taking place in our society, led to lots of changes in
the vocational education system, but the extant contradictions between the
production requirements with the qualified labor force and qualitative level of young
specialists’ preparation, that overflow as an indicator of the effectiveness and
competitiveness of the educational institution, showed insufficient development of
this problem and allowed to reveal and present the aspects line of the
organizationally-pedagogical and economic directions of its development.
By the founders of the Russian professional education’s concept the following
requirements to Russian vocational education system and containment were stated:
correspondence to the requirements, competitiveness of the trained employees, the
polytypic and various professional school character depending on: initial general
education, combination of general and specific within the education content (Ivanov,
1999), education’s practical direction and efficient specialization, gradual exchange
of the apprenticeship by the occupation schools, combination of the labor and
teenage-employees apprenticeship with the night-schools education, etc.
(Menshikov, 2012)
At the soviet period of the professional school development personnel training
and the vocational school development proceeded in a complex sociopolitical
conditions. Ideological and socioeconomic factors had a material effect on it.
Pedagogic science was put in a strict governmental limits (Gololobov & Ivanov,
2005).
The possibility of the future structural changes showed the creation and
scientific ground for innovational activity types of vocational school – the higher
vocational, technical and professional colleges and lyceums, educational complexes
“school – technical training college”, “technical training college – technical school”,
farmers’ school, etc., that received a large development in Russian Federation.
As the realisation of our professional education modernization program
monitoring have shown, today we again are on the stage of creating a complexes
(mentioned above), just in the modern interpretation.
On account of the uttered, educational institutions in the field of specialists’
training also must navigate to the international level of competitiveness in some cases or necessarily should follow it in other cases (Umrukhin, 1997). In the Russian labor market, the factor, that is connected to the market economy development, made changes of the quantity as well as the quality of the labor force requirement.
It happened not only because of the structural changes within the production, but
also because of the institutional changes line: the cancellation of the young
specialists’ obligatory allocation, the accommodation market formation, the
registration function minimization – expanded the possibilities of job selection.
As a research result we made a conclusion, that educational system forms and
reveals its behavior only when external and internal environments interact.
Internal environment reacts on the impact of the external environment, developing
itself upon this impact, but at the same time it keeps the qualitative distinctness
and behavior, that provides the comparative constancy and system functioning
adaptability.
Figure 1. The formation and specialist competitiveness assurance system.
Without the interaction with the 2 nd external environment (see picture above),
educational institution cannot provide graduates’ professional competency and their
competitiveness creation and development. Without the interaction with the 1
st external environment – the existence of the educational institution is completely impossible. Our research shows, that if both 1st and 2 nd external environments have less indignations, then educational institution functioning is more stable. So, the task of pedagogical management consists in prognostication the situations and taking action for system parameters adaptation to the external environment factors.
On application of the system approach to the educational institution
competitiveness research, mainly on the basis of marketing, the “entry” and “exit”
parameters of external environment are being formed. What specialists should be
trained? What is the level of relevancy? What are the costs? For whom should they
be trained? For these questions answers are given based on the analysis and
educational institution activity rating within the competitiveness assurance sphere
(Nozdreva & Tsygichko, 1991; Porter, 1993). The qualitative and quantitative index
at the entrance point depends on the external image of the educational institution,
and the same index at the output depends on the internal environment factors. The
more graduates are transferred from the internal to the 2 nd external environment,
the higher the educational institution’s competitiveness index and more university
entrants there are at the internal environment entrance point.
At the entrance point parameters’ determination, the most important factors
are the resource ones. The resource requirement is being forecasted after the
organizational-technical level analysis (of internal environment), the possibilities of
their assimilation and requirements’ satisfaction. The feedback is a communication
channel from the consumers (of external environment) to the educational
institution. If the consumers’ requirements to the educational institution change
and the competitors and relevant specialists appear on the market, the “entrance
point” should react to this changes and apply needed changes into the internal
environment parameters functioning.
Thereof, the internal environment depends on three basic system elements:
“entrance point”, “output point” and the 1st external point. And in the same time the
most important internal objects, that should be changed, are: organizational
pedagogical level, technical level and their objects and factors, that determine the
financial state, and also the factors that provide the education effectiveness; the state of being relevant and educational organization competitiveness consequently.
Our research showed, that for the educational institution graduates
competitiveness it is necessary, that:
1) marketing researches assure the accordance of the education to the world
wide attainments, so the qualitative indexes of the specialists training must be
competitive. It can be reached because of the “entrance point” and external
environment competitiveness, at the same time the “entrance point”
competitiveness rating stays behind the 1 st external environment;
2) the internal environment “entrance point” must provide the competitive
specialists training. If the “entrance point” includes various kinds of resources and
methods, projects and “know-hows”, so it should be complied to the global standards. It is possible, if the external environment (market, production, investors, etc.) has the required maturity;
3) the 1 st external environment is interested in the educational organization
development and assisted the internal environment processes standard course; an
important significance here has the 2 nd external environment politics of
competitiveness;
4) the system’s internal environment must be able to adapt to the entrance
point and to the external environment in general; if we consider the internal
environment as an educational process (of educational institution) with all required
elements (organizational-pedagogical, financial-economical, informational
technological, personnel), and the 1 st external environment as public authorities
(taxation, credit, legislative), we should systematically explore the factors of their
interactions and influences to the educational institution competitiveness formation
and graduates’ professional competency formation. And this is possible on the basis
of structural, specifically-purposed continuous analysis and synthesis.
Structural analysis allows to research the constellation of elements and
components of external and internal environments within the interaction based on
their decomposition, integration and modelling.
The multi connectional system allows to structure the interaction constellation
based on integration and modelling. The internal environment interacts with the 1
st external environment and develops under this cooperation; and today the main target of pedagogical management of educational institution is forecasting basic situations and undertaking the adaptation to the 2 nd external environment factors.
After the research we analyzed the quantity of the students, that possess the
critical, reproductive, productive and creative level of professional competency
shape, depending on their orientation to the employment into the 1 st external
environment. And at the same time every one of them were in the same education
conditions. The results of this analysis can be found in the Table 1.
Conducting the qualitative analysis of the graduates’ vocational competency
completeness condition we can take into account, that productive and creative levels
are peculiar to graduates, that are oriented for the further employment into the 2
nd external environment. The comparative data analysis reveals the positive influence of the professional certainty on graduates’ professional competency creation, that are in the comparative group, where they are compared to the graduates from group B. In the basis of the final index calculation lies the competence comparison of graduates’ professional. The rating index serves as high quality graduates’ training figure, and the “relevant specialist/graduate” correlation serves as an educational system (institution) competitiveness index and its relevance by the 1stexternal environment.The analysis of the research results showed, that the future specialist’s professional competence formation as a result of his professional activity mastering provides the organization of his interaction not only with the specific sociocultural and vocational internal environment, but also beyond its bounds – with the 2nd external environment. The orientation of the system’s educational process only to the 1 st external environment may cause the graduate’s alienation from the reality when the choice of the production sphere is being made. At the same time interaction only with the 2nd external environment leads to the point, when future specialist loses his one-dimensionality and internal stability. It creates the serious threat for the graduate’s successful professional adaptation and noticeably lowers his competitiveness. This means one thing – that the system must be open.
Table 1. The comparative data of the graduates’ competence shape levels – depending on the interaction with the 2 nd external environment. (A – oriented on employment within the 2 nd external environment; B – not oriented on employment within the 2 nd external
environment)

Discussions
Native and worldwide pedagogics has sufficient experience of education
quality’s problem research in the vocational education institutions. Important
investment into the education and production integration’s quality problems
development (Atutov, 1986; Batyshev, 1994; Bilgin & Aykac, 2016; Dyakov, 1997;
Celik, Akin, & Saricam, 2014; Makhmutov, 1985; Kartal, 2016; Mukhamedyarov,
1997; Ozdemir, 2015; Coladryn, 2002), quality and competitiveness of the vocational
school were introduced by specified treatises of the Russian scientists, that were
devoted to the educational theory and practice of vocational school (Okrepilov, 1997;
Sosonko & Anisimov, 2002; Shishov, 2000). The educational environment projection
technologies are described as the quality basis of the specialists’ professional
training, students’ and learners’ from colleges basic and professional competencies
formation technologies and also competency-oriented completeness level of
education results rating technologies. The author’s: concept, model and technical
HSEI students’ vocational competence formation - are being revealed in details
(Grebyonkina, 2012). An integral approach in the competency development
(Sundburg, 2001). Upon the earlier conducted results, we may state, that the results
of many studies remained on paper, and that the concerned aspect wasn’t
considered in the previous examinations.

Conclusion
On the assumption of the conducted research results, we can state, that our
assumption about professional distinctness at the entrance point of the system
assisting the formation of higher level professional competencies, appear as a
determinant of future specialist’s educational-vocational and personal changes.
Our research allowed to reveal the problem, connected with the low level of
administrative competencies development within the vocational educational
institutions employees in the quality management sphere, and also psychological
pedagogical magisterial structure’s insufficient qualification. The absence of
complete solution of this problem leads to the preservation of educational process’
traditional orientation for assurance of primarily “knowledgeable” component in the
graduates’ training and limiting the teacher’s possibilities of choices of the modern
forms, methods, tools and educational technologies. Thus the suspense of the named
problem doesn’t assist with the innovational transformation realization in the
vocational educational institution.
Recommendations
The research results may be useful for the foundation of the teachers, with
engineering education, professional retraining using the “Education and pedagogics”
course.
The introduced system has a practical value for the vocational educational
institutions during the training of specialists using the “qualified specialists and
workers training program” as well as “mid-level professional training program”.
Study is also recommended to scientists and higher vocational and middle
vocational school teachers, who work on solving the problem of the future technical
profile specialists’ professional competence creation.
Acknowledgments
The work is performed according to the Russian Government Program of
Competitive Growth of Kazan Federal University.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Alfiya R. Masalimova is Doctor of Education, Professor, Head of Scientific and
Educational Department in The Institute of Psychology and Education of Kazan (Volga
Region) Federal University, Kazan, Russia.
Valery G. Ivanov is PhD, Associate Professor of Bashkir State Pedagogical
University named after M. Akmulla, Ufa, Russia.
 

References
Asadullin, R. M., Vasiliev, L. I., Ivanov & V. G. (2008). New guidelines for the development of
vocational education: monograph. Ufa: Vagant, 132 p.
Atutov, P. R. (1986). Polytechnic education of. schoolboys: Rapprochement general educational and professional schools. Moscow: Pedagogics, 176 p.
Batyshev, S. Y. (1994). Preparation of skilled workers with secondary education. Moscow: Pedagogics, 140 p.
Bilgin, H. & Aykac, N. (2016). Pre-Service Teachers’ Teaching-Learning Conceptions and Their Attitudes towards Teaching Profession. Educational Process: International Journal, 5(2), 139-151.
Celik, I., Akin, A., & Saricam, H. (2014). A Scale Adaptation Study Related to the Examination of Adolescents' Levels of Educational Stress. Üniversitepark Bülten, 3(1-2).
Chapaev, N. K. (1998). Theoretical and methodological foundations of pedagogical integration.
Ekaterinburg: Vostok, 560 p.
Coladryn, D. (2002). Lifelong Learning: Which Ways Forward, Utrecht: Kenniscentrum EVC and Lemma Publishers, 253p.
Dyakov, Y. A. (1997). Methodological aspects of research of labor market in conditions of transition to market relations. University economic education and science in the development of the Republic of  Bashkortostan, 19-20.
Gabitova, E. M. (2015). Didactic bases of formation of transprofessional competences of specialists of a new quality adequate to the requirements of the employer: PhD Thesis. Ufa, 150 p.
Gololobov, V. K. & Ivanov, V. G. (2005). Secondary vocational education in the Republic of
Bashkortostan. Ufa: Vagant, 178 p.
Grebyonkina, L. K. (2012). Formation of professional competence of students of technical University in modern conditions. Ryazan: Publ. Ryaz. edu. Univ. im. S. A. Yessenin, 180 p.
Ivanov, V. G. (1999). The Use of integrative relationships. Secondary vocational education, 2, 8-9.
Ivanov, V. G. (2005). The theory of integration of education. Ufa: Vagant, 128 p.
Kartal, S. E. (2016). Determining School Administrators’ Perceptions on Institutional Culture: A
Qualitative Study. Educational Process: International Journal, 5(2), 152-166.
Levistkaya, I. A. (2010). Implementation of the competence approach in higher professional
education. Actual problems of science and education: materials of international.conference,
"Humanitarian Sciences", 2, 27-31.
Makhmutov, M. I. & Haliullin, I.A. (1989). Production and the problem of integration in vocational education of pupils. Problems of integration of the learning process in vocational school, 83-93.
Makhmutov, M. I. (1985). Modern lesson. Moscow: AST, 184 p.
Maximovа, V. N. (1984). Intersubject communications and improvement of the learning process.
Moscow: AST, 143 p.
Menshikov, M. V. (2016, April, 25). Russian pedagogical consciousness, education and upbringing of a New time. Direct access: http://www.school-city.by/index.php?id=
12632&option=com_content&task =view
Mukhamedyarov, M. A. (1997). The basic principles of the structural adjustment of the industrial
production of the Republic. Economy and management, 1, 38-43.
Mukminshin, K. K. (2004). The development of competitiveness of institutions of SPO. Ufa: Vagant,172 p.
Nozdreva, R. B, & Tsygichko, L. I. (1991). Marketing: how to win in the market. Moscow: AST, 228 p.
Nuriev, N. K. (2005). To didactic space of the training of competent professionals in the field of
software engineering. Kazan, KGU, 224 p.
Okrepilov, V. V. (1997). Quality management and competitiveness. St. Petersburg: Peter, 260 p.
Ozdemir, T. Y. (2015). Assigning Course Supervision to School Principals from Educational Supervisors: Effects on Teachers. Üniversitepark Bülten, 4(1-2).
Porter, M. (1993). International competition. Moscow: AST, 896 p.
Shishov, S. E.,& Kalney, V. A. (2000). SHKOLA: education quality monitoring. Moscow: Academia, 316 p.
Sosonko, V. E. & Anisimov, P. F. (2001). Quality management of vocational education. Kazan:
Kazan, 256p.
Sundburg, L. A (2001). Holistic approach to competence development. Systems Res. and Behav.
Sci.,18, 103–114.
Umrukhin, E. A. (1997). New technologies and new approaches in the educational process.
Secondary vocational education, 4, 21 -23.