Mechanisms of educational policy implementation through the case of teacher competencies certification in vocation-oriented classes

The article presents the experience of research and approbation of educational policy mechanisms aimed at the formation of uniform requirements to the qualifications of teachers, such as standardization, and assessment of professional activity (independent assessment of qualifications and certification of competencies), which became the basis for the development and approbation of the regional organizational and content model of the teacher certification system within the framework of Moscow educational city projects focused on implementing vocation-oriented education. The results of the model approbation served as a basis for developing proposals to advance the qualification system in the field of education in the Russian Federation. The results were discussed during the roundtable “Qualification Requirements for Informatics Teachers under the New Federal State Educational Standards for Secondary Education,” held at the Civic Chamber of the Russian Federation. The author proposed mechanisms for implementing educational policy with regard to workforce training in the context of national education sovereignty, including accelerated teachers’ training to implement the tasks of vocation-oriented education at the level of secondary general education through the system of additional and (micro-) qualifications in education and independent assessment of qualifications as a way of point preparation of teachers to solve practical problems in professional activities.