Formation of Students’ Competence of Tertiary Educational Institutions by Practical Training Aids

Mariia O Kuzmina,Tetiana V Fartushok,Oksana L Protas,Iryna B Ivanova,Yana M Raievska

doi:10.5430/ijhe.v9n7p279

Abstract

The purpose of the scientific article is aimed at studying the features of students’ competenceformation at tertiary educational institutions by practical training aids. To reveal the purpose of a scientific article, methods of theoretical analysis and synthesis have been used (to study the theoretical framework of students’ competence formation at tertiary educational institutions by practical training aids) and methods of comparison, grouping and concretization (to analyze and assess the practical results of students’ competence formation at tertiary educational institutions by practical training aids). The practical results of the study are presented through: the results of assessing students’ knowledge of Mathematics, Reading and Science, according to the PISA program; dynamics and structure of the number of students enrolled in tertiary education; the proportion of undergraduate students in% of the population at the age of 20-24 years old. According to the results of the PISA program, developed by the Organization for Economic Cooperation and Development (OECD), it has been found that Austria, Belgium and Germany have the highest average scores in Mathematics, Reading and Science, compared to the average scores in OECD countries. It has been established that in Ukraine the average students’score in Mathematics in 2018 is lower than the average score in OECD countries by 21 points, in Reading - by 36 points, and in Science - by 20 points. In the course of the study it hasbeenestablished that currentlyeducators use the following practical training aids for the formation of students’ competence in the learning process, namely: introduction of a modular academic program in the educational process, providing the necessary level of theoretical basis, implementation of introductory,educational, training, undergraduate practices, work experience internship in the educational process of students’ training, application of information, innovation and interactive technologies in the educational process, teaching and training of students in accordance with the requirements of the labor market and employers, ensuring cooperation between tertiary educational institutionsin the framework of student exchange programs.

Highlights

Professional and vocational training of students to a large extent depends on the teaching methods, developed and implemented nowadays by tertiary educational institutions, and on practical methods of students’ training
All tertiary educational institutions specializing in medicine, law, agriculture, architecture and engineering in Belgium focus on the practical training of students
Experience has shown that the introduction of practical training aids by teachers in the educational process will increase the professional training of students in accordance with the requirements of the market and potential employers

Summary

Introduction

Professional and vocational training of students to a large extent depends on the teaching methods, developed and implemented nowadays by tertiary educational institutions, and on practical methods of students’ training (in particular, it is mostly the participation of students in laboratory and practical workshops). As studies have revealed, no less important is the practical training of students, which centers around enhancing cognitive activity and encouraging the acquisition of new knowledge in the context of practical activities in companies. ISSN 1927-6044 E-ISSN 1927-6052 http://ijhe.sciedupress.com professional activity, and on the other hand – it will contribute to the formation of professional skills and abilities that are an important basis for the formation of students’ competences. The scientific literature studies the issue of the gap between theoretical knowledge and practical experience: students receive little practical training. Specialists with more than 1 year of experience do not consider themselves competent. Most specialists consider training to be limited in all areas of study. They need additional training (Chua & Gorgon, 2019)

Results

Discussion

Conclusion