309
workers. The survey conducted among more than 2500 companies representing a
range of professional spheres revealed that in the process of selecting workers among
candidates for a vacant job position, employers, along with job-specific knowledge
and competences, prioritize the importance of soft skills such as ability to clearly
communicate ideas, to think freely and creatively, to be driven by an inner motivation
and healthy ambitions to achieve goals [10]. For this reason, schools have a pivotal
role in the formation of a learner both as an individual and as a worker - a desirable
combination of characteristics.
Purposeful and systematic introduction of employability skills in the school
setting and curriculum is a powerful tool for assisting young people in gaining
"healthy" understanding of potential job opportunities determined by personal
capabilities. The earlier students get familiar with knowledge and skills highly
demanded by employers, the more time they will have to sharpen this knowledge and
to master the skills in order to comply with constantly growing market demands.
Contemplating about the distribution of responsibilities for students' future
professional wellbeing Hooley suggests a clear distinction of roles, "career guidance
professionals bring expertise in theory and knowledge of the labour market and links
with employers to the table, while teachers bring pedagogic knowledge and have
sustained relationships with their students" [11, para.2].
Reference:
1. UNESCO (2012). Youth and skills: Putting education to work. Education For
All Global Monitoring Report. Paris: UNESCO Publishing.
2. Brown, P., Hesketh, A., & Wiliams, S. (2003). Employability in a knowledge-
driven economy. Journal of education and work, 16(2), 107-126.
3. Shafie, L. A., & Nayan, S. (2010). Employability awareness among Malaysian
undergraduates. International Journal of Business and Management, 5(8), 119.
4. Impetus - The Private Equity Foundation (2014). Ready for Work. Retrieved
from http://www.impetus-pef.org.uk/campaigns-and-research/ready-for-work/
5. Curry, J., & Amy Milsom, D. (2013). Career Counseling in P-12 Schools.
Springer Publishing Company.
6. Policy Research Institute (2008). UK commission for employment and skills -
employability skills project: Review of evidence on best practice in teaching
and assessing employability skills. Retrieved from
http://webarchive.nationalarchives.gov.uk/20140108090250/http:/www.ukces.o
rg.uk/assets/ukces/docs/publications/employability-skills-project.pdf
7. Forrest, G. (2015, October 27). Work-related learning in schools: improving the
employability of young people. Retrieved from
http://www.britishchambers.org.uk/policy-maker/blog/work-related-learning-
in-schools-improving-the-employability-of-young-people.html
8. Roebuck, J. (2007). Reflexive Practice: To Enhance Student Learning. Journal
of Learning Design, 2(1), 77-91.
9. Department for Education (2014). Careers guidance and inspiration in schools:
310
Statutory guidance for governing bodies, school leaders and school staff.
Retrieved from
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/4
40795/Careers_Guidance_Schools_Guidance.pdf
10. Elite (2014). Issledovanie «Prognoz vostrebovannosti spetsialistov na rynke
tryda Almati na srednesrochnyiy perspektivy [The study: "Predicting demands
for specialists in Almaty labour market within mid-term prospects"]. Retrieved
from
https://vk.com/doc146025796_362823654?hash=b27be4c86cd10da2a7&dl=9ae
8c55a87923a001a
11. Hooley, T. (2015, March 26). What role teachers play in career guidance?
Retrieved from http://www.theguardian.com/teacher-
network/2015/mar/26/role-teachers-career-guidance
ТРЕХЪЯЗЫЧИЕ КАК ДОМИНАНТА РАЗВИТИЯ
ИНТЕЛЛЕКТУАЛЬНОЙ НАЦИИ
Акишева А.К., Муканова Р.А.
ФАО «Ӛрлеу» ИПК ПР по Акмолинской области г.Кокшетау
aisulu_aki@bk.ru, mukanroza_71@mail.ru
Одним из ведущих направлений обновления содержания образования
Республики Казахстан является внедрение трехъязычия.Целью трехъязычного
образования является формирование человека, обладающего чувством
уважения и понимания к другим культурам, умеющего жить в мире и согласии
с людьми разных национальностей.Знание иностранного языка – это
назревшая жизненная необходимость, поскольку интенсивные темпы и
уровень развития науки и техники в мире требуют владения иностранными
языками для более качественного и полноценного получения знаний и навыков.
В рамках перехода на англоязычное обучение до 2020 г. на языковых
курсах повысят квалификацию 2 тысячи 450 учителей и преподавателей
страны.Наш институт, сегодня, готов оказывать научно-методическое
сопровождение, консультационную и методическую поддержку учителям и
школам, которые примут участие в реализации методики CLIL на местах.
Повышение квалификации становится необходимым рычагом в процессе
внедрения трехъязычия в образовательный процесс, так как ее цель –
формирование педагога, владеющего несколькими языками, умеющего
результативно применять получаемые на курсах повышения квалификации
знания и навыки в обучении и воспитании интеллектуального будущего
Казахстана.
Процесснациональной консолидации и формирования мультикультурного
общества в Республике Казахстан диктует новые требования к образованию и
