. International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016190 Special Issue for "Management of Education: Problems and Perspectives" International Review of Management and Marketing ISSN: 2146-4405 available at http: www.econjournals.com International Review of Management and Marketing, 2016, 6(S2) 190-197. Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education Iraida G. Ovchinnikova1*, Lubov V. Kurzaeva2, Tamara B. Solomatina3, Galina N. Chusavitina4, Vladimir E. Petelyak5, Natalya N. Zerkina6, Yekaterina A. Lomakina7, Maria V. Musiychuk8 1Institute of Business, Psychology and Management, Moscow Region, Khimki, Russia, 2Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia, 3Institute of Business, Psychology and Management, Moscow Region, Khimki, Russia, 4Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia, 5Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia, 6Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia, 7Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia, 8Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia. *Email: igo55@mail.ru ABSTRACT The relevance of the declared in the article problem is caused by both universal integration processes and necessity of elaboration of effective management mechanisms for requirements to learning outcomes. First of all the qualifications frameworks of any level is created for formation of the interaction basis between the labor market and the system of education through establishment of compliance to qualification requirements of knowledge, abilities and competences regardless of a form of their acquisition (formal, informal, non-formal). The aim of the research is a qualifications framework elaboration of regional system of continuing professional education as a model of identification and adaptive management of requirements to personality’s educational outcomes. The article focuses on elaboration of the qualifications framework for system of continuing professional education in Chelyabinsk region. The research is based on methods of the system analysis and the competence-based approach is applied. The work presents the elaborated regional qualifications framework for system of continuing professional education, on the example of the Ural region: Requirements to the contents, structure and structure concerning system of descriptors, qualification levels; the scheme of coordination of the developed qualifications framework with the project of the National qualifications framework of the Russian Federation; the ways of achieving qualification levels according to respondents’ opinions who are representatives of educational community and labor market. The results of the research can be the basis for creating an adaptive control system of requirements to the results of training in a regional education system and also they can be used for elaboration of adequate requirements for labor market, educational community, systems of certification of graduates of professional education establishment and certification of employees of the enterprises. Keywords: Qualifications Framework, Competence-based Approach, Formal Training, Informal Training, Non-formal Training, Adaptive Management of Education JEL Classifications: A23, I23, I26 1. INTRODUCTION 1.1. Relevance of the Research The problem of elaboration and studying of system of qualifications on the basis of competence-based approach is essential and important both for Russia and European countries. The objective reasons for studying the matter are several ones such as isolation of development of an education system and labor market from each other; processes of globalization and integration within which special attention is paid to quality of labour force and degree of professional standard compliance to the international requirements. Ovchinnikova, et al.: Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016 191 It is confirmed by initiation and active elaboration of national systems of qualifications by the European countries and also by development and acceptation of the European qualifications framework for the higher education and training during all life at the international level (Oleynikova and Muraveva, 2009; Kalimullin and Masalimova, 2016; Sabirov et al., 2015). All elaborations of national frame structures are focused on integration with the international qualifications framework on the basis of competence-based approach. In the context of fast technological changes and dynamic development of all branches of economy the education system of the Russian Federation faces the problem of providing each person with an opportunity to increase their professional level constantly in accordance with social and economic changes and manufacturing environment. In general it is the universal tendency which is issued in the form of the concept “lifelong learning” or building the society on knowledge (the training society). Implementation of the concept “lifelong learning” assumes consideration of continuing professional education as a multilevel system in which all knowledge, skills and competences are results of training and taxonomic by nature. In 2008 The Federal institute of education development of the Ministry of Education and Science of the Russian Federation and National agency of qualifications development of the Russian Union of Industrialists and Entrepreneurs developed a National Qualifications Framework (further - NQF) of the Russian Federation which is intended to harmonize the requirements of the labor market and the system of education at the different qualification levels (Batrova, 2008). NQF is permissive rather than mandatory and according to the developers’ opinion, in addition, it allows to define the general requirements to qualification in professional and federal state educational standards. The qualifications framework of any level (international, national, regional, branch) is a backbone element of implementation of the concept of training during all life which allows to provide transparency and clearness of certain qualifications levels on the basis of the coordinated requirements of labor market and the education system. The requirements to the results of training which are specified in the qualifications framework may form the basis for elaboration of the certification system according to the results of receiving formal and also certifications according to the results of informal and non-formal training (Ovchinnikova and Kurzaeva, 2012). In this work the most interesting results are presented, from this point of view, the results of two successive projects connected with the elaboration and use of the regional qualifications framework - Tempus 144853-TEMPUS-2008-FR-JPHES “Construction of the Qualifications Framework for Higher Education of the Ural region” (2008-2010) (Ovchinnikova et al., 2010), and also Russian Humanitarian Science Foundation project No. 12-06-00067 “Adaptive quality management of the professional education on the basis of competence-based approach (based on the IT sphere)” (2012-2013) (Kurzaeva et al., 2013a). Thus, it should be noted that within the projects the research captured all levels of professional education, and, in fact, the qualifications framework for system of continuing education of Chelyabinsk region was obtained (further - qualifications framework). 2. METHODOLOGICAL FRAMEWORK 2.1. Methodology and Stages of the Research Methodological basis of the qualifications framework elaboration is the competence-based approach. For research purposes the following methods were used: Analysis of normative documents and products of activity, content analysis, systematization and generalization of the facts and concepts, modeling, method of expert evaluations, interviewing and poll, methods of descriptive statistics. There are three stages of the research. At the first stage there is the study of the works which are devoted to the description of training results at different levels of system of continuing professional education in Russia and abroad. The principles and methods of building the regional qualifications framework are defined (Ovchinnikova et al., 2010). The second stage is the main one. At the stage there is elaboration of the qualifications framework. During approbation of the tools of the research the following feature was revealed. The approach to the description of the requirements to the results of training which is used in education is close to the methodology that is accepted in the European practice and which is focused on competences. The approach was taken into account for elaboration of federal state educational standards of the third generation. At the same time employers while forming requirements to work do not take into account the approaches which are accepted in pedagogical methodology but from the existing qualification reference books and professional standards which were gaining strength because competences and functions are synonymous in them. In this regard the decision of initial independent elaboration of two documents is made: Educational and professional nets of qualifications, and then their integration into the uniform regional frame of qualifications. It allows to find the “common language” of requirements description to results of training which is understood unambiguously by both representatives of the labor market, and educational community (Kurzaeva et al., 2013). The third stage is the final one. There is systematization, judgment and generalization of research results. Theoretical conclusions were specified; processing and registration of the received results of research were carried out. Ovchinnikova, et al.: Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016192 2.2. Base of the Research 149 professional educational institutions of Chelyabinsk region and also 33 enterprises of various types formed the base of the research. 2.3. Requirements to Results of the Research The following requirements to elaboration were defined to ensure efficiency of the elaboration process: Concerning descriptors: • Brevity of the description and clearness of formulations of descriptors for both the education system and labor market; • The maximum transference of descriptors of initial nets (professional and educational) into the united frame; • Definition of each descriptor criteria which provide differentiability of results of training at the different levels; Concerning qualification levels: • Taking into account existing national system of professional education features Concerning results of training: • Clearness and unambiguity of understanding of formulations both from the point of view of representatives of the educational environment and representatives of employers; • Training results continuity of initial nets (professional and educational). It was caused by the developers’ requirement to gain independent and complete impression which includes regional features concerning requirements to results of training. Elaboration of the descriptors system was conducted with the support on the results of the international TUNING project, federal state educational standards and normative documents which establish requirements to activity of workers at the federal (national), branch and corporate level (level of the separate enterprises and organizations). 3. RESULTS 3.1. Structure and Content of the Qualifications Framework Descriptors in the qualifications framework characterize the results of training through knowledge, skills and qualities of the personality (Ovchinnikova et al., 2014). The continuity of levels is defined by an increment of practical experience, training and self-education. These results are shown by Table 1. 3.2. Consistency with the National Qualifications Framework The resulting study is a Regional Qualifications Framework which is consistent with the levels of the National Qualifications Framework and reveals the requirements to the results of training in much greater detail (Ovchinnikova et al., 2014) (Figure 1). 3.3. The Main Ways of Achieving Qualification Levels in the Various Types of Training In the present study, the initial goal was to elaborate a frame of qualifications, based on formal training. However interviews carried out in Chelyabinsk region which covered on the one hand all educational institutions and on the other - the majority of organizations of different types, allowed to take into account within the qualifications framework the transition from one level to another in terms of both formal and informal and non- formal training. According to the glossary of the project under consideration, informal training is a program of additional professional training and non-formal training is supposed to be an independent study\training or work experience (in the workplace) (Ovchinnikova et al., 2010). Moving from one qualification level to another depends on the type of training and can be done through obtaining some higher level programs of professional education, additional professional training, and what is important for the evaluation system of achieving the qualification standards and the recognition of qualifications through self-study or gaining experience in the workplace (Kurzaeva et al., 2013a). Table 2 presents the ways to achieve qualification levels through formal, informal and non-formal training. 4. DISCUSSIONS In Russia the previous researches, which were made by Oleynikova et al. (2006), Baydenko (2006), are devoted to historical and structural aspects of qualifications frameworks development, and using. The works of Zimnyaya (2003), Kurzaeva (2010) are devoted to elaboration and diagnostics of the basic key competences and their psychology and pedagogical content. Latitude powers and responsibilities (general competence) Regional Qualifications Framework NQF Basic knowledge in different aeries Professional knowledge Total skills Autonomy Сommunicativeness Responsibility Adaptability Motivation,abilitytodevelop Research intensity activities (nature of knowledge) Complexity of activities (nature of skills) Figure 1: Correlation of the national qualifications framework structure and the qualifications framework of continuing professional education of the Chelyabinsk Region Ovchinnikova, et al.: Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016 193 Ta bl e 1: D es cr ip to rs o f t he le ve ls o f t he q ua lifi ca ti on s fr am e of th e co nt in ui ng tr ai ni ng in C he ly ab in sk r eg io n K no w le dg e Sk ill s C om pe te nc e B as ic k no w le dg e in d iff er en t a er ie s P ro fe ss io na l kn ow le dg e To ta l s ki lls A ut on om y C om m un ic at iv en es s R es po ns ib ili ty A da pt ab ili ty M ot iv at io n, a bi lit y to d ev el op T he 1 st le ve l o f qu al ifi ca tio n Sc at te re d fa ct s w hi ch b ui ld th e w or ld vi ew a t t he le ve l r ec og ni zi ng an d re pr od uc in g Su bj ec t f ac tu al k no w le dg e at p ar tic ul ar jo b le ve l ac co rd in g to re ad y- m ad e in st ru ct io ns B as ic s ki lls w hi ch ar e ne ce ss ar y fo r pe rf or m in g si m pl e an d re pe tit iv e ta sk s O ne p er fo rm s w or k in a ca de m ic o r pr of es si on al fi el d in a cc or da nc e w ith in st ru ct io ns a nd /o r un de r t he g ui da nc e O ne c ar ri es o ut o ra l co m m un ic at io n at th e sp ee ch le ve l i n th e Sa te la ng ua ge in th e fr am ew or k of e du ca tio na l a nd pr of es si on al a ct iv iti es O ne is re sp on si bl e fo r th e re su lts o f t he w or k an d is a bl e to g iv e an or al re po rt O ne s ho w s lim ite d ad ap tiv e ab ili tie s as pa rt o f t he w or k O ne re al iz es th e im po rt an ce o f t he ch os en p ro fe ss io n, th e ro le a nd p er so na l co nt ri bu tio n to th e re su lts o f t he en te rp ri se a ct iv ity T he 2 nd le ve l o f qu al ifi ca tio n G en er al iz ed fa ct s w hi ch b ui ld a si m pl ifi ed un de rs ta nd in g of th e w or ld v ie w Sp ec ifi c kn ow le dg e an d ex pe rt is e of re gu la to ry a nd te ch ni ca l do cu m en ta tio n w ith in th e st an da rd a pp lic at io ns , th e in iti al m an ag em en t ex pe rt is e\ sk ill s w hi ch ar e ne ce ss ar y to o rg an iz e on e’ s ow n w or k B as ic s ki lls n ee de d to s ol ve a li m ite d se t o f c om m on ta sk s on th e ba si s of in de pe nd en t se ar ch a nd s el ec tio n m et ho ds a nd so lu tio ns fr om a nu m be r o f t he k no w n an d te st ed o ne s O ne p er fo rm s th e w or k in a ca de m ic or p ro fe ss io na l fi el d in a cc or da nc e w ith th e in st ru ct io ns a nd / or u nd er p ar tia l gu id an ce O ne c ar ri es o ut o ra l co m m un ic at io n at th e sp ee ch le ve l i n th e Sa te la ng ua ge in th e fr am ew or k of e du ca tio na l a nd pr of es si on al a ct iv iti es , ex pr es se s an d de fe nd s on e’ s pe rs on al p oi nt of v ie w O ne is re sp on si bl e fo r th e re su lts o f t he w or k an d is a bl e to g iv e an or al a nd w ri tin g re po rt O ne s ho w s th e ad ap tiv e ab ili tie s at m in or c ha ng es w ith in th e co nd iti on s of s oc ia l an d pr of es si on al en vi ro nm en t O ne u nd er st an ds on e’ s ow n ro le in th e te am , a ct s as a m em be r o f a g ro up an d is in te re st ed in th e pr of es si on al gr ow th T he 3 rd le ve l o f qu al ifi ca tio n G en er al iz ed fa ct s w hi ch c on tr ib ut e to un de rs ta nd in g th e ho lis tic w or ld vi ew T he g en er al iz ed p ra ct ic al kn ow le dg e an d th e kn ow le dg e of th e st an da rd do cu m en ta tio n w ith in te ch no lo gi ca l p ro ce ss , th e in iti al a dm in is tr at iv e kn ow le dg e w hi ch a re ne ce ss ar y fo r o rg an iz in g bo th o ne ’s o w n w or k an d pa rt ic ip at io n in g ro up w or k A n um be r o f s ill s w hi ch is d em an de d fo r s ol vi ng s ta nd ar d ta sk s w ith th e us e of co m pl ex e qu ip m en t on th e ba si s of in de pe nd en t s ea rc h an d se le ct io n of m et ho ds a nd w ay s of th ei r c ar ry in g ou t f ro m a n um be r of k no w n an d ap pr ov ed o ne s O ne p er fo rm s an d es tim at es th e w or k in e du ca tio na l o r pr of es si on al a re a in a cc or da nc e w ith in st ru ct io ns a nd st an da rd s an d le ga l do cu m en ta tio n O ne c an c le ar ly , re as on ab ly a nd co m pe te nt ly b ui ld s or al an d w ri tte n sp ee ch in a st at e la ng ua ge a nd ca n st at e an d ar gu e th e po in t o f v ie w O ne is re sp on si bl e fo r hi s/ he r w or k an d is a bl e to g iv e a fu ll ac co un t in cl ud in g an al ys is el em en ts O ne s ho w s ad ap tiv e ab ili tie s w he n th e so ci al or p ro fe ss io na l en vi ro nm en t co nd iti on s ch an ge O ne e st im at es h is /h er ro le a nd c on tr ib ut io n to e nt er pr is e ac tiv ity ; on e in de pe nd en tly de fin es p ro bl em s of p ro fe ss io na l an d pe rs on al de ve lo pm en t, on e is e ng ag ed in s el f- ed uc at io n an d co ns ci ou sl y pl an s pr of es si on al de ve lo pm en t C on td ... Ovchinnikova, et al.: Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016194 T he 4 th le ve l o f qu al ifi ca tio n Sy st em at ic ev id en ce \f ac ts w hi ch to c on tr ib ut e to a h ol is tic un de rs ta nd in g of th e sc ie nt ifi c w or ld vi ew G en er al iz ed th eo re tic al an d pr ac tic al k no w le dg e as w el l a s kn ow le dg e of th e re gu la to ry re fe re nc e an d gu id an ce d oc um en ts , ad m in is tr at iv e kn ow le dg e w hi ch is n ec es sa ry fo r un de rs ta nd in g th e es se nc e of th e or ga ni za tio n an d op er at io na l c on tr ol o f its o w n ed uc at io na l a nd pr of es si on al a ct iv iti es a nd th e st aff a ct iv ity A s et o f k no w le dg e w hi ch is re qu ir ed fo r f or m ul at in g an d so lv in g co m pl ex pr ob le m s on th e ba si s of s el f- se ar ch , se le ct io n an d ev al ua tio n of th e ne ce ss ar y in fo rm at io n O ne c on sc io us ly us es in st ru ct io ns an d re gu la to ry le ga l d oc um en ts , is a bl e to o rg an iz e th e w or ki ng p la ce , ta ke s pa rt in te am w or k O ne u se s or al a nd w ri tte n sp ee ch in th e st at e la ng ua ge a s a m ea ns o f b us in es s co m m un ic at io n an d pr es en ta tio n of th e ed uc at io na l an d pr of es si on al ac tiv ity re su lts , h as so m e in iti al tr ai ni ng fo r i nt er cu ltu ra l co m m un ic at io n O ne is re sp on si bl e fo r ac tiv iti es , w hi ch a re de fin ed b y re gu la to ry an d le ga l d oc um en ts ; is a bl e to g iv e a fu ll w ri tte n re po rt , i nc lu di ng el em en ts o f t he a na ly si s in b ot h on e’ s ow n w or k an d in g ro up w or k O ne c ar ri es o ut pr of es si on al ac tiv iti es in te rm s of it s co nt en t up da te s O ne e va lu at es on e’ s ow n ro le a nd co nt ri bu te s ac tiv el y to th e or ga ni za tio n’ s ac tiv iti es , s el ec ts th e pr om is in g ar ea s of p er so na l an d pr of es si on al de ve lo pm en t b as ed on o ne ’s o w n vi si on a nd n ee ds , is e ng ag ed in se lf -e du ca tio n T he 5 th le ve l o f qu al ifi ca tio n K no w le dg e of th e sc ie nt ifi c w or ld vi ew a t th e le ve l o f t he ir ed uc at io na l a nd pr of es si on al ac tiv ity a pp lic at io n T he s ys te m at iz ed th eo re tic al a nd p ra ct ic al kn ow le dg e, th e kn ow le dg e of d ir ec tiv e an d ad m in is tr at iv e do cu m en ta tio n, m et ho di ca l a nd st an da rd m at er ia ls , t he ad m in is tr at iv e kn ow le dg e w hi ch a re re qu ir ed fo r pr oc es se s pr oj ec t m ak in g an d fo r o rg an iz at io n an d co nt ro l o f o w n ed uc at io na l p ro fe ss io na l ac tiv ity a nd a ct iv ity o f t he pe rs on al A n um be r o f ab ili tie s w hi ch is ne ce ss ar y fo r t he so lu tio n of c om pl ex an d no n- st an da rd ta sk s, s el ec tio n of m et ho ds o f t he ir so lv in g on th e ba si s of in de pe nd en t ge ne ra liz at io n; an al ys is a nd sy nt he si s of in fo rm at io n th at is n ec es sa ry fo r st at in g an d so lv in g th e pr ob le m a nd es tim at io n of ed uc at io na l a nd pr of es si on al a ct iv ity O ne c on sc io us ly us es in st ru ct io ns , st an da rd a nd le ga l do cu m en ts fo r or ga ni zi ng h is /h er pe rs on al w or k an d w or k of th e st aff O ne u se s or al a nd w ri tte n sp ee ch in a st at e la ng ua ge a s m ea ns o f b us in es s co m m un ic at io n an d re pr es en ta tio n of re su lts o f e du ca tio na l an d pr of es si on al ac tiv iti es ; h as ba si c ba ck gr ou nd fo r c ro ss -c ul tu ra l co m m un ic at io n O ne is re sp on si bl e fo r hi s/ he r a ct iv ity w hi ch is de te rm in ed b y st an da rd an d le ga l d oc um en ts ; i s ab le to g iv e th e ac co un t on p ro fe ss io na l a nd ad m in is tr at iv e ac tiv ity O ne ta ke s be ar in gs in th e co nd iti on s of u pd at ed a im s an d ch an ge s in th e co nt en t o f ed uc at io na l a nd pr of es si on al ac tiv ity O ne e st im at es h is /h er ro le a nd th e ro le o f th e gr ou p, m ak es a n ac tiv e co nt ri bu tio n to a ct iv ity o f t he en te rp ri se , c ho os es th e pe rs pe ct iv e di re ct io ns o f p er so na l an d pr of es si on al gr ow th , i s en ga ge d in se lf -e du ca tio n T he 6 th le ve l o f qu al ifi ca tio n Ta bl e 1: (C on td ... ) K no w le dg e Sk ill s C om pe te nc e B as ic k no w le dg e in d iff er en t a er ie s P ro fe ss io na l kn ow le dg e To ta l s ki lls A ut on om y C om m un ic at iv en es s R es po ns ib ili ty A da pt ab ili ty M ot iv at io n, a bi lit y to d ev el op C on td ... Ovchinnikova, et al.: Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016 195 K no w le dg e of th e sc ie nt ifi c w or ld vi ew a t t he le ve l of it s us e to s ol ve th e pr ob le m s of th e re se ar ch Sc ie nt ifi c kn ow le dg e, kn ow le dg e of re gu la to ry an d ad m in is tr at iv e do cu m en ta tio n, m et ho do lo gi ca l a nd re gu la to ry m at er ia ls , m an ag er ia l e xp er tis e w hi ch is n ec es sa ry to ev al ua te a nd o pt im iz e th e pr oc es se s, to in tr ud e in no va tio ns a nd m an ag e su bo rd in at es in un pr ed ic ta bl e si tu at io ns w ith in th e pr of es si on al ac tiv ity A s et o f s ki lls ne ce ss ar y fo r so lv in g co m pl ex no n- st an da rd cr ea tiv e an d or ga ni za tio na l an d m an ag em en t ta sk s on th e ba si s of in de pe nd en t ge ne ra liz at io n, an al ys is a nd sy nt he si s of in fo rm at io n O ne o rg an iz es o ne ’s ow n ac tiv iti es a nd / or g ro up w or k on a sc ie nt ifi c ba si s, to s ol ve d iffi cu lt no n- st an da rd ta sk s; in de pe nd en tly ca rr ie s ou t s ci en tifi c re se ar ch in th e fie ld of p ro fe ss io na l ac tiv iti es u nd er th e gu id an ce , e va lu at es th e re su lts O ne s ta te s cl ea rl y an d pr ec is el y on e’ s ow n po in t o f v ie w o n th e pr ob le m o f t he re se ar ch , p ar tic ip at es in p ub lic s pe ak in g, ha s a ba si c tr ai ni ng in in te rc ul tu ra l co m m un ic at io n in th e fr am ew or k of pr of es si on al a ct iv ity O ne ta ke s re sp on si bi lit y w hi ch is d efi ne d by re gu la to ry a nd le ga l do cu m en ts , f or to ne ’s ow n ac tiv iti es a nd th e ac tiv iti es o f t he g ro up ; m ak es d ec is io ns in si tu at io ns o f h ig h ri sk an d co m pl ex ity a nd is pe rs on al ly re sp on si bl e fo r t he m ; i s ab le to g iv e an a na ly tic al re po rt O ne p at te rn s on e’ s ow n be ha vi or on th e ch an gi ng ob je ct iv es an d co nt en t o f pr of es si on al a nd /o r ac ad em ic a ct iv iti es , as w el l a s un de r co nd iti on s of un ce rt ai nt y O ne re al iz es on e’ s ow n ro le in ac hi ev in g th e go al s of th e te am a nd th e or ga ni za tio n, is ai m ed a t p ro fe ss io na l re co gn iti on an d cr ea tiv e se lf -r ea liz at io n T he 7 th le ve l o f qu al ifi ca tio n T he k no w le dg e of th e sc ie nt ifi c w or ld vi ew a t t he le ve l o f c ri tic al co nc ep tu al iz at io n of p ro bl em s w ith in th e pr of es si on al ac tiv ity Sc ie nt ifi c kn ow le dg e at th e le ve l o f c re at io n of in no va tiv e w or ks in th e fie ld o f p ro fe ss io na l o r sc ie nt ifi c ac tiv ity , c ar ry in g ou t t he ir a ss es sm en t b y pr ac tic al c on si de ra tio n ac co rd in g to d ir ec tiv e an d st an da rd d oc um en ta tio n; ad m in is tr at iv e kn ow le dg e w hi ch a re n ec es sa ry fo r ta ct ic al m an ag em en t A n um be r o f t he ab ili tie s w hi ch is re qu ir ed fo r th e so lu tio n of ad m in is tr at iv e an d or ga ni za tio na l t as ks , co nt ro lli ng o f t he ir pe rf or m an ce a t t he le ve l o f a d iv is io n, in cl ud in g on th e sc ie nt ifi c ba si s O ne c ar ri es o ut st at em en t o f t ac tic al ta rg et s, p la nn in g an d or ga ni zi ng th e ac tiv ity o f th e di vi si on , in cl ud in g ca rr yi ng ou t s ci en tifi c re se ar ch es o n th e ch os en s pe ci al ty un de r t he s ci en tifi c m an ag em en t O ne s ta te s ac cu ra te ly an d cl ea rl y th e po in t of v ie w o n pr ob le m s of p ro fe ss io na l/ sc ie nt ifi c ac tiv ity , h as ex pe ri en ce o f p ub lic sp ee ch , h as b as ic tr ai ni ng fo r w or k in th e in te rn at io na l s ci en tifi c an d pr of es si on al en vi ro nm en t O ne m ak es ad m in is tr at iv e de ci si on s un de r t he c on di tio ns of u nc er ta in ty , b ea rs a pe rs on al re sp on si bi lit y fo r t he a ct iv ity a nd re su lts o f t he w or k of hi s/ he r s ub or di na te s, on e is c ap ab le to g iv e th e an al yt ic al a cc ou nt O ne ta ke s be ar in gs in de pe nd en tly in th e co nd iti on s of c ha ng in g pr of es si on al ta ct ic al a im s an d de fin es w ay s of th ei r e ff ec tiv e ac hi ev em en t O ne u nd er st an ds th e co rp or at e st ra te gy , hi s/ he r r ol e an d th e ro le o f t he d iv is io n in it s re al iz at io n, it is in te re st ed in c re at iv e se lf -r ea liz at io n T he 8 th le ve l o f qu al ifi ca tio n K no w le dg e on th e le ve l o f t he w ho le sc ie nt ifi c w or ld vi ew , w hi ch is u se d fo r t he e va lu at io n of th e pr of es si on al pr ob le m s an d al lo w s th e fo rm ul at io n an d so lu tio n of st ra te gi c ta sk s Sc ie nt ifi c kn ow le dg e w hi ch a llo w s to d es ig n a st ra te gy (c on ce pt ) of d ev el op m en t; ad m in is tr at iv e kn ow le dg e w hi ch is n ec es sa ry fo r st ra te gi c m an ag em en t o f th e re se ar ch p ro je ct s or de pa rt m en ts /o rg an iz at io ns in a cc or da nc e w ith la w s an d re gu la tio ns A s et o f s ki lls w hi ch a re n ec es sa ry fo r s tr at eg ic m an ag em en t o f t he or ga ni za tio n/ a un it on a s ci en tifi c ba si s O ne in de pe nd en tly se ts s tr at eg ic g oa ls , pl an s an d or ga ni ze s th e m an ag em en t o f th e or ga ni za tio n/ en te rp ri se a nd /o r sc ie nt ifi c sc ho ol O ne s ta te s cl ea rl y on e’ s ow n vi ew s on pr of es si on al s ci en tifi c/ ac tiv iti es ; e va lu at es th e pr of es si on al ac hi ev em en ts o f ot he r c ou nt ri es , pa rt ic ip at es in v ar io us fo rm s of in te rc ul tu ra l co m m un ic at io n O ne c on tr ol s sc ie nt ifi c or p ro fe ss io na l t ea m w or k, is re sp on si bl e fo r t he re su lts o f o ne ’s ow n re se ar ch a ct iv iti es an d th e on es c ar ri ed ou t b y th e te am u nd er on e’ s gu id an ce , a s w el l a s re sp on si bi lit y fo r t he p ro fe ss io na l de ve lo pm en t o f t he s ta ff O ne is s el f- gu id ed in a c ha ng in g st ra te gi c ob je ct iv es an d de te rm in es ho w to a ch ie ve th em e ff ec tiv el y in th e ch an gi ng so ci o- ec on om ic co nd iti on s O ne is in te re st ed in th e de ve lo pm en t an d im pl em en ta tio n of e ff ec tiv e co rp or at e st ra te gy , ai m ed to c re at iv e se lf -r ea liz at io n, pr of es si on al a nd pu bl ic re co gn iti on Ta bl e 1: (C on td ... ) K no w le dg e Sk ill s C om pe te nc e B as ic k no w le dg e in d iff er en t a er ie s P ro fe ss io na l kn ow le dg e To ta l s ki lls A ut on om y C om m un ic at iv en es s R es po ns ib ili ty A da pt ab ili ty M ot iv at io n, a bi lit y to d ev el op Ovchinnikova, et al.: Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016196 Table 2: The main ways to achieve qualification levels Qualification level Ways to achieve a relevant\corresponding qualification level 1 Formal training: • According to the curriculum of primary professional education on the basis of comprehensive general education or secondary (complete) general education Informal training: • Professional training (courses on the basis of an educational institution upon the training programs of professional training) at the level of education not lower than the secondary (complete) general education Non-formal training • Workplace learning, corporate training if there is no lower than the secondary (complete) general education 2 Formal training: • According to the curriculum of secondary professional education of the basic level on the basis of comprehensive general education or secondary (complete) general education or primary professional education Informal training: • According to the programs of additional professional education (advanced training, professional retraining, professional training, additional qualification, internship) Non-formal training: • Workplace learning, corporate training on the base of the secondary (complete) general education or primary professional education 3 Formal training: • According to the curriculum of secondary professional education of the higher level on the basis of secondary (complete) general education or primary or secondary professional education of basic level Informal training: • Professional retraining, advanced training if there is secondary professional education of basic level Non-formal training: • Workplace learning, corporate training on the base of the secondary professional education of the basic level 4 Formal training: • According to the curriculum of high professional education on the basis of the curriculum of not lower than secondary (complete) general education Informal training: • Professional retraining, advanced training on the base of not lower than secondary professional education Non-formal training: • Workplace learning, corporate training on the base of the secondary professional education 5 Formal training: • According to the curriculum of high professional education on the basis of the curriculum of not lower than secondary (complete) general education Informal training: • Professional retraining, if there is high professional education Non-formal training: • Workplace learning, corporate training on the base of the secondary or high professional education 6 Formal training; • According to the curriculum of high professional education (magistracy) on the basis of bachelor or specialty curriculum Non-formal training: • Workplace learning, corporate training on the base of high professional education; practical experience in practice-oriented research 7 Formal training: • According to the curriculum of post graduate education leading to a candidate degree on the basis of bachelor or magistracy curriculum Non-formal training: • Professional experience, practical experience in scientific research 8 Formal training: • According to the curriculum of post graduate education leading to PhD degree on the basis of a candidate degree Non-formal training: • Professional experience, professional and/or social recognition However, the analysis of scientific works showed that there is a lack of works which are devoted to a problem of requirements management of all-professional results of training at the regional level. The existing works are not coordinated with national requirements to the level of qualifications. Ovchinnikova, et al.: Elaboration of a Frame Model for Intensification and Managing Requirements to Learning Outcomes in Regional Systems of Continuing Professional Education International Review of Management and Marketing | Vol 6 • Special Issue (S2) • 2016 197 5. CONCLUSION During the research the requirements to elaboration of components of qualifications framework are defined: Descriptors, qualification levels, results of training; the system of descriptors and qualification levels is created; the current state of requirements to results of training of the personality in the system of continuing education is studied, the ways of achieving the qualification levels from positions of formal, informal and non-formal education are specified. It is established that the elaborated regional qualifications framework allows to identify accurately requirements to results of training and allows to create the necessary management influence for improving the system of continuing education on the basis of the harmonized requirements of employers and educational community to the results of different levels training. The established united requirements to the results of training will allow to carry out training of highly qualified and competitive specialists who are capable to adapt quickly to any socioeconomic transformations. It gives possibilities of elaboration of the corresponding diagnostic tools (Kurzaeva, et al., 2013b). Another successful example of region qualifications framework using are studies on formation of requirements in the field of information security of the personality (Chusavitin et al., 2013; Chusavitina and Zerkina, 2015a,b) 6. RECOMMENDATIONS Research is focused on been used in two ways: Firstly, to apply its results and secondly to apply the experience of their receiving in the projects devoted to elaboration of the system of qualifications. Particularly it may be used in researches that are connected with labor market and educational community requirements to the system of graduates’ certification of professional educational institutions and enterprises employees’ certification. REFERENCES Batrova, O.F. (2008), National Qualifications Framework of the Russian Federation: Recommendations. Moscow: Federal Institute for Educational Development. p14. Baydenko, V.I. (2006), The Bologna Process: The Search of Generality within European Education Systems (Project Tuning). Moscow: Research Centre of Training Quality Problems. p211. Chusavitin, M.O., Chusavitina, G.N., Kurzaeva, L.V. 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