Fairy tales, epics, stories, stories, differences from names. Folk genres fairy tale and epic: similarities and differences
REVIEWED AND APPROVED
Council of the technical school
Protocol No. 1 from “28”August 2015
I APPROVED
DirectorGBPOU VO "LPTT"
named after A.K. Lysenko"
ON THE. Brovchenko
POSITION
ABOUT INTERNSHIP FOR TEACHING STAFF
1 area of use
1.1. This regulation on internships for teaching staff(hereinafter referred to as the Regulations) regulates the procedure for the formation and implementation of an internship system inGBPOU VO "LPTT named after A.K. Lysenko".
2. Legal side
2.1. This Regulation has been developed in accordance with the Federal Law of the Russian Federation dated December 29, 2012 No. 273-FZ “On Education in Russian Federation", Federal State educational standards SPO, CharterGBPOU VO "LPTT named after A.K. Lysenko".
3.1. The implementation of basic professional educational programs of secondary vocational education should be ensured by teaching staff who have higher education, corresponding to the profile of the taught academic disciplines, interdisciplinary courses and professional modules. Experience in enterprises and organizations corresponding to the professional orientation is mandatory for teaching staff responsible for students’ mastery of the professional cycle. Advanced training in the form of internship is a necessary condition effective activities of teaching staff in accordance with the requirements of the Federal State Educational Standard.
3.2. Internship is one of the main organizational forms of advanced training for teaching staff.
3.3. The internship of teaching staff is understood as the purposeful continuous improvement of their professional competencies and pedagogical skills. The internship is practice-oriented. At the same time, the concept of “internship” is considered both as a process and as a result of education.
3.4. The organization and implementation of an internship program can be carried out both in the form of a targeted short-term internship, and in an individual modular program for advanced training, including one built on a cumulative system. An individual modular internship program can be built on a cumulative system and consist of a number of modules (submodules) that represent a complete course. Internship is possible at several internship sites of various enterprises and organizations, the profile of which corresponds to the vocational specialties being implemented. Teaching staff undergo internships at least once every three years. If it is necessary to study new production technologies being introduced at enterprises and organizations, internships for teaching staff can be carried out more often.
3.5. Internship plans and programs are developed by the technical school independently and coordinated with enterprises and organizations.
3.6. The duration of internships is set individually depending on the level of professional education, goals, work experience, and profession (position) of the intern. The internship period for teachers and industrial training masters is usually set at least 72 hours.
3.7. The internship can be carried out at the location of the technical school, as well as in organizations, enterprises, research centers located in other regions and having the material, organizational and human resources for the effective organization of internships for teachers and masters of industrial training of the secondary vocational education system.
3.8. The main types of internships are industrial and pedagogical. Industrial training is carried out in organizations of the real sector of the economy, the profile of which corresponds to the specialties implemented in technical schools, where the trainee acquires or improves qualification category, meets new technology, equipment, production technology of the relevant industry, management processes, organization, economics of production.
Pedagogical internships are carried out in educational organizations.
The trainee acquires experience in organizing educational and educational work, gets acquainted with modern forms and methods of educational work, studies innovative pedagogical technologies.
4. Goals and objectives of the internship
4.1. The purpose of the internship is to form and develop the professional competencies of teaching staff.
4.2. The objectives of the internship are:
Improving knowledge and skills in psychological, pedagogical, scientific, professional and general cultural activities on the basis of modern scientific achievements, advanced techniques and technology;
Further training of teachers in professional modules, familiarizing them with the latest technologies, prospects for the development and organization of the relevant branch of science;
Mastering innovative technologies, forms, methods and means of teaching;
Studying domestic and foreign experience in relation to the requirements of the qualification level of specialists and the need to master modern methods for solving professional problems;
Modeling of innovative educational processes;
Development of specific proposals for improving the scientific process, introducing advanced achievements of science, technology and production into teaching practice;
Familiarization with the latest technologies and prospects for their development in the area of the specialty corresponding to the profile;
Studying domestic and foreign experience in assessing the level of qualifications of specialists;
Development of proposals for improving the educational process, introducing advanced achievements of science, technology and production into teaching practice.
5. Organization of internship
5.1. Internships are organized based on needs educational process director's decisionGBPOU VO "LPTT named after A.K. Lysenko".
5.2. Organization of internships for teaching staff includes:
Long-term and annual planning of internships, which is an integral part of the development program of an educational organization;
Concluding cooperation agreements with organizations and enterprises corresponding to the profiles of the implemented specialties and/or professions that provide internships;
Development, coordination and approval of the internship program;
Conducting an internship.
5.3. The sending of teaching staff for internships can be carried out on the basis of:
The expiration of a three-year period from the date of the last professional development or internship of a teaching worker;
Initiatives of the teaching staff or the technical school administration, subject to the consent of the organization or enterprise hosting the internship and the financial capacity of the educational organization (early).
5.4. The direction of a teaching worker for an internship is formalized by order of the director, admission to an internship - by order on pre-
acceptance or organization (according to the cooperation agreement).
5.5. Heads of enterprises or organizations implementing internships for teaching staff determine jobs for interns, internship supervisors from among the most experienced employees or highly qualified workers, whose responsibilities include regular consultations with interns and monitoring their results practical activities during the internship period.
6. Internship program
6.1. The internship program for a teacher is developed by the intern, discussed at a meeting of the subject (cycle) commission, agreed upon with the head of the intern organization, and approved by the director of the technical school (Appendix 1).
6.2. The internship program should include work directly on the job to master innovative technologies and labor techniques related to the profile of the educational organization, familiarization with modern equipment, economics and organization of the enterprise, labor protection.
6.3. The internship program may include:
Independent theoretical training;
Acquisition of additional professional competencies;
Study of organization and technology professional activity;
Work with regulatory and other documentation;
Performing functional duties officials or specialists (as an interim or backup);
Receiving advice on the stated problem;
Participation in meetings, business meetings, etc.
6.4. The result of mastering an individual modular program is the type of professional activity, a list of general and professional
competencies that the trainee will master during the internship.
6.5. The structure and content of an individual modular internship program contains a thematic internship plan, which includes theoretical and practical training, mandatory classroom lessons, including laboratory and practical ones, independent work and the total number of internship hours.
6.6. Targeted short-term internship programs may include the study of any one topic of the main professional educational program; study of one technological operation; type of professional activity; equipment or technology.
7. Documentation of the internship and summing up the results
7.1. The main regulatory document for an intern is the duly approved internship program (Appendix 1).
7.2. The internship of a teaching worker ends with the issuance of a certificate confirming the completion of the intern’s individual program and certified by the head of the enterprise or organization (Appendix 2) and the delivery of a diary and report compiled by the teacher based on the results of the internship (Appendix 3, 4).
7.3. A document confirming the internship of a teaching worker is necessary to pass the certification procedure for the qualification category. A copy of the certificate of completion of the internship is kept in the personal file of the teacher or industrial training master.
8. Financing procedure
8.1. The costs of an internship for a teaching worker are financed from the funds of the educational organization in accordance with established standards.
8.2. Teaching staff undergoing off-the-job internships in organizations retain their position and average salary at the place of work for the period of the internship.
Annex 1
Department of Education, Science and youth policy Voronezh region
State budgetary professional
educational institution of the Voronezh region
“Liskinsky Industrial and Transport College named after A.K. Lysenko"
(GBPOU HE "LPTT named after A.K. Lysenko")
I APPROVED
Director of LPTT
____________/____________/ _________ / N. A. Brovchenko /
(signature, full name)(signature, full name)
“_____” ____________ 2015 “_____” __________ 20 15
INTERNSHIP PROGRAM
Teachers (industrial training masters)GBPOU VO "LPTT named after A.K. Lysenko"
FULL NAME.
at the enterprise
company name
Liski 2015
Department of Education, Science and Youth Policy of the Voronezh Region
State budgetary professional
educational institution of the Voronezh region
“Liskinsky Industrial and Transport College named after A.K. Lysenko"
(GBPOU HE "LPTT named after A.K. Lysenko")
INTERNSHIP PROGRAM
TEACHER (MASTERS OF INDUSTRIAL TRAINING)
№ P/P
Topic name
(type of work)
Number of hours
TOTAL:
72
Vice president
according to UPR _____________ E.N. Gerasimenko
Head scientific and methodological
department ____________ S.A. Irkhin
Appendix 2
STAMP
ENTERPRISES
Reference
Issued to a teacher (industrial training master)GBPOU VO "LPTT named after A.K. Lysenko"is that during the period from ________________ to _________________ he completed an internship of 108 hours. on the base _________
_________________________________________________________________
(Business name)
under the internship programprofessions/specialties of secondary vocational education__________________________________________________________________________________.
Head of the enterprise
M.P.
Date of issue: "_____"________________20____
Appendix 3
Department of Education, Science and Youth Policy of the Voronezh Region
State budgetary professional
educational institution of the Voronezh region
“Liskinsky Industrial and Transport College named after A.K. Lysenko"
(GBPOU HE "LPTT named after A.K. Lysenko")
DIARY
accounting for internship as a teacher (industrial training master)
(Full name of software master)
Business name ___________
_____________________________________________________________________________
p/p
date
Name and summary of the internship
Number of hours
Internship supervisor from the technical school
____________________/ Gerasimenko E.N./
Internship leader from the enterprise
____________________/______________________/
Appendix 4
REPORT
about completing an internship
Software Masters ______________________________________________
FULL NAME.
Duringwith “___” _____________ 20___ by "___" _____________ 20___ I completed an internship at the company _______________________
__________________________________________________________
name of organization (enterprise)
During the internship, the following types of work were performed:
____________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Characteristics of the internship supervisor from the enterprise:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Software Master ___________ ______________
signature full name
signature full name
Head of LPTT ___________E.N.Gerasimenko
Appendix 4
REVIEW
head of the enterprise
__________________________________________________________________
Name of the enterprise (organization)
about internship for industrial training master
FULL NAME. software wizard
__________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Manager from the enterprise ___________ ______________
signature full name
Hands-on training is a type of on-the-job training for white collar workers and others trying to make professional career. And although interns are usually college or university students, sometimes they are high school graduates or graduate students. In some cases, the ranks of trainees are joined by secondary and junior classes. In a number of countries, instead of the word “practice” for schoolchildren, the term “work experience” is used. Internship can be paid or unpaid; in most cases, interns consider the internship period as temporary work.
In general, an internship is the provision of services by a student in exchange for gaining experience in a particular organization. Students also use internships as a way to determine whether they are interested in working in a particular field or to make connections. Some interns find permanent paid employment in the companies where they interned. In turn, the advantage for the employer is that a person who has gained some experience requires little or no additional training to work as a permanent employee. However, there is no guarantee that the intern will be employed upon completion of the internship program.
Types of internship
Internships are available in a wide range of industries. Industrial practice can be paid, partially paid (in the form of scholarships) or unpaid. Paid internship - common occurrence in fields such as medicine, architecture, science, engineering, law, business (especially accounting and finance). Non-profit charities and research centers often have unpaid volunteer positions. The internship can be part-time or full-time. A typical internship lasts for 6–12 weeks, but may be shorter or longer depending on the individual company. There are two types of initial industrial internships in the United States. Internship to gain work experience. Most often, the practice period begins in the second or third year of study at some educational institution. This period lasts from two months to one full year. During this time the student is expected to practical application knowledge that he receives at the university.
Research practice (graduation), or dissertation. This type of internship is undertaken by final year students, and it involves the student conducting research for his company. An intern, for example, may work on a specific aspect that company management wants to improve, or may be given a specific topic to research. The results of the study are presented in a report and then presented to the public. Due to strict labor laws, European internships are usually unpaid, but they are very popular among other countries. Another type that has become widespread in recent years is virtual practice: a trainee works remotely, without being tied to an office. Virtual practice involves the possibility of obtaining the required result without being physically present at work. Typically, appropriate tools are used for this: telephone, e-mail, web communicators. Often, interns work on an individual schedule.
There are companies that, for a fee, find internships for students. Representatives of such companies promise to return the money if a job is not found. The programs of these companies have significant differences; some promise employment in well-known organizations, accommodation in another city, support throughout the summer, leisure activities, and sometimes even a scholarship. Another form of payment for the practice is through charity auctions. In some cases, companies organized internships only to help charities. There is an opinion that only students from wealthy families can become participants in paid programs. Some company executives state that “the average student belongs to the middle class, and his parents have to “dig deep” to find funds to pay for the internship. Some companies specifically provide scholarships and grants for people from low-income backgrounds. Critics decry the common practice of awarding high grades only after completing an unpaid internship.
Depending on the specific situation, such a phenomenon may be regarded as unethical, since the only way a student’s work is compensated is grades. Even if educational institutions do not require internships in exchange for receiving grades, the heads of some companies put pressure on the administration of universities, lobbying for their interests. Legal rules regarding internships and, in fact, the process of completing them vary significantly depending on the region and country.
Brazil
The internship in Brazil is called estágios (literally "internship"). There is an “internship law”. Under this law, companies must pay interns a monthly salary, although some internships are unpaid.
Canada
In Canada, universities run programs called “Co-ops”. Most often, students have to compete on a competitive basis for the right to undergo an internship, because the number of places is limited. The practice, the usual duration of which is four months, lasts during summer holidays or during the school year. And although some internships are unpaid (particularly in the media industry, PR agencies), many Canadian organizations offer payment to students. Trainees are not always given entry-level positions; sometimes they receive mid-level positions. For example, in the province of Ontario, paid internships are available to immigrants with extensive foreign experience but no such experience in Canada. It is difficult to assess how widespread the system of unpaid internships is in Canada. Partly because there are no written guidelines regarding production practices. Minimum level wages determined by law at the level of each individual province. In Ontario, there is a six-point test designed to determine the absence labor relations between employer and employee.
1. The training should be similar to that given in industrial training schools. 2. The training must be beneficial to the trainee. 3. The person providing the training opportunity, if at all, receives very little benefit from the activity of the trainee during training. 4. The trainee does not receive the right to become an employee in the company of the person providing the traineeship. 5. The trainee is informed that he or she will not receive compensation for time spent on preparation. And so on.
United States
Students at American universities often choose internships depending on their major subject. Sometimes former trainees, having gained sufficient experience, become full-fledged employees of the company in which they trained. The highly competitive conditions present in the market oblige students to gain work experience even before graduating from universities. Not all internships are paid. Many unpaid internships require good grades. The United States government gives the employer the option of not paying the student if the following conditions are not met.
1. Even if the practice involves the performance of actual production operations at the employer's premises, such work should be similar to that carried out in industrial training schools. 2. The training must be beneficial to the trainee. 3. Trainees should not become a substitute for regular employees, but work under their supervision. 4. The employer who provides the internship does not receive immediate benefits from the intern’s activity. 5. Completing an internship is not a prerequisite for obtaining a job at the end of the internship. 6. The employer and trainee must be aware that the internship does not involve receiving a salary. Etc. Individual state laws governing this question, have certain differences. For example, in California, an employer is required to pay interns working in the state if they do not receive a stipend.
India
In India, students often choose internships based on the major subjects they study at university. Students often use internships to gain background and learn more about a particular job.
Malaysia
Some courses offered in public universities Malaysia stipulates that a student must participate in vocational training for a minimum of ten weeks. In particular, this situation is observed in engineering and architecture. However, this period can last from ten to six weeks.
Nigeria
Internship in Nigeria is called S.I.W.E.S, or IT (industrial training). Internship for third-year students usually lasts 6 months, fourth-year students undergo internship for 5 months. Veterinary medicine students typically practice during the break between semesters. This is the situation at Ahmadu Bello University, Zaria, as well as at other universities, with minimal differences.
New Zealand
There are a number of universities in New Zealand that offer internship opportunities for students during their studies. For tourism and hospitality students, an internship is prerequisite receiving a diploma. In most cases, the internship is paid for by the employer. Students studying psychology in educational institutions in New Zealand are required to complete one year of internship (for example, at Massey University, graduates of a diploma in educational psychology receive placement from the Ministry of Education). Support is provided from various programs, for example the Ministry of Education Study Awards (trainee support program). Funding is provided on a competitive basis: in 2013, 10 people received such a grant (15 thousand New Zealand dollars).
Germany
As in most other countries, here the bulk of students undergo practical training education(workshop) between the fourth and fifth semester. In Germany, postgraduate internships lasting from 6 to 7 months are common.
Denmark
Unpaid internships are not allowed in Denmark. It is very common in Danish universities to provide students with so-called “free jobs”: the trainee receives an allowance during practical training, which usually lasts three months. Trade unions closely monitor this type of work, so hiring trainees does not entail the loss of a paid job. EEA/EU students/citizens can move and reside freely in Denmark, in accordance with EU regulations. If the stay in the country exceeds three months, then the student must submit an application to the regional government administration. Special rules are provided for students from non-EU countries. A student from such a country must be between 18 and 34 years of age (medical students are an exception). Among other things, there are special standards for students specializing in industries such as Agriculture, healthcare and architecture.
France
In French universities the practice is called stages. Here students undergo internships in the third and fourth years of study. The duration of internships ranges from 2 to 6 months. Since January 1, 2012, a provision has appeared in French labor legislation according to which each trainee undergoing an internship for two months or more must be paid 436.05 euros per month. IN Lately The practice that graduates undergo after graduating from universities has become widespread. Internships for students from other countries are also widely popular. The main goal that foreign trainees in France set for themselves is to learn the language. Managers of French companies encourage polyglot employees. Australia Internships in Australia are often referred to as "work experience" if the interns are high school students, and "work experience" if the interns are university students. Some industries, such as engineering, require a minimum practical experience (usually 12 weeks) to gain professional accreditation from the industry regulator, Engineers Australia. Unpaid practices are permitted under the Fair Work Act, developed in 2009. There are certain criteria used to determine whether the internship complies with legal standards: the criterion of the usefulness of the internship for the intern, the commercial benefit for the company, the period of completion.
Netherlands
In the Netherlands, practice during training is called the same as in France - stage. It lasts from 3 to 9 months. Companies are not required to pay the student, and sometimes small businesses do not provide payment to interns. Standard compensation for interns in the Netherlands is about 300 euros per month, the amount of salary depends on the educational level and not to a lesser extent, from the generosity of the employer.
Italy
The Bologna system, used in Italy, provides for compulsory internship (called stage in French) for almost all bachelor's and master's students (especially for students of technical and economic faculties). The goal of the Bologna process is to reduce the difference between the requirements of companies and the knowledge (often only theoretical) provided by Italian universities. However, due to the fact that university students usually undergo internships at universities (one should also take into account the fact that student interns are extremely rarely given the opportunity for proper professional training), such internships are most often not considered at all as real experience work. Thus, almost all students hoping to gain the necessary professional training and potential employment in a particular or related field must undergo a repeat internship upon graduation. educational institution. The standard period in Italy is up to 6 months, but this period can be extended for another six months. Internships in Italian companies can be both paid and unpaid. Interns who do not produce written work usually do not receive money for their internship. Almost all graduate internships are paid, but the amount of remuneration is usually quite low: around $600 (a quarter of the salary of a young specialist recently hired after graduation), with no additional benefits, with the exception of perhaps lunch and a few days that the intern may miss due to illness/vacation. The current state of affairs is due to the widespread opinion among students that management companies hire trainees only to save money on them, do not offer the proper level of wages and training, and do not hire them at the end of the internship, even though trainees can establish themselves as productive and capable fast learning performers. In other words, the vast majority of Italian university graduates have to spend a year or even two looking for a decent job (in some cases, people who have completed a master’s degree also find themselves in this situation). This is another reason why Italians leave their parents’ homes relatively late and sometimes live with their parents even at the age of 30. To get an internship opportunity, graduates must undergo a series of interviews, sometimes these are not conducted in the cities where graduates studied.
Spain
In Spain, doing an internship while studying is not common. Spanish students receive “real” practical experience only after graduating from universities. But some Spanish companies provide internship opportunities for students, in the vast majority of cases students from other countries European countries. Often students express a desire to learn Spanish. The acceptable amount of compensation for practice is 500 euros per month. To find an internship, you may need a company specializing in this area, since establishing direct contact with employers in Spain is not so easy. Compensation is regulated in many universities, starting at a rate of 6 euros/hour. Given these rates, employers may use unpaid internships to obtain free labor.
Great Britain
Unpaid internships for students are common in the British Isles. Students can undergo practical training during the summer holidays. University staff provides students with the opportunity to independently search for employers. Some students prefer to negotiate a one-year internship, the so-called “sandwich placements,” between the penultimate and last year studying at the university. Some universities and employers hold career fairs and exhibitions to attract students and introduce them to potential jobs. In modern labor market conditions, students who have completed internships are more preferable to employers. According to some studies, such students have higher qualifications than colleagues who do not have similar experience. Some international students may view the internship as an opportunity to gain exposure to the British working system. Organizations such as the Trades Union Congress and Intern Aware are trying to bring about change existing system internships to raise legal consciousness in the student community, in particular to talk about student rights, especially regarding the minimum wage and paid holidays.
Changes in federal legislation and the requirements of the Federal State Educational Standard for staffing educational programs have led to the relevance of organizing internships for teaching staff to create opportunities for teachers to present and exchange innovative ideas. pedagogical experience, applied educational and information technologies.
What distinguishes an internship from traditional advanced training courses?
Firstly, the practice-oriented nature of the internship, which implies the replacement of lectures with practical forms of organizing training (excursions, master classes, exchange of experience in the workplace, mentoring), implementation job responsibilities or solving professional problems in the workplace, practical conferences, meetings, projects. Any internship includes independent theoretical training, as well as individual assignments of a practical (pedagogical) or research nature.
Secondly, development modern technologies(pedagogical, informational, managerial) based on the best educational practices. In modern conditions, resource centers, scientific and educational consortia, educational, scientific and other organizations that have the necessary innovative experience in organizing the educational process and implementing modern technologies can become such internship bases.
Thirdly, the accumulation of professional experience of teachers, which effectively occurs in the process of analyzing their own problems pedagogical activity, analysis of the achievements of other specialists, exchange of professional experience, study of advanced examples of pedagogical and managerial experience, identifying key factors of effective behavior and activity and professional development important qualities personality.
Fourthly, the internship is individual in nature, regardless of whether the teacher completes it individually or in a group of students. Each internship has an individual plan and individual tasks that are aimed at solving specific professional problems of improving professional skills (professional development) of a research or applied nature.
The internship is organized on the basis of educational, scientific and other organizations that have experience in innovative activities and high results in one direction or another. educational activities. It is precisely such educational organizations that can become internship sites, organize the effective dissemination and exchange of advanced pedagogical experience, demonstrate the results of the implementation of modern educational, educational, information technologies.
Such internships for teachers of different categories on the basis of internship sites have been running for two years at the Moscow City Pedagogical University, both as part of traditional advanced training courses and professional retraining, and separately in the process of studying a particular educational program.
The focus of internships is different - from one-time events for the exchange of teaching experience (problem-based seminars, master classes), mastering advanced training courses with studying the experience of other teachers and educational institutions, to conducting research and implementing projects on the basis of one’s own school based on the results of the internship.
Organizing internships for school teams teachers, allowing not only to study the innovative experience of colleagues, but also, on the basis of collective reflection and creative awareness of this experience, to propose a program for changing the educational process of their educational institution. Such, for example, was a project implemented at Moscow State Pedagogical University for school teams of teachers on the problem of developing meta-subject competencies of students, within the framework of which two internships are provided - on the basis of advanced educational practices in Moscow and in schools in Finland, which have high results in international comparative studies of student competencies .
The internship can be organized either according to those implemented by the university educational programs, or create separately at the request of teachers and educational organizations. Today, Moscow State Pedagogical University is creating jointly with internship sites original programs internships to disseminate innovative experience in the Moscow education system. Examples of such cooperation in the field of internships include:
training of teachers for the implementation of international baccalaureate programs - gymnasium No. 1404 “Gamma” (director - N. Rayushkina);
implementation of modern science education programs using nanotechnology and technological entrepreneurship - educational institutions School League Rusnano;
use of modern information technologies in educational process and management educational organizations- Lyceum No. 1575 (director - I. Bobrova);
training of technological teachers - school No. 293 (director - A. Glozman);
research activities of students (scientific and technical profile) - MUK No. 15 "Meshchansky" (director - V. Shalashov).
Based on the results of the internship, teachers are issued a document on advanced training, depending on the additional training implemented. professional program, similar to advanced training certificates.
If today at Moscow State Pedagogical University about 300 people a year are trained in internship programs, then in the near future many teachers will participate in internship programs as they are most in demand for acquiring practical experience, for mastering innovative methods and technologies of work, for discussing and reflecting on pedagogical ideas.
Dmitry MAKHOTIN, head of the department of professional development of teaching staff at the Institute of Further Education
Today, a serious negative trend has emerged in the labor market. Many dishonest companies, when hiring, require an employee to undergo an internship. A potential specialist, having worked conscientiously from two weeks to one month, turns out to be unsuitable for this position, registration in work book is not carried out, and wages for this time are not paid to him. To avoid getting into such an unpleasant situation, you need to know what an internship is and whether it should be paid.
What is an internship?
This term can be interpreted in different ways. On the one hand, an internship is training, or rather part of this process, an activity to gain practical experience. For example, students must undergo practical training and try out their theoretical knowledge in practice. In addition, they can learn from the inside the production process of their future profession. On the other hand, an internship is an opportunity to show your professional skills in a new workplace. After passing it, the manager will be able to conclude whether the company needs such a specialist or whether it is necessary to look for another. In any case, you should always demonstrate all your professional skills and theoretical knowledge in order to convince both management and yourself of making the right choice specialties.
Why is an internship necessary?
An internship is useful because it provides the student with the opportunity in the future to receive a job offer at the enterprise where he is directly completing the internship.
Most exact method, which allows you to teach how to work safely - this is to see and show everything in practice. In a work environment, that is, directly at the future workplace. As a rule, the process takes place under the guidance of an experienced employee and mentor. Newbie to independent work will never be allowed. IN in this case this applies to trainees or inexperienced employees. Professionals in their field are widely known in narrow circles and do not need to prove their working skills. For them, an internship is an opportunity to understand whether the workplace is suitable for them.
In situations where an internship at the workplace is a mandatory requirement established by law, there is a certain procedure for completing it at the enterprise. It is an internal regulatory document and is approved by the company's management.
Who should do the internship?
As mentioned above, internships can be completed by both students graduating from universities and citizens who have a certain amount of work experience in their specialty. Persons who undergo training in the form of assistantship-internship (this is a form of postgraduate training) are assistant-trainees. In other words, these are those who have higher professional education and wish to continue it full-time for the next two years with in-depth teaching.
According to the law Internship for students is unpaid, but the work of already graduated specialists must be rewarded in a predetermined monetary equivalent.
How to apply correctly?
Like any other type of training on mandatory labor protection, the internship must be properly completed. This is necessary for a number of reasons. First of all, so that the inspectors will not be able to punish the manager for the lack of training of his employees, and secondly, so that the employee himself will not be able to make a claim if he receives injuries or illnesses due to his own negligence.
Below is necessary list main documents when applying for an internship:
Regulations on internship;
. program;
. order for internship;
. order for admission to independent work.
The internship program is the most important methodological document, which details the main tasks for potential employees of the company.
First of all, you should fill out the internship application. To the entire development process of this document you need to approach it very seriously and responsibly. The fact is that it describes in detail all the rights and obligations of both the trainee and the mentor, as well as the timing and procedure for conducting the internship, general responsibility and other features associated with it.
On-the-job internship
The process of mastering and obtaining new knowledge in a position has its advantages and disadvantages. There are, of course, more positive aspects. New employees get the opportunity to become familiar with the full range of responsibilities, adequately evaluate the correctness of their choice of profession, meet potential colleagues, and also evaluate own capabilities and strength. There is time to adapt to a new workplace. In addition, the employer himself receives visual material and time to evaluate the future employee and specialist. An internship is a time that allows an employee to become familiar with the characteristics of the team, its work schedule, working conditions, as well as other features of the chosen workplace. All this helps to start a full-fledged labor activity without additional stress and tension. The disadvantage is that some employers, violating the legislation of the Russian Federation, turn this process into unpaid time of full-time work, after which the person is fired without monetary compensation. An internship at the workplace is not training, but practical training, that is, an activity that must be paid in the manner prescribed by law. The salary amount is always agreed upon in advance.
To pay or not to pay?
So, when faced with the need to undergo an internship, you should clarify all your questions in advance. As mentioned above, industrial internships for students are unpaid. This is explained by the fact that during the internship they gain new knowledge and skills that they will need for further employment. Students themselves are interested in gaining practical skills. As for the other type of internship, that is, at the workplace, here the situation is different. A new employee comes to an open position and sells his skills in order to get a job. During certain period time he provides his services, so an internship is an activity useful for a company that is interested in a highly qualified specialist. Here you should agree in advance on the amount of salary that the intern will receive after the end of the internship.
As can be seen from the above, there are several types of production activities based on a specific enterprise. The issue of remuneration must be resolved in accordance with the law. That is why you should first know your rights and responsibilities.
There is another option, for example, when an internship is an advanced training. In this case, the company can, at its own expense, provide its employee with the opportunity to acquire new knowledge. In such a situation, the issue of payment for the internship should be resolved in advance.
