Craft training in Russia: theory and practice of development
The relevance of the research topic is substantiated by the social commitment to the establishment of a system of craft training focused on training personnel for craft enterprises. The purpose of the article is to provide theoretical and methodological substantiation of the necessity to provide organizational and pedagogical foundations for the development of craft training in Russia. The main method of research on this problem is the method of studying and generalizing the pedagogic experience to identify the main tendencies and contradictions of formation of a new kind of vocational education in Russia. The outcome of the research is the theoretical and methodological justification of the development of craft training as a special kind of vocational education, revealing its role and place in the social economic sphere and in the system of vocational education; the identification of the value and target base and organizational pedagogical foundations of the development of vocational education in crafts as a set of interrelated managerial and organizational, informative and technological ideas, principles and conditions taking into account the patterns and contradictions of development of this kind of education. The material of the article may be useful for practitioners and researchers in the field of vocational education, for lecturers and graduate students who are interested in the development of the system of vocational education and training. INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 7155 including the type, technical equipment and organizational forms of productive labour, the personal service economy sector is growing rapidly. Due to this the occupation and qualification structure of manpower is changing rapidly, there is a growing demand for new skills from small enterprises working in the market of individual demand. In the system of international economic relations such enterprises belong to the category of craft enterprises, whose goods and services are distinguished as a separate commodity group, and the corresponding types of professional activity make a group of craft occupations (Kobelev, 2000) Craft activities represent a significant segment of the Russian economy, which is included in two dozen industries related to the processing of raw materials and public services, and craft occupations include about hundreds of occupations, such as, for example: joiner, roofer, mason, jeweler, tailor, seamstress, car mechanic, blacksmith, pastry cook, hairdresser, gardener and many others. In many countries the work of craft enterprises is based on the appropriate legal framework, supporting infrastructure and craft training system (Lokotnikova, 2002) The need to single out and institutionalize craft training is determined by the complex, many sided nature of professional activities of craftsmen, which, on the one hand, are similar with those of skilled workers, on the other hand, many craftsmen have to work as technologists and craft production organizers. Therefore, the content of craft activities is considered to include components of at least three occupational areas: skilled worker occupations, production technology sphere and business management processes. The multifunctional nature of craftsmen's work requires special training different from the existing vocational education of workers in structure, content and methods. However, experts point out a paradoxical situation: manpower for craft enterprises continues to be trained on the basis of the educational model that was created in the time when craftsmanship was purposefully forced out of the economic structure of the country. It seems that the vocational education system should have responded to these challenges by revaluing the fundamental objectives, principles, tasks, content of vocational training, and the centuries old experience of training skilled workers should have been modified according to the needs of the craft sector (Moiseev Efanov, 2014) But that is not the case, in our opinion. While the socio economic role of vocational education and its position in society are strengthening, its internal contradictions and shortcomings become even more evident, the most common of them are: the narrowness of special training, which limits the occupational mobility of workers and specialists; insufficient job skills, according to employers; the low level of professional autonomy; graduates' dissatisfaction with their social and professional status; the "deadlock nature" of worker training (Romantsev, 1997) Methodological framework