Project “Training highly qualified personnel for priority areas of economic development in Karachay. Circassian Republic (agricultural sector, construction, electric power industry)" COMPETITION "PERSONNEL FOR THE REGIONS" North Caucasus State Humanitarian-Technological Academy

Relevance of the project for the Karachay-Cherkess Republic Priority directions economic development of the Karachay-Cherkess Republic Agro-industrial sector Construction Electric power industry Basic educational programs and programs of additional professional education 110900. 62 Technology of production and processing of agricultural products; 151000. 62 Technological machines and equipment; 110800. 62 Agricultural engineering; 111801. 65 Veterinary medicine. 270800. 62 Construction Highly qualified personnel 140400. 62 Electric power and electrical engineering

Goal and objectives of the project Project goal: Ø improvement educational programs higher professional education taking into account the requirements of regional industry, Agriculture and business of the Karachay-Cherkess Republic; Ø provision of assistance to enterprises by the academy agro-industrial complex, construction and power engineering in the training of applied personnel. Project objectives: 1. Updating the basic educational programs of higher professional education for the preparation of: a) bachelors in the areas: 110900. 62 Technology of production and processing of agricultural products; 151000. 62 Technological machines and equipment; 110800. 62 Agricultural engineering; 270800. 62 Construction; 140400. 62 Electrical power and electrical engineering: b) specialists in the field of 111801. 65 Veterinary medicine. 2. Development of new educational programs for additional professional education. 3. Providing the Project with highly qualified scientific and pedagogical personnel and specialists from the real sector of the economy. 4. Logistical, educational and methodological support for the Project. 5. Testing and implementation of educational programs in the educational process. 3

Projects implemented by the Academy aimed at the development of the Karachay-Cherkess Republic ü Participation in two competitions of the Federal Targeted Program “Scientific and scientific-pedagogical personnel innovative Russia for 2009 -2013 " (on total amount 10 million rubles), patents received: No. 118658; No. 123036; No. 112921 and the decision to issue a patent for application No. 2013110865. ü Training program for specialists for the agro-industrial complex of the Karachay-Cherkess Republic: for the largest greenhouse plant in Europe, JSC Agrokombinat "Yuzhny" (total amount 289 thousand rubles); 37 specialists were trained in specialty 110201. 65 Agronomy; ü Development and implementation of the EP “Modernization of the system of primary and secondary vocational education for training specialists in the field of energy in the North Caucasus Federal District” (total amount 236 thousand rubles): work was carried out to improve the qualifications of teachers of special disciplines and masters of industrial training of the educational network vocational education institutions on the basis of the Interregional Industry Resource Center in the field of training “Maintenance and operation of small power plants” and “Installation, operation and Maintenance lighting systems" ; two online educational programs have been developed professional modules: “Maintenance and operation of small power plants”, “Installation, operation and maintenance of lighting systems”; ü The program for advanced training of specialists in the construction complex of the Karachay-Cherkess Republic (total amount 5.1 million rubles), specialists were trained under the additional vocational training programs: Construction of buildings and structures - 793 people. , Design of buildings and structures - 148 people, Engineering surveys for construction - 16 people. 4

Partner enterprises for the implementation of the Project 1. OJSC Republican Agro-Industrial Enterprise "Kavkaz-Meat" is the largest producer of meat products and food by-products in the region. The format of participation in the project is co-financing (3 million 334 thousand rubles).

2. Peasant (farm) farm “Rassvet-1”. Produces and sells agricultural products. (3 million 334 thousand rubles)

3. LLC "United Production Plant "Progress" Construction hotel complex in the village of Arkhyz (3 million 334 thousand rubles) 4. LLC “Yug. Project. Build. Installation" . Performs the functions of a customer, general contractor and designer, carries out work on social, housing, industrial, civil, and road facilities (3 million 334 thousand rubles).

5. OJSC "Raspredelitelnaya" network company". Carries out distribution electrical energy in the capital of the republic, Cherkessk. (2 million 222 thousand rubles). 6. CJSC "APSNY" - motor transport enterprise, serving the agro-industrial complex, construction and energy industries of the republic. (3 million 242 thousand rubles). 7. LLC "Heat Networks" is a heat supply company in the region, servicing the housing and communal services of the region. (1 million 200 thousand rubles).

Main activities of the Project To achieve the objectives of the Project, the following activities are envisaged: ü conducting a content analysis of educational programs for compliance with the requirements of employers, professional standards and qualification characteristics, requirements of the Federal State Educational Standard; ü updating teaching materials in disciplines in accordance with the established requirements of employers in the agro-industrial complex, construction, and electric power industry for their content, conducting social and professional examination, finalizing, developing programs for educational, industrial and pre-graduation internships; ü development and implementation of advanced training and internship programs for teaching staff in leading universities of the Russian Federation, attracting highly qualified specialists from higher education and production to the implementation of the project, stimulating young teachers and scientists to attract them to the fields of higher education and science; ü acquisition of laboratory equipment, information and communication technologies for training, scientific and educational literature, creation of a training and production base for the implementation of updated and developed programs; ü organizing and conducting an examination of educational programs in order to identify their effectiveness in solving the Project’s objectives.

Expected results and impact of the project on the socio-economic development of the region 1. Improving the quality of education at the academy, increasing professionalism and demand for graduates modern market labor of the Karachay-Cherkess Republic. 2. Providing highly qualified specialists to organizations and enterprises in the region and employment of academy graduates by establishing long-term relationships. 3. Advanced training professional personnel region based on the developed OP DPO in accordance with modern requirements, the level of development of science, technology and production. 4. Phased integration of education into the region’s production sector by opening branches of departments on the territory of partner enterprises and resource centers. 5. Improving the qualifications of the academy's teaching staff, ensuring their mobility, strengthening the scientific and educational laboratory base. 6. Increasing production efficiency in priority sectors of the regional economy. 7. Increased motivation of young people to obtain higher professional education relevant to the regional economy (agro-industrial complex, construction, electric power industry).

Training for project management

Analyst at the Kazakhstan Center for Public-Private Partnership

Eva Akrachkova - Analyst at the Kazakhstan Center public-private partnership

Traditional functional (operational) business management, focused on managing established business processes, cannot cope with rapid and significant changes, and investments are avoided by countries where the practice has not been implemented organizational management projects. The need to introduce the principles of project management in the public sector was identified long ago, but stagnation of personnel can lead to illness in the management system.

Today in Kazakhstan there is high demand for specialists in the field of project management. A significant number of project managers are involved in the development of certain products, implement Information Systems and manage a huge number of projects, portfolios of projects and programs.

For a long time, the State Classifier of Specialties of the Republic of Kazakhstan has included the specialty “Project Management”, and the Kazakh National Technical University named after. K.I. Satpayeva carries out training in this area both at the master's level and at the doctoral level since 2008 .

About the need for quality and effective preparation professional project managers speak not only in the academic sphere, but also real numbers. Only for the implementation of projects of the Address of the President of the Republic of Kazakhstan “Kazakhstan in the new global reality: growth, reforms, development” 7.5 trillion tenge , including 2.7 trillion tenge allocated to Kazakhstan by international financial institutions(MFO). Due to the need for effective implementation of projects, as well as increasing confidence in microfinance organizations, the demand for project specialists is growing in the labor market.

In the coming years, Kazakhstan will actively develop production focused on the export of final products, the agro-industrial sector, mechanical engineering, chemistry and metallurgy. Over the past years, specialized structures have been created in Kazakhstan to support private businesses and promote their goods and services to world markets. We can say that all the macroeconomic prerequisites for the development of project management in Kazakhstan have already taken shape, and their relevance is justified by the tasks facing the state.

At the same time, the tasks facing project specialists are by no means simple, because project management is a complex discipline in which an extensive knowledge base and practical experience have been accumulated. The project manager must have the competence to manage the resource constraints of the project, must take into account all kinds of risks and be responsible for quality.

On the initiative professional associations Kazakhstan carries out a wide range of activities to promote knowledge and experience in the field of project management. In order to improve vocational training project specialists, with the support of domestic organizations and foreign consultants, conduct professional business trainings, educational and consulting master classes and seminars, in which to date they have participated more than ten thousand heads and specialists of bodies government controlled, national companies, small and medium-sized businesses in Kazakhstan.

However, at the moment, more active actions are required to organize large-scale training of project managers in the country, both through leading universities and specially created centers for advanced training of working project managers. There is also an urgent question regarding the methods by which future project specialists will be trained. For a population of 16 million in Kazakhstan, several international and foreign standards governing the field of project management are simultaneously used. Whereas, for example, in China by 1.3 billion man acts one standard C-PMBOK.

It is important to understand that basic knowledge of project management standards allows you to manage a project regardless of the industry or the specifics of the organization. Therefore, having received a high-quality theoretical basis in the field of project management, you can safely expand the boundaries of employment, because such specialists are in demand everywhere .

In addition to high-quality theoretical knowledge, project managers must also improve personally, because the project manager is personally responsible for its results and therefore must be able to answer not only for his own actions, but also for the results of the work of the entire team. The project manager is often the only person who sees the project as a whole, so in order to make informed decisions, he must have systems thinking. At the same time, the project can be influenced by a number of factors, and the ability to quickly “fit in” to the changed reality is also inherent in a few.

It should be noted that the importance of professional project personnel is emphasized on the world stage. Thus, today the professional world community unites more than 500 thousand specialists in the field of project management. Project specialists are provided with work in almost all areas project activities in 185 countries of the world.

According to world experts today more than 25 million practitioners worldwide engaged in project-oriented activities to create new products and services. And according to some data, by the end of 2020, by the end of 2020, about 30% of the world budget or 45 trillion dollars .

IN Lately government bodies countries such as the UK, Japan, the USA and a number of others have established their requirements for the competencies of design specialists. For example, an ordinary American government employee must have skills in working with project management software. The U.S. Department of Defense requires a project management certification (PMP PMI) to be authorized to manage a project.

So, implementation project management will allow for change control in the context of constantly changing economic realities. The need to move to a qualitatively new stage of implementation modern methods management based on latest achievements management thought is confirmed by many experts, and more than once. However, to quickly and effectively implement project management, you need to study, study and study again...

The situation with vocational education in Russia Labor productivity in blue-collar professions in Russia is significantly lower than in the most developed countries of the world (in a number of industries, labor productivity in Russia is 15%–25% of the US level*) Despite a fairly high level of education, Russian workers are not have the practical skills necessary to domestic enterprises could compete in the world market. At the same time, the quality of secondary vocational education continues to deteriorate, there is no effective professional education Investors are not ready to come to regions where there is no work force required level of training and qualifications 2 *McKinsey Global Institute, “ Effective Russia: Productivity as a foundation for growth", 2009.

What is “dual education”? Dual education is a type of vocational education in which the practical part of the training takes place at the workplace, and the theoretical part - at the base educational organization The dual education system involves joint financing of training programs for a specific workplace commercial enterprises, interested in qualified personnel, and regional authorities interested in economic development and improving living standards in region 3

Effects of the introduction of dual education Increasing the investment attractiveness of Russian regions through the training of workers who meet the requirements of high-tech industries on the basis of dual education. Redistribution of funding for corporate retraining programs in favor of the system public education– personnel training. A significant increase in the qualifications of workers and an increase in the prestige of blue-collar professions as a result of the development of new forms of education. 4

5 RussiaGermany* Government spending on primary vocational and secondary vocational education is 177.7 billion rubles. Total expenses on vocational education per year are 30 billion, of which 80% are business expenses. Number of NPO professions: 315. Number of vocational education specialties: nationally recognized professions. Number of students studying under NPO and SVE programs: 3002.7 thousand new company contracts provide training. Number of industrial training masters: 29.1 thousand training masters, examination experts at the Chamber of Commerce and Industry. State expenditures on education per student per year: 20.7 thousand rubles. Expenses per student per year: *Germany is one of the leaders in the prevalence of dual education, as well as a country with one of the lowest unemployment rates in Europe among young people under 24 years of age (9.9%), Eurostat, Differences in models of Russian and German professional education

6 RussiaGermany The system of secondary vocational education is distant from production. Completely production-oriented vocational education. Almost one hundred percent funding comes from the state. 80% financing from company funds. A symbolic stipend is paid. During the training period, the employer also pays a decent stipend.

Goals of introducing the “dual education” model Improving the training model for working personnel, taking into account real needs economy in qualified personnel to increase the investment attractiveness of regions Development professional standards By current professions for business Development and modernization of educational programs in accordance with the requirements of professional standards Changing mandatory requirements for the organization and content of educational programs Development of a mechanism independent assessment qualifications of workers Optimization of taxation in order to attract business to finance the training of workers 7

Necessary system changes at each stage of training The order is formed by the company for 5-10 years in advance. Discussed at the board of directors level in accordance with the current state of the staff and the company’s development prospects. Active career guidance work companies with schoolchildren, starting from elementary grades (kindergartens), selection of applicants, including by level of technical thinking. The demographic situation in the region and the country is taken into account. Filling curriculum formed by the company. The company has ample opportunities to distribute volumes between disciplines within one specialty. Maximum production orientation. Most of the practical training takes place in the training center and company workshops. Teachers are experienced production workers. Academic training is separate from vocational training and is usually carried out on a dedicated day. From the first days, targeted work is carried out to develop creative skills, responsibility, teamwork, and leadership. The order is formed by distributing budget places in educational institutions by the state without taking into account the needs of companies in the region. Selection of students only according to the level of general educational knowledge (USE) and state (final) certification (GIA), since 2013, admission by application. Passive participation in working with applicants. Within the framework of the state educational standard, the possibility of reorientation in Russian system SPOs are quite broad. Education is divorced from production. Minimum practice time at the enterprise. Academic studies and vocational training are not separated in any way. A system of extracurricular work is used, preserved from Soviet times, and in no way oriented towards the future work of students. (is an accreditation indicator, a budget is allocated for extracurricular work) Formation of an order for recruitment and training, recruitment, recruitment of students Organization of the educational process Formation of the curriculum Extracurricular and educational work Current situation in Russia Best practice 8

The student is enrolled in the 1st year, clearly understanding in which place he will work; practice during training is completely focused on training and adaptation of the student at a specific workplace in a specific team (shift). In the workshops, the duties of a mentor are honorable and in demand. The quality of preparation is very high. After graduation, the student remains to work at the place of practice. Each graduate who has completed vocational training has opportunities for professional and career growth. Main evaluation criteria – high quality performing operations, mentoring, professional development. Training to obtain the title of master. Aimless recruitment of applicants. Neither the quantity nor the areas of training have been planned, nor, moreover, the specialization for the workplace. All educational institutions strive to economic feasibility recruit as many students as possible without paying attention to their personal qualities, abilities and the needs of enterprises. Minimum number of practical lessons. Places of internship are in no way related to future employment. Mentoring on the shop floor is either completely absent or of very low quality. College graduates do not have any planned or natural career growth. Much depends on the personal qualities of the graduate and the combination of circumstances. Internship, mentoring, employment Professional Development and growth Current situation in Russia Best practice Necessary system changes at each stage of education 9

The project is aimed at optimizing the model for training professional personnel in technical specialties to best meet business needs.

PROJECT TYPE

Educational

PROJECT TYPE

System

REVIEW STAGE

Support provided

Key system issues

• Labor productivity in blue-collar professions in Russia is significantly lower than in the most developed countries of the world (in a number of industries, labor productivity in Russia is 15%-25% of the US level)
• Despite a fairly high level of education, Russian workers do not have the practical skills necessary for domestic enterprises to compete in the global market
• At the same time, the quality of secondary vocational education continues to deteriorate, and there is a lack of effective vocational training
• Investors are not ready to come to regions that lack a workforce of the required level of training and qualifications

Expected effects from implementation

• Increasing the investment attractiveness of Russian regions by training workers who meet the requirements of high-tech industries based on dual education
• Redistribution of funding for corporate retraining programs in favor of the public education and training system
• A significant increase in the qualifications of workers and an increase in the prestige of blue-collar professions as a result of the development of new forms of education

Leadership projects underlying

1. Take into account the report of the director of the Agency for Strategic Initiatives in the direction of “Young Professionals” D.N. Peskov on the issue of the systemic project “Training of workers who meet the requirements of high-tech industries based on dual education.” 2. Approve the system project “Training of workers who meet the requirements of high-tech industries based on dual education” and the action plan for the implementation of the system project. 3. Recommend to the Ministry of Economic Development of Russia (A.V. Ulyukaev), the Ministry of Finance of Russia (A.G. Siluanov), the Ministry of Education and Science of Russia (D.V. Livanov), the Ministry of Labor of Russia (M.A. Topilin), the Ministry of Industry and Trade of Russia (D.V. Manturov), Rossotrudnichestvo (K.I. Kosachev) to consider the proposals of the Agency for Strategic Initiatives on this project.

The most important role when working on a project is played by the training and retraining of project team managers and specialists. It can be carried out in two ways:

1. Increasing the general professional and qualification level of personnel As you know, knowledge acquired at a university quickly becomes outdated (for engineers - after 5 - 10 years, in high-tech fields - after 3 years). Therefore, within the framework of personnel management of the project, it is necessary to solve the problems of creating a system of advanced training.

To solve this problem, there are quite a lot of means: these are short-term (from 2 - 3 days to a week), medium-term (from a week to 2 - 3 months) and full (up to a year) retraining courses provided by universities, business schools, including foreign, advanced training institutes, etc. For the majority curricula There are federal and international standards (marketing, financial management, project management, personnel management, etc.). The market for these services is quite developed, and their quality is gradually increasing.

Abroad, the most obvious trends in the field of technical training are recognized wide application methods distance learning, advanced training, self-training (up to independent development of projects) using tools computer technology and changing the way teachers work. Thus, training using video discs in interactive mode allows students to learn educational material twice as fast as traditional training. Memorability of the material increases by 40%, and the degree of assimilation - by 300%.

The so-called teleuniversities are recognized as a very progressive form of on-the-job training. Courses developed by educational institutions are broadcast on local television networks, focusing on a specific specialization. A project team interested in improving the skills of its employees can set up a classroom where they can listen to a televised lecture or complete a practical assignment.

2. Ensuring the activity, interest and professionalism of personnel in the implementation of the project

Within the framework of this problem, the following tasks arise for the development of personnel, primarily managerial ones:

a. the ability to determine one’s place and role in the project management process, understanding the goals and strategy of the project as a whole and the functions within the project team;

b. the ability to clearly formulate key problems and tasks that must be solved by his department and personally;

c. gaining knowledge on modern approaches and methods for solving project management problems;

d. acquiring the skills to select and use these approaches and methods to effectively solve specific problems in your workplace;

e. mastering the technology of group work in the process of problem solving;

f. mastering methods and skills efficient work subordinates and, above all, motivating their work to achieve the required results.

To solve these problems, targeted training is required, tied to real practical tasks project management and, in particular, management by human resourses project. This result can be achieved with the help of passion: consultants from specialized firms and enterprises with the necessary experience, employees of foreign companies.

Structure target program personnel training may be as follows:

1. familiarization with the basics of project management;

2. obtaining general educational knowledge to the required extent;

3. study of domestic and foreign experience on project management;

4. acquisition of practical skills in methods for solving specific problems and tasks that arise in the workplace during the implementation of the project.

6. general education courses conducted for project team specialists by teachers from universities and consulting firms;

7. thematic seminars conducted by consultants with the involvement of pilots (with relevant experience) of enterprises;

8. internships for managers and individual specialists in organizations implementing projects, with the participation of consultants;

9. “staff games” - targeted training, conducted mainly by a consultant with the participation of managers and specialists in solving specific problems;

10. training of teachers and consultants, transfer of project management training technologies.

From the point of view of directions in training, five main situations can be distinguished (Table 21.3.14):

Training needs assessment. Planning training programs is an integral part of overall planning labor resources along with calculating staffing needs, drawing up recruitment plans, and career planning.

In order to determine training needs and educational planning, it is advisable to:

1. use the results of labor and personnel assessments that identify problems faced by employees;

2. analyze the technical update plan;

3. evaluate the specifics of the general training programs that college and university students who come to work for the organization undergo;

4. diagnose average level preparedness of new employees.

A training system can be effective only if the current situation is analyzed, the prospect is assessed and an image of the desired future is formed, changes are predicted, change projects are prepared, deadlines and costs are determined.

Comparative analysis of traditional and integrated training gives table 21.3.15.