Current state and problems of additional education development

Abstract

В данной статье показано усиление роли дополнительного образования, его востребованности среди потребителей и заказчиков, проведен краткий анализ рынка образования в России и мире с учетом развития рынка образовательных технологий. Проанализированы сегменты частного и государственного образования, их характеристики, преимущества и недостатки. Исследованы современное состояние, нормативные изменения в области дополнительного образования, системы подготовки педагогов дополнительного образования к реализации трудовых функций с учетом внедрения профессиональных стандартов. Проведен анализ российской реферативной базы публикаций в области подготовки педагогов дополнительного образования, развития их компетентности, оценки качества и т. д. По итогам проведенной работы выделен ряд проблем, касающихся подготовки педагогов дополнительного образования к профессиональной реализации трудовых функций на высоком уровне, которые не нашли отражения в трудах современных ученых. This article examines the increasing role of supplementary education, its demand among consumers and customers. It contains a brief analysis of the education market in Russia and the world, taking into account the development of the educational technology market. The segments of private and public education, their characteristics, advantages and disadvantages are analyzed. The current state, regulatory changes in the field of supplementary education, the system of preparation of teachers of supplementary education for the implementation of labor functions, were studied with regard to the implementation of professional standards. The analysis of Russian and foreign literature on supplementary education teachers’ training, competence development, quality assessment, etc. was carried out. The analysis highlights a number of problems concerning the preparation of supplementary education specialists for professional implementation of labor functions at a high level, and these problems have not been addressed by modern scientists. Among the identified problems are the lack of prospects for the emergence of a sufficient number of qualified additional education specialists in the regions of Russia, low qualification of teachers and management of educational organizations, low technological literacy of teachers, the gap between the public and private segments of the education market, the obsolescence of traditional teaching formats, low motivation for change and development, burnout among employees of educational organizations, etc.