Training Of Bachelors Research Articles

Comparative analysis of the curriculum of the previous standard of training and the Core of Higher pedagogical education as a way to reveal the problems of artistic training at the pedagogical university

The article revealsthe problem and actualization of the chosen topic. The assumption about the relationship between the ideological concept of Russian education and the problems existing in it is touched upon using the example of training teachers of fine arts in drawing, painting and composition. The study was carried out at the Department of Fine Arts and Methods of its Teaching of Blagoveshchensk State Pedagogical University. The analysis of the three modules of the curricula made it possible to identify changes in the practical content in the art disciplines, as well as the influence of this factor on the professional training of students. Particular emphasis was placed on comparing the number of credits in disciplines in different standards. The task of this work is to determine the prospects for improving the preparation of bachelors through a comparative analysis of the workshop and examination control in different standards. The changes made in the Core of higher pedagogical education show a trend towards a decrease in practical training in disciplines in favor of studying additional subjects, which negatively affects the level of training of bachelors. This situation is explained by the fact that, despite the improvement of some key aspects, such as the endto-end formation of competencies and others, in essence the Core of higher pedagogical education is still built on the Bologna principles.

УСЛОВИЯ СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНОЙ АДАПТАЦИИ БАКАЛАВРОВ В ПРОЦЕССЕ ПОДГОТОВКИ К ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ

The article deals with the issues of adaptation of bachelors to professional and pedagogical activity. The features of individual capabilities and abilities of a person at the stage of immersion in new social conditions of an educational institution are revealed and the main difficulties of adaptation measures are presented. The complex of organizational and methodological conditions allowing to reduce the time and provide a comfortable environment for the adaptation of bachelors in the process of preparation for pedagogical activity is considered. Introduction of didactic tools and educational resources into the information space of the university, allowing them to be actively used in the process of professional training of bachelors.

FORMATION OF PROJECT CULTURE IN THE PROCESS OF BACHELOR'S TRAINING OF FASHION DESIGNERS IN HIGHER EDUCATIONAL INSTITUTIONS IN UKRAINE AND DENMARK

The article summarizes the experience of higher education institutions in Ukraine and Denmark on fashion designers’ project culture formation in the process of undergraduate training. It has been determined that project culture is an integral indicator of a specialist’s professional competence, which provides the ability for creative project-transformative activity. Based on the study of professional and educational training programs for clothing designers in Ukrainian and Danish higher education institutions, the content of disciplines in which the key role is assigned to design has been identified and analyzed. It has been proven that the formation of fashion designers’ project culture during bachelor's training in Ukrainian and Danish higher education institutions is effective, provided that specialists are included in the integral process of project activity. It is consistent with the process of purposeful formation of professional competencies. Attention is focused on the importance of stimulating future fashion designers' creative activity as the basis of their ability to creatively solve design tasks and internal self-motivation for creative project self-realization and self-improvement. It has been found that the formation of the project culture of fashion designers in Danish higher education institutions is facilitated by the Scandinavian educational policy, the conceptual idea of which is a combination of theory and professional practice. Based on the comparative analysis, it has been concluded that the educational process in the higher education institutions of Denmark is based on all-pervading projectivity and interdisciplinarity, while in Ukraine the emphasis is on interdisciplinarity and technologicality.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ФАХОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З АГРОІНЖЕНЕРІЇ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ

The article examines the problem of formation of professional competence of future bachelors in agricultural engineering during their professional training. The urgent need for the training of highly qualified, goal-oriented, competitive specialists in the agro-industrial production area has been confirmed, which has been updated in connection with the significant renewal of their professional activities in the conditions of digitalization of the economy of Ukraine, and the introduction of innovative approaches to the organization of modern educational space. The article aims to define and justify the pedagogical conditions that can ensure the effective formation of professional competence of future bachelors in agricultural engineering during their professional training. In the research, a complex of methods was used: a content analysis of the crucial concepts of the research, generalization of advanced pedagogical experience to identify and justify the pedagogical conditions for forming professional competence of future bachelor in agricultural engineering in the professional training process. It has been proven that the practical activity of future specialists of agricultural engineers involves the use of achievements of psychological, pedagogical science and experience, and forming professional competence of future bachelors in agricultural engineering should be aimed at training them as professionals who are competitive, capable of successful professional activity, professional development and mobility, capable of solving the challenges, set tasks and problems in the field of agro-industrial production and to meet the needs of the labour market. Forming professional competence of future bachelors in agricultural engineering in higher education institutions will be effectively carried out under the condition of identifying and taking into account the features of their professional training, which are determined by the specifics of professional activity; orientation on the individual motivation of the professional training of future bachelors in agricultural engineering and compliance with the modern development of education; determination of the main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering in professional training. The following main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering during their professional training process have been determined, including ensuring systematic interest and forming positive motivation for mastering the chosen profession; development of the subject content of the cycle of professional training of future bachelors in agricultural engineering; the use of innovative technologies for the purpose of forming professional competence of future bachelors in agricultural engineering in their professional training; formation of professional and personal qualities of the future agricultural engineer; mastering the practical experience of the future professional activity of an agricultural engineer. It has been concluded that each specified pedagogical condition should positively contribute to the effective formation of professional competence of future bachelors in agricultural engineering in professional training with further identification of the peculiarities of their educational activities. The next step in the research of the considered issue is the construction of a criterion base for forming professional competence of future bachelors in agricultural engineering during their professional training.

DEVELOPMENT OF PROFESSIONAL COMPETENCES IN THE CONDITIONS OF NON-FORMAL EDUCATION

In connection with the transition of the Republic of Kazakhstan to a market economy, the growth of globalization processes and the increase in the need for highly qualified specialists, the discrepancy between the training of bachelors and the modern requirements of employers is becoming more and more obvious. This leads to the emergence of new components of professional competence, which more fully and reliably allow the future specialist to carry out professional activities. Therefore, in addition to the main EP in the relevant area of study at the university, it is necessary to introduce additional programs that will be relevant in real time, and their implementation will go beyond formal education. In this regard, the purpose of our study is to substantiate the role of non-formal education in the development of professional competencies of students in the direction of "Pedagogical Sciences".The relevance of our study lies in the fact that in modern conditions for the effective and timely development of students' professional competencies, it is necessary to use other forms along with formal education - non-formal and blended learning. Through these forms, a timely “response” to employers’ requests for the development of the necessary professional competencies is possible.The scientific novelty of the study was the development of a program aimed at developing the professional competencies of university students in the framework of non-formal education.

ЗМІСТ І СТРУКТУРА САМООСВІТНЬОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З ЕКОНОМІКИ: КАТЕГОРІАЛЬНО-ДЕФІНІЦІЙНИЙ АНАЛІЗ

The article carries out a categorical and definitional analysis of the self-educational competence phenomenon of future bachelors in economics, analyses the concepts of «self-education», «self-educational activity», «competence», «self-educational competence». It has been emphasized that, along with indicators of professional mastery, future specialists, for the sake of their self-efficacy and professional success, are called to become proficient in the knowledge, skills and experience of self-education, as well as to develop professionally important personal qualities - cognitive independence, cognitive activity, the ability for professional self-development and self-improvement via specially organized self-study. The purpose of the article is to determine the essence and structure of self-educational activity and self-educational competence and their specific content for future bachelors of economics. To implement the set tasks, in the study, a number of methods are used; among them a categorical and definitional analysis of scientific research enlightened the essence of self-education and self-educational competence, modelling of components of self-educational competence, specification and systematization of existing theoretical works to determine the structure of self-educational competence of future bachelors in economics. Self-education in the context of future bachelors of economics professional training is defined as a type of basic and professional education directed at systematic, purposeful, continuous improvement of knowledge, abilities and skills necessary for successful performance of one’s activities and achievement of certain personal and social significant goals. It has been established that the goal of students’ self-education is the achievement of certain personally significant educational aims, the satisfaction of cognitive interests, general cultural and professional requests, and qualitative changes of personality in the process of independent acquisition of subjectively and objectively new knowledge. It has been found that the crucial characteristics of self-education are self-governance, self-organization, self-efficacy, self-activity, internal freedom, voluntariness, self-regulation, focus on self-improvement and self-realization. It has been substantiated that self-educational competence is a crucial component of the future specialists’ professional competence, a person’s integrative property, which allows them to achieve productivity and success in self-educational activities, receive a quality education, master the profession, and achieve necessary qualifications. The self-educational competence of future bachelors in economics is presented from the point of view of the structure of self-educational activity, which covers the motivational and value aspect (needs, motives, instructions and attitude); knowledge-based aspect (special knowledge); the activity-based aspect (ability, skills, competences), the reflective aspect (that which characterizes the products of self-educational activity in external and internal plans) and the personal aspect (specific features and qualities that enable self-educational activity). Self-educational competence is revealed as a multidimensional personal formation that encompasses a number of other competencies including moral and ethical, general educational, subject, methodological, informational, digital, general cultural ones, and competence in self-development. It has been concluded that the formation of self-educational competence should be a mandatory component of the content of studies in higher education institutions and the system of professional training of future bachelors in economics.

Социально-культурное проектирование в подготовке бакалавров социально-культурной деятельности: опыт брендирования Кемеровской области (Кузбасс)

In the article, the authors consider the vectors of professional training of bachelors of socio-cultural activities, focused on solving the problems of consolidating the state and civil society. Socio-cultural design is the most effective technology to solve this problem.
 It is noted that the curricula of universities that train bachelors of social and cultural activities include disciplines whose main educational goal is to attract student youth to socially significant activities aimed at improving living conditions, developing social activity of various population groups, as well as mastering and the preservation of national cultural values and traditions.
 In the process of formation of knowledge about the history and culture of Russia and the native land among bachelors of socio-cultural activities, as well as practical participation in the development and implementation of relevant socio-cultural projects, the territory is branded. The brand of the region is defined as a territorial identity, systematically expressed in bright and attractive ideas, symbols, values, images, well-known brands of the territories of Kuzbass are also presented, which influence the quality of life and regional identity of the population of the region.

Implementation of a transprofessional approach in the professional training of bachelors – future teachers in the system: secondary vocational education – higher education

Introduction. In the conditions of rapid development of technologies, the issue of providing production with middle-level technical workers is acute, but modern highly qualified teachers are needed for their training. The requirements of employers serve as a guideline for advancing the quality of professional training of specialists, but they are poorly taken into account when preparing bachelors as future teachers in the system of secondary vocational education (SVE). The purpose of the research is the scientific substantiation, design and implementation of the technology of professional training of bachelors and future teachers based on a transprofessional approach. Materials and methods. The study involved students of Kuban State University (Russia) in the direction of 44.03.05 Pedagogical education (with two training profiles), profile Technological education, Physics, in the number of 174 people. Methods: source analysis, design, pedagogical experiment, expert assessment, student self-assessment, statistical processing of results according to the U-Mann-Whitney criterion. Results. The technology of professional training of students of higher education (HE) for pedagogical activity in the SVE system has been developed, including motivational-target, organizational-activity and creativedevelopmental stages. The training of students is carried out in the system: SVE – HE on the basis of a transprofessional approach with the selection of the content of training in accordance with the needs of production. Reverse-variable learning technologies with electronic resource support are used: electronic software, video content (theoretical material, laboratory work, master classes, web quests) with the involvement of students themselves in their development. The application of the developed technology contributes to the effective formation of professional and universal competencies of students, the development of their motivation and personal qualities (U = 597; p < 0.01). Conclusion. The proposed technology of advanced transprofessional training of future bachelors of pedagogy makes it possible to expand the employment opportunities of bachelors not only at school, but also in the vocational education system. The developed technology can be applied in the preparation of bachelors of pedagogy of various profiles, retraining and advanced training of teachers, masters of industrial training.

АНАЛІЗ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ФАХІВЦЯ З РОЗРОБКИ КОРИСТУВАЛЬНИЦЬКИХ ІНТЕРФЕЙСІВ

The article is dedicated to the challenging problem of improving the quality of professional education of future bachelors in the field of software engineering, in particular, defining qualification requirements, updating the goals and content of educational programs for their education by analyzing the professional activities of a user interface development specialist. As technology advances and integrates into our daily lives, the demand for such specialists has grown significantly. At the same time, the field of information technology is constantly evolving, creating a need for more specialized skills that can only be acquired through a professional education. During the analysis of the professional activity of a specialist in the development of user interfaces, the subjects, means, process, technologies, conditions and products at each stage of creating user interfaces of various software are considered. The user interface is defined as the means by which users interact with digital devices or software. The article considers the job responsibilities of a UI designer, UX designer, front-end developer, graphic designer and user experience researcher – specialists who develop user interfaces. The process of developing user interfaces is analyzed at the following stages: determining the needs, desires and behavioral patterns of users; defining the problem to be solved; generating ideas for solving the problem; prototyping; testing (in accordance with the concept of «Design Thinking»); development of the software part of the user interface (writing program code, front-end and back-end development, integration of front-end and back-end components into a single system, testing and quality control, cross-platform support, ensuring accessibility for people with disabilities). The qualification requirements for a specialist at each stage of user interface development are determined to improve the quality of professional training of future bachelors in the field of software engineering, to update the goals and content of educational programs for their training. Key words: professional activity, user interface development, UI design, UX design, design-thinking, qualification requirements.

SOCIAL CONTEXT OF FORMATION HEALTH-SAVING COMPETENCE OF FUTURE BACHELORS OF PHYSICAL THERAPY

The article on the basis of theoretical analysis of the issue under investigation is defined different approaches to the hierarchy goals of professional training of future bachelors of physical therapy in higher education institutions. These include social goals, general and theoretical goals of professional education; goals of studying certain professional or special disciplines; goals of studying additional courses; goals of particular sections and topics; goals of particular training sessions. Considering the social context of the organization professional training of future bachelors of physical therapy in higher education institutions are identified and characterized by five leading conceptual provisions on the formation of health-saving competence to the future bachelors of physical therapy as a pedagogical system. The article highlights and characterizes the requirements for the readiness of the teachers of higher education institutions for the implementation of quality professional training of future bachelors of physical therapy directed at the formation of their health-saving competence: formed professional, general cultural, and humanitarian, civil and social, information and communication competence, creativity, innovation, entrepreneurship, and financial literacy. In the article is established that the function of the health-saving environment in higher education institutions is the formation of the health-saving competence in future bachelors of physical therapy in combination with didactic, educational, stimulating, and psychological functions. The paper establishes that it is the social context for the formation of health-saving competence is a certain indicator of the processes of socialization in future bachelor of physical therapy in higher education institutions.

Evaluation of Industrial Attachment Training of Bachelor of Purchasing and Supply management students. Murang'a University of Technology

Evaluation of Industrial Attachment Training of Bachelor of Purchasing and Supply management students. Murang'a University of Technology

ПРОБЛЕМЫ ПРЕПОДАВАНИЯ МАТЕМАТИЧЕСКИХ ДИСЦИПЛИН В ЗАВИСИМОСТИ ОТ НАПРАВЛЕНИЯ ПОДГОТОВКИ

The article discusses the problems arising in the implementation of mathematical training of bachelors and masters in technical areas that meet the requirements of the time in terms of digitalization of education, including the use of computer technology

Motivation support оf professional development аnd social activity formation of junior bachelors of Kharkiv National Automobile аnd Highway University

Abstract. Problem. This study is devoted to the research of motivational support of professional development and social activity formation among junior bachelors with the aim of improving the quality of education of Kharkiv National Automobile аnd Highway University graduates. Goal. The aim of the study is to determine the factors that provide motivational support for professional development and social activity formation among junior bachelors of Kharkiv National Automobile and Highway University. Methodology. Nowadays there is still no clear definition of the concept of "quality of education" in scientific psychological and pedagogical literature, even without taking into account the fact that improving the quality of training of higher education graduates is the main task of higher education. Some methodologists, practitioners and theoreticians believe that the increase in the quality of education is possible due to the activation of the cognitive activity of education applicants, due to their active independent work, improvement of teaching methods of professional disciplines, involvement of education applicants in research work. The authors of the article consider the process of ensuring the quality of education by means of psychological support of the mass process, which is carried out through such disciplines of the humanitarian cycle as psychology, psychology of communication, psychology of management, conflictology and means of motivational support of the educational process, without which it is impossible to maintain the high cognitive activity of education applicants throughout the entire period of education. Results. The authors distinguish three types of professional motivation: dominant, situational and conformist, and calculate their ratio for a specific direction of training of education applicants, namely: junior bachelors in the educational and professional program "Technology of management of transport, logistics and information systems" of the initial level of higher education (short cycle ) in specialty 015.38 "Vocational education. (Transport)" field of knowledge 01 "Education". Originality. This scientific research can serve as a starting point for further studies of the impact of the disciplines of the psychological and pedagogical cycle on the quality of junior bachelor training, on the formation of motivational support for the educational process and their future social activity. Practical value. The practical value of this scientific investigation lies not only in the determination of the ways of further career and personal growth due to the determination of the professional orientation of one's further activities, but also in the rethinking of the significance and content of the disciplines of the psychological and pedagogical cycle as those that directly affect the motivational support of future educational activities of junior bachelor.

Professional training of coaches in the field of physical culture and sports

The article is devoted to the study of the features of professional training of bachelors of individual faculties of two institutions of higher education (HEI) for the best training of trainers and the possibility of additional specialization of a health-related nature. The work uses theoretical methods of analysis, analogy and comparison of educational programs, modelling and forecasting of theoretical and practical approaches to understanding the concepts of professional development of future coaches. Their training in higher education institutions and the preparation of an educational program (EP), in particular, in relation to the disciplines of the medical and biological cycle, especially in the context of physiological courses, which are important for the formation of the future trainer of modern theoretical knowledge on the peculiarities of the functioning of the body at various stages of its development and under the influence of stress factors, in particular, physical exertion. The formation of knowledge about the dynamics and nature of the relationships of various physiological systems of the body during physical exercise of varying degrees of complexity, the acquisition by students of the basic abilities and skills of assessing the functional state of the human body in connection with the influence of recreational and sports loads; assimilation of knowledge by students about the main mechanisms of programming, regulation and control of the most complex forms of conscious activity aimed at achieving goals, realizing intentions and implementing plans. Therefore, the disciplines of the medical-biological cycle of the specialty 017 Physical culture and sports cannot have less than 42 credits, or in the cycle of professional training their percentage was at least 27%, as it is in the EP at the coaching faculty of the National Academy of Sciences of Ukraine, the main educational and methodological centre in the field of physical education and sports.

Procedure of recognizing the results of non-formal and informal education in the training of bachelors and masters of specialty 016 “Special Education”(based on the analysis of the experience of EU countries)

The article analyses the problem of recognition of the results of non-formal and informal education in the training of bachelors and masters of specialty 016 “Special Eduacation” based on the analysis of the experience of EU countries on the results of international advanced training of scientific and pedagogical staff “Use of informal education in the training of bachelors and masters: experience of the EU countries and Ukraine”. Non-formal education is considered as “education obtained under educational programs and does not provide the award of state – recognized educational qualifications at the levels of education, but may result in the assignment of professional and/or the award of partial educational qualifications”, while informal education is an independent activity of the individual, which is related to the profession, social or other activities, family or leisure. It is needed to take into account the results of non-formal and informal education of applicants as an innovative component ; the main results of international professional development are given. Characteristic aspects of the implementation of these types of education among applicants for higher degree of specialty 016 “Special Education” are given. The use of these types of education, as well as the mechanism of their validation and re-crediting of loans to applicants, as the result of the implementation of the experience gained in the subsequent training of applicants of specialty 016 “Special Education” in Kharkiv National Pedagogical University named after G.S. Skovoroda. It is emphasized that positive practice at Kharkiv National Pedagogical University named after G. S. Skovoroda is the existence of a procedure for recognizing the results of training of applicants obtained in non-formal and/or informal education, which are regulated by the relevant provision. The results of training obtained by applicants through informal and/or non-formal education are recognized in accordance with the established procedure in the formal education system.

Assessment of university students’ need to acquire knowledge about ecology

The article discusses the necessity and possibility of including an integrated module of environmental education and foreign language in the training of bachelors at the university. It is noted that the inclusion of environmental education in a foreign language course contributes to the expansion of knowledge acquired earlier, reduces the burden on students, meets the needs of society and the individual. To design an integrated module, it is necessary to determine the readiness and desire of students for environmental education. The authors developed a questionnaire consisting of four blocks aimed at determining previous environmental education in various forms, students’ involvement in personal environmental practices, knowledge and attitude towards measures to improve the environment; students’ needs in environmental education. It is established that a minority of students are involved in personal practices of pollution reduction, students show pessimism in the use of modern technologies, are focused on state measures and control in the field of environmental protection. On the one hand, respondents note the need for knowledge on environmental issues; on the other hand, they believe that only special disciplines are able to provide this data, given that such disciplines are not included in the curriculum at non-core faculties. The data obtained confirm the relevance of the integrated course, allow us to identify topics that are designed to provide students with new knowledge and strengthen confidence in the technological solution of many environmental problems, as well as support students in applying personal practices that reduce environmental harm.

Content aspects of bachelor's training in translation in german higher education institutions

The article deals with the issue of the content of bachelor's degree programmes in translation at classical and applied universities in Germany. The issue of ensuring quality training of translators has become particularly relevant in recent years in the context of Ukraine's intensive movement towards integration into the European Union. It has been established that there are differences between the programmes of different universities in terms of the courses offered, the number of credits and the content of the modules. It has been determined that the structural division of bachelor's degree programmes in translation training is common, which includes three blocks: compulsory subjects, compulsory electives, and free choice subjects. The programmes under consideration have in common the following: studying a practical course in the chosen foreign language, translation, internships (including foreign ones); writing and defending a bachelor's thesis. The programmes of universities of applied sciences are more practice-oriented than those of classical universities. The Bachelor's degree programme in Translation at the University of Leipzig is aimed at providing students with theoretical and methodological knowledge and practical skills in translation and interpreting. The programme also provides for an introduction to the cultures of the countries whose languages are studied, as well as translation technologies. The bachelor's degree programme in Translation provides for a student's academic workload of 180 credits. The structure of the bachelor's degree programme in translation at Ruprecht-Karls-Universität Heidelberg is modular and consists of modules in translation and science, subject-specific and interdisciplinary additional qualifications, and a bachelor's thesis. The main part of the content of the University of Heidelberg's translation programme is aimed at developing competence in translating general and technical texts. The main part of the content of the translation programme at the University of Heidelberg is aimed at developing competence in translating texts of general and technical subjects. Students acquire the ability to apply their knowledge of the linguistic and cultural peculiarities of the languages they study; to translate in selected language pairs; and to justify their translation. At the same time, they learn to use appropriate auxiliary tools, including monolingual and multilingual reference books, specialised terminology databases, online dictionaries, CAT tools, localisation tools, and concordance software. This enables future translators to search for and process additional information on their own.There are two study options (A or B) within the Bachelor's degree programme in International Communication and Translation at the University of Hildesheim. By choosing option A, students study two foreign languages. Those who choose option B study one foreign language, and the rest of the credits are obtained through applied disciplines and modules from the compulsory elective block. In addition, the offer of disciplines is constantly expanding, mainly in the area of information technologies and intercultural communication. Translation programmes differ in their content, which is reflected in their titles: Translation, Translation Studies, International Communication and Translation, and Specialised Translation. Higher education institutions that offer bachelor's and master's degree programmes in translation have valuable years of experience in training these professionals. In addition, they are focused on meeting the needs and demands of employers, shaping the content of their programmes accordingly. Since the range of employment of domestic translators will be wider than it is today in the near future, it is worthwhile to use the experience gained in training them in Europe, particularly in the Federal Republic of Germany.

Educational and research activities through the prism of requirements for the professional training of future bachelors of special education

Educational and research activities through the prism of requirements for the professional training of future bachelors of special education

Diagnostic technology for assessing the degree of formation of health care competence among bachelors of humanities and pedagogical faculties

The relevance of the research is due to the fact that the modern period of the development of Ukrainian society is characterized by important reforms that are due to the European direction of the development of our state, and this determines the corresponding changes in the presentation of educational and methodological material, taking into account especially all external extreme and non-standard events, to which, accordingly, I have already become accustomed the educational process in Ukraine (the open invasion of the Russian Federation and the global pandemic of COVID-19). This dramatically changed the conditions in which the process of obtaining higher education is carried out, taught students and students to work remotely, use various platforms for obtaining educational and methodological materials, led to the implementation of various forms of education (using Zoom, E-Learn, Moodle, Google-Class , Campus and other platforms). Educators try whenever possible, taking into account the level of danger, to conduct classes in various forms of education. The system for evaluating the educational activities of higher education graduates also needs corresponding changes, the main criteria of which should be transparency, objectivity and uniformity. The purpose of the study is to characterize the diagnostic technology for determining the levels of formation of health-saving competence among bachelors of humanities and pedagogical faculties in the educational environment of the university. Objectives of the study: 1) To determine the peculiarities and the need to create diagnostic technologies based on the use of ICT for assessing the level of competence development of higher education students; 2) To characterize the author's diagnostic technology for assessing the level of formation of health care competence among bachelors of humanities and pedagogical faculties in the educational environment of higher education institutions. Methods used in the work: a) analysis and generalization of information sources; b) compilation of received information; c) modeling, design and development of diagnostic technology using innovative technologies to assess the level of formation of health-saving competence among bachelors of the humanitarian and pedagogical faculty of NUBIP, which will be an effective and efficient tool for evaluating the results of the educational process in the conditions of the educational environment of the university, which is carried out under the long-term influence external negative extreme factors. Results: The analysis and generalization of information sources indicate that: 1) the use of innovative technologies for evaluating the results of professional training of future bachelors in the educational environment of higher education institutions is especially relevant in the conditions of the systematic long-term destructive influence of such factors as the COVID-19 pandemic and the open military invasion of the Russian Federation, which caused changes in the implementation of the process of professional training of specialists and assessment of its quality in accordance with the existing critical conditions; 2) the author's diagnostic technology for assessing the level of formation of health-preserving competence among bachelors of humanities and pedagogical faculties in the educational environment of higher education institutions is characterized (according to such structural components as motivational-value, cognitive, health-forming and organizational-management and assessment levels such as (unsatisfactory, sufficient, optimal, progressive)). All these methods became the basis of the computer program «Health-Start.Up». We see research prospects in the approbation and implementation of the author's proposed technology of pedagogical evaluation in the process of professional training of future bachelors of humanitarian and pedagogical faculties.

EXPERT ASSESSMENT OF THE COMPETENCIES AND RESULTS OF BACHELOR'S STUDY ACCORDING TO THE STANDARD OF HIGHER EDUCATION IN INFORMATION AND MEASUREMENT TECHNOLOGIES

The article establishes the relevance of researching the importance of applied competencies and learning results in the standard of higher education for obtaining the bachelor's degree in the specialty “Information and measurement technolo- gies”. To achieve the goal, the description and requirements of competencies and learning results were analyzed, and an algorithm for group expert assessment of their importance was proposed and substantiated. Based on the assessment, the priority of profes- sional competencies and learning results was established. The most important competencies and learning results that can signifi- cantly influence the quality of education in the specialty are determined. Competences and learning results with the least impact on the quality of education in the specialty have been identified, which may indicate their formal nature. To better balance the system of competencies and learning results, it is necessary to pay special attention to those that have the least influence during the next revision of the standard of higher education for the training of bachelors in the specialty “Information and measurement technolo- gies”. The changes to the description of competencies and learning results proposed by the experts take into account the current trends in the development of the industry, provisions of current legislation, regulatory documents, and established terminology in the field of metrology and information and measurement technologies.