Organization of project-based training of students in terms of social partnership between a college, university and enterprise

Abstract

The subject of the study is the process of organizing and implementing project-based training for university and college students in a social partnership created in the system of educational and professional interaction between college-university-enterprise. The object of the research is the organization and technology of project-based training of students in the development of technological processes for manufacturing parts, implemented in the system of educational and professional interaction college-university-enterprise. The authors consider in detail such aspects of the topic as options for organizing social partnership of educational organizations of secondary vocational, higher education and industrial enterprises through the use of real projects and simulation of professional activity of a specialist in the project activities of students. The authors consider in detail the step-by-step methodology for the implementation of project-based learning technology in the course of technological training of students, focused on the formation of professional competencies and labor functions of professional standards. The results of a pedagogical experiment on the formation of technological competencies during the implementation of project-based learning in a professionally oriented educational space are presented. Main research methods: theoretical analysis of the experience of organizing project-based learning, synthesis of didactic tools and methods of conducting training sessions, comparative pedagogical experiment. The main conclusions of the study are to substantiate the high pedagogical effectiveness of organized project-based learning in a professionally oriented educational space created on the basis of a social partnership between a university and an enterprise. The scientific novelty of the research lies in the application of project-based learning technologies in conditions of quasi-professional activity when students perform real projects. A special contribution of the authors to the study is the development of a model for the joint implementation of project-based learning technology in the preparation of students in terms of social partnership in the college-university-enterprise system.