Қазақстан республикасы білім және ғылым министрлігі ы. Алтынсарин атындағЫ Ұлттық білім академиясы

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БІЛІМ - ОБРАЗОВАНИЕ, ISSN 1607-2790
№3, 2020 
БІЛІМ БЕРУ САЯСАТЫ / ОБРАЗОВАТЕЛЬНАЯ ПОЛИТИКА / EDUCATIONAL POLICY
time, the content of teacher education 
does not keep pace with the rapid 
changes in the reality of schools, widening 
the gap between the urgent needs of 
the modern school and the quality of 
specialist training. This, affecting the 
practical activities of today’s teachers, 
makes pedagogical practice even more 
significant [7].
In the process of modernization of 
pedagogical education in Kazakhstan, 
practice-oriented training of students of 
pedagogical universities is of particular 
importance. The idea of practice-oriented 
education is that the graduate is highly 
prepared for practical professional 
activity, is not new, worldwide the transfer 
of educational emphasis to practice 
gives a good result, young specialists 
successfully cope with pedagogical 
tasks immediately after graduation and 
going to work [2, 8]. Among the many 
ways to implement a practice-oriented 
education that meets the requirements 
of innovative development of the 
economy, the modern needs of society, 
a special place is the implementation of 
applied baccalaureate. The introduction 
of applied baccalaureate programs is 
aimed at ensuring the integration of 
professional higher education programs 
and technical and vocational education 
(hereinafter - TVE). And in this direction 
in the education system of Kazakhstan 
are active reform processes. However, 
all these processes are mainly aimed at 
the development of technical specialties. 
Whereas the future of modern civilization 
depends not only on the level of 
technological progress and economic 
growth. It is increasingly determined by 
the level of education. In this regard, 
the introduction of applied pedagogical 
baccalaureate becomes relevant.
In recent years, the requirements 
for teaching staff have increased 
significantly [9]. Whereas previously 
only basic knowledge was required from 
mid-level specialists, today it is still 
necessary to have theoretical training. 
Gradually, the training of specialists 
in technical and vocational education 
organizations is approaching the level 
of higher education. A certain “hybrid” of 
college and university is being created 
where students can become full-fledged 
specialists. These two circumstances 
made it necessary to create a system 
of applied pedagogical undergraduate 
studies. Thus, the applied pedagogical 
bachelor’s degree is designed to combine 
the efforts of pedagogical universities 
and colleges, adopting the best forms 
of theoretical training from one and 
practical from the other.
MATERIALS AND METHODS
World experience shows that in most 
countries, applied bachelor qualifications 
have a specific place in the national 
qualifications 
framework. 
Duration 
of training is established depending 
on the specialty, the specifics of the 
training process and the requirements 
of employers, and is usually from two to 
four years [10].
Also, the educational programs of 
applied baccalaureate are related to the 
needs of the economy in specialists and 
can be quite effectively used for retraining 
and training the adult population on the 
job and can be one of the elements of 
the lifelong learning system.
The content of applied undergraduate 
programs is developed taking into 
account credit technology and is based 
on a modular competency-based 
approach. Educational programs of 
applied baccalaureate are created on 
the initiative of employers, depend on 
labor market conditions and differ in 
their targeted orientation and criteria for 

БІЛІM - ОБРАЗОВАНИЕ, ISSN 1607-2790
№3, 2020
13
www
.nao.kz
БІЛІМ БЕРУ САЯСАТЫ / ОБРАЗОВАТЕЛЬНАЯ ПОЛИТИКА / EDUCATIONAL POLICY
evaluating learning outcomes [11].
Practice-oriented 
training 
of 
graduates provides a combination of 
theoretical courses with professional 
practice. In world practice, the main 
mechanism for implementing this 
approach is the interaction of universities 
with a comprehensive school, built on the 
type of «school-university partnership.» 
The fundamental difference from 
traditional relations is the recognition 
that the school is an important source 
of practical knowledge, without which it 
is impossible to prepare a future teacher 
for professional activity. Thus, the school 
is considered as an equal and important 

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