Competence Of Future Specialists Research Articles

CORPORATE SOCIAL RESPONSIBILITY AND ITS IMPACT ON BUSINESS SUSTAINABILITY

This article substantiates the relevance of developing a model of professional competence for future skilled workers with a focus on ensuring sustainable development. The analysis of factors influencing the formation of professional competence serves as the basis for this research. The primary objective of the article is to systematically structure and analyze the factors contributing to the development of professional competence in future specialists with an emphasis on sustainable development. The article specifically outlines the stages involved in the model's development, utilizing professions within the food production sector in the European Union as a case study. The intent is to adapt the insights gained from this examination to the national system of vocational education. The theoretical framework of the article is grounded in established methods, including analysis, synthesis, interpretation, abstraction, generalization, analogy, and comparison, employed to effectively structure and analyze the factors influencing competence formation in future professionals. The authors employ modeling methods to elucidate the stages involved in the development of the model and utilize comparative methods to contextualize and adapt the European experience to the national system of vocational education. Systematic structuring and analysis of factors influencing the formation of professional competence in future specialists with a focus on sustainable development are carried out by the authors. This analytical approach enables the identification of distinct levels of competence distribution across various dimensions of sustainable development, including international, national, regional, sectoral, and institutional (enterprise-vocational education institution) levels. Additionally, the article presents the stages involved in the development of a competence formation model, using professions related to food production in the European Union as a case study.

Gamification in the educational process of higher education institutions

The article theoretically reveals the content of the terminological apparatus of gamification. The purpose of the article is the need to introduce and study the most effective ways of introducing gamification into the educational process of higher educational institutions for the preparation of a competitive young generation. The methodological concept reflects the relationship and interaction of the use of gamification methods in the educational process of higher education institutions, in particular the use of various components (motivational, meaningful, active, and reflective components). The results show the main directions of influence and structural elements of gamification; the main areas of influence of gamification on the educational environment are clarified; six steps of game mechanisms for introducing gamification into the educational space are described; the importance of implementation, negative manifestations of gamification for the educational process are shown, and the main aspects of gamification are revealed. The most effective features of gamification for students of higher education are listed and examples of Internet projects using gamification in the educational space are given. The introduction of gamification methods through the use of models is substantiated. An experimental study was conducted to check the formation of professional competence in future specialists by providing an educational gamified system in higher education institutions.

СУТНІСТЬ СОЦІОКОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

Socio-communicative competence is an important component of the professional training of specialists in the social sphere. It involves the formation of abilities and skills in effective interaction, communication, and understanding of other people. The article examines the role of socio-communicative competence for future specialists in the social sphere. It was found that in today's fast-paced world, a highly qualified professional must possess effective communication skills in order to navigate the complexities of human interactions, promote positive social change, and provide ethical and culturally competent services. It is noted that researchers consider this competence as the ability to express oneself clearly, recognize signals in context, and adapt to the needs of the interlocutor. It has been found that it includes building partnerships and solving problems through effective communication. The study analyses the essence of the concept of socio-communicative competence, and considers its components and structure. The need to develop communication skills in students of the social sphere, the ability to establish contact, organise partner interaction, overcome conflicts, develop empathy, and reflection are substantiated; the importance of the formation of this competence in future specialists of the social sphere for the successful implementation of their professional activities is determined. The main structural components of socio-communicative competence are revealed and approaches to the formation of these components in future specialists are indicated. Specific ways and pedagogical conditions for the formation of socio-communicative competence of future specialists in the process of studying humanitarian disciplines, passing practice, and extracurricular work are proposed. It is noted that the formation of socio-communicative competence is an important task in training competitive, professionally mobile specialists in the social sphere.

Structural Components of Professional Competence of Future Economists Studying at Professional Economic Colleges

The article deals with the problem of forming the professional competence of future specialists in economic specialties who receive education in professional economic colleges. The relevance of the current study lies in the fact that the dynamics of the traditional methodological approach in the educational process, given the global world trends, determines the priority of focusing on the competence approach and requires a detailed development of the content of the concept of competence of future specialists in economic specialties. The aim of the article is to determine the structure of future economists’ professional competence and the peculiarities of its formation in the educational space of professional economic colleges. The study used general research methods, such as generalization, comparison, systematization and abstraction, analysis, synthesis, and specification. Results. The structure of professional competence of future specialists in economic specialties, which combines professional and personal components, is substantiated. The vectors of improving the educational process aimed at forming information and digital, communication and intercultural competence in future specialists in economic specialties as an important component of their overall professionalism are allocated. The article establishes that the need to actualize the phenomenon of professional competence is due to the specific requirements for the professional qualities of an economist, characterized by the specific content and specific focus of professional activity. Conclusions. In the course of the study, it has been found that one of the promising areas of the educational process is the formation of future specialist’s personal qualities, including his/her digital literacy, logical thinking and international communication skills. It has been found that further research need determining and substantiating the psychological and pedagogical conditions for implementing the model of forming the economic specialties students’ professional competence in vocational education of higher education institutions. In addition, the basic principles of implementation and development of the educational process interdisciplinary integration are characterized. The development of an algorithm for the formation of foreign language professional communicative competence in future specialists of the field is seen as a promising direction of future research on the outlined topic.

ON UPDATED CONTENT OF FOREIGN LANGUAGE EDUCATION FOR STUDENTS OF NON-LANGUAGE SPECIALTIES AT A UNIVERSITY

The author explores theoretical and practical issues aimed at fi nding innovative methods and strategies of education, the use of which will ensure not only an increase in the effectiveness of teaching a foreign language, but also the formation of professional identity among students at an early stage (1st–2nd year of study). In response to the need for fundamentally new approaches to defi ning the goals, objectives and principles of higher education, attempts are being made to revise approaches to the selection of professionally oriented content of the discipline “Foreign Language”. In the research, the author relies on the concepts of professional discourse and psychotherapeutic discourse as a source of situations of professional interaction for the formation of foreign language communicative competence among students – future clinical psychologists. The article also provides examples of communicative technologies: self-presentation, argumentation and active listening. The didactic potential of the discipline “Foreign Language” in the formation of high professional qualifi cations and competence of future specialists is considered. In the course of the study, an updated program of the discipline “Foreign Language” is being developed for the specialty 37.05.01 “Clinical Psychology” based on an analysis of existing curriculums, educational and methodological materials available in electronic library systems, professional standards that served as the basis for the Federal State Educational Standard of Higher Education in this specialty, as well as available scientifi c and methodological developments in teaching professionally oriented foreign languages, on the basis of which typical situations of professional communication of future clinical psychologists are identifi ed, criteria for selecting the content of foreign language training and recommendations for methodological support of the discipline are proposed. The author concludes that the formation of universal communicative competence should occur in conditions of immersion of students in professional discourse due to the careful selection of linguistic and sociocultural material of a professional orientation, as well as a set of situational tasks that involve the use of modern communicative technologies to solve problems of a professional orientation.

STRATEGIC COMPETENCE AS A DETERMINANT OF PROFESSIONAL COMPETENCE OF A FUTURE SPECIALIST

The article analyses the research and trends in various literary sources with the aim of identifying new theoretical concepts regarding the essence of strategic competence, with the help of which we can better understand the requirements for strategic competence of specialists to improve the professional training of future specialists. It has been established that the phenomenon of “strategic competence” is a complex and multidimensional phenomenon, so defining the essence of this phenomenon primarily involves clarifying the content of such a related concept as “competence”, on the basis of which it is possible to reveal the essence of the concept of “strategic competence” of a person. Competence in the study is considered as an integrative personal formation that combines the acquired knowledge, skills, abilities, experience and personal characteristics that determine the desire, ability and willingness to solve problems and tasks that arise in real life and professional situations. The analysis of the scientific literature has shown that there is a difficulty in defining strategic competence, as it can refer to both the ability to perform tasks and the way people should behave to fulfil their role. Based on the analysis of the structure of professional competence, we conclude that strategic competence is one of its important structural components. Strategic competence exists as part of the professional competence of a specialist of any profile, and should be used when there is a need to find solutions to real or foreseeable problems in professional activities. It is established that it is advisable to distinguish strategic competence as a separate component of professional competence. It is proved that strategic competence is closely related to higher education and the necessary requirements for graduates of higher education institutions. In the course of the analysis, it is found out that the content of the standards of higher education of Ukraine of the first (bachelor’s) level of higher education in various specialties takes into account the need to form strategic competence in future specialists. It is determined that a high level of formation of a specialist’s strategic competence ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; implementation of planned actions and operations; implementation of the planned strategy, etc. It is concluded that strategic competence is one of the components of professional competence, which provides solutions to real or foreseeable problems; this high level of formation of the strategic competence of a specialist ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; performance of planned actions and operations; implementation of the planned strategy, etc. The conducted research emphasizes the relevance of this issue in today’s conditions and provides prospects for further work on disclosing the essence and structure of the strategic competence of the head of a preschool education institution.

Formation of ICT competence in future specialists of physical education and sports in the conditions of distance learning

The article clarifies the peculiarities of the professional training of future specialists in physical culture and sports in institutions of higher education in the conditions of distance learning; the specifics of professional training of future specialists are considered; the types of distance learning, which differ in communication strategy and means of information transmission, are revealed; the features of remote and electronic learning methods for quality training of future specialists have been proven. The purpose of the article is to find out the basics of the formation of ICT competence among future specialists in physical culture and sports in the conditions of distance learning. The methodological basis of the article is a systematic combination of system-forming interrelated factors (goals, forms, and methods of pedagogical influence, principles, subjects, and conditions of the educational process, means of education, and content of education). The pedagogical conditions for the formation of ICT competence among future specialists in physical culture and sports for the effective and rational application of distance learning technologies are substantiated.

FORMATION OF TERMINOLOGICAL COMPETENCY IN FUTURE SPECIALISTS IN THE ECONOMICAL FIELD OF STUDY

The article reveals the peculiarities of the formation of technological competence in future specialists of the economic direction. The purpose of the article is to reveal the peculiarities of the formation of technological competence of future specialists in the economic direction. The study used general scientific technological competencies of future specialists. An analysis of the literature on the research problem was carried out to study the state of its development and prospects for research, systematization and generalization of conclusions. The work based on such a study outlines the concept of "terminological competence of future specialists in the economic profile." The current state of formation of the studied competence among students of economic education is considered. Students of economic education use the presented exercises for developing the specified competence. Ways to improve the formation of the terminological competence of economist students involve the comprehensive use of scientific and educational texts, terminological dictionaries from various economic fields of knowledge, and mass media materials. The process of forming the terminological competence of future economists takes place thanks to the presence in the economic terminology, which is developed and obeys the laws of language. The article systematizes the main parameters in the evolving economic terminology, which adhere to the laws of language: polysemy of terms; determinologization of terms resulting from their usage in various scientific fields, including economics; introduction of term components into synonymous paradigms; functioning of specialized terms as part of homonymous paradigms; introduction of professional terms into paronymous paradigms; functioning of term components within antonymous paradigms; inclusion of economic terms in word-formation nests; presence of both outdated terms and neologisms in the terminological system; increase in the use of term components in educational and scientific texts. This topic is quite promising, and further research is needed to address the issue of using specific national economic term components instead of extensive use of foreign terms.

The increasing of engineering education competence for example of the Ural State Mining University

The one of the most acute problems of the ensuring life of our country is a signifcant amount of generated and accumulated production and consumption waste. The policy here should be aimed at reducing the amount of waste generated and developing methods for their maximum use (utilization), since most waste is a source of valuable secondary material resources. Of particular importance in the feld of waste processing and the prospect of sustainable development of Russia is the improvement of engineering education, the increase in the competence of future specialists (“production commanders”). The article considers the problem of training personnel for the management of production and consumption waste on the example of the Ural State Mining University. It is proposed to introduce into the curricula of engineering specialties of the university a new discipline “Management of production and consumption waste”, additional education modules within the existing curricula of disciplines. To further develop the level of waste processing in terms of the concept of the circular economy, it is recommended to create a special research laboratory “Secondary material resources”.

Forming communicative competence in future specialists of the socio-economic sphere

This article explores the cultural tendencies of verbal etiquette among future professionals in the socio-economic field in the context of postmodern society during their professional training. The aim of the article is to investigate the formation peculiarities of communicative competence in education seekers of socio-economic professions regarding the development of speech culture related to the problem of verbal etiquette in postmodern society. The components of communicative competence in future professionals of the socio-economic field include subjective, praxeological, and gnoseological aspects, which are interdependent and contribute to the development of communicative interaction in their professional activities. The research was conducted within the educational process of higher education institutions, employing identical measurement techniques, time, and duration of training, which allowed for diagnosing the level of communicative competence of future professionals in the socio-economic field according to the criteria of speech culture. Communicative competence of future professionals in the socio-economic field is defined as the integration of scientific knowledge, intellectual and practical skills and abilities, virtual literacy in interpersonal interaction, competence in overcoming communication barriers, general culture, and personal qualities of education seekers capable of solving life-creative tasks.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ КРОСДИСЦИПЛІНАРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

It has been established that the ongoing process of European integration in our country requires the creation of a competitive educational system, which mainly depends on the scientific and creative potential and innovative activities of educators. From this point of view, the reform of the national system of professional education at this stage involves a significant expansion of the content areas of the professional activity of pedagogical staff of educational institutions at all levels. In particular, there is a task of forming cross-disciplinary competence in vocational education teachers, since they are responsible for the high-quality training of eminently qualified specialists for the current labour market. The purpose of the article is to highlight the pedagogical conditions for forming cross-disciplinary competence in future teachers of vocational training. The task of the study is to identify and characterize the pedagogical conditions for the development of cross-disciplinary competence in future teachers of vocational training. In the study, the following research methods have been used: analysis and synthesis, comparison, summarization of primary sources, expert evaluation and survey of scientific and pedagogical staff regarding the definition of the list of pedagogical conditions for forming cross-disciplinary competence in future teachers of vocation training The article analyses the pedagogical conditions that contribute to the implementation of current trends in reforming educational systems and comprehensive personality development in terms of higher education institutions. In the study, the pedagogical conditions are considered as a factor or driving force for improving the quality of the learning process. Pedagogical conditions usually combine the performing of pedagogical actions with the use of appropriate forms and methods, and the results of students’ educational activities. At the same time, pedagogical conditions are a set of objective possibilities, content, methods, organizational forms, and material means for the realization of the pedagogical process; they reflect the basic requirements for the organization of pedagogical activity, and ensure the successful achievement of the set goal. It has been noted that pedagogical conditions can be classified into organizational and pedagogical, methodical, social and psychological, material and technical and aesthetic ones. Pedagogical conditions appropriate for forming cross-disciplinary competence among future teachers of vocational training have been singled out, namely: motivation of future teachers of vocational training to master cross-disciplinary competence; cross-disciplinary integration of students’ theoretical and practical training for the development of their cross-disciplinary competence; training of scientific and pedagogical staff to implement a cross-disciplinary approach in the educational process; implementation of the methods for forming cross-disciplinary competence in future teachers of vocational training. In order to identify the pedagogical conditions that will ensure forming cross-disciplinary competence in future teachers of vocational training, their needs in possessing pedagogical and technical knowledge have been primarily taken into account. Special attention is paid to the use of cross-disciplinary connections in higher education institutions which is a guarantee for forming cross-disciplinary competence in future specialists. Based on the results of the study, it has been concluded that modern teachers of vocation training should possess hard skills and soft skills, and be able to quickly find cause-and-effect relationships to solve various situations which are formed and improved within the limits of their cross-disciplinary competence.

FORMATION OF TECHNICAL COMPETENCE IN FUTURE SPECIALISTS OF THE FOOD INDUSTRY AS A COMPONENT PROFESSIONAL COMPETENCE

The article examines the problem of training a future specialist in the food industry in the system of higher education institutions, and in particular focuses on the formation of technical competence. The relevance of this problem and the main approaches to the problem of the formation of technical competence among future specialists in the food industry in the process of obtaining the “bachelorʼs” level are highlighted and characterized. It is highlighted that the formation of technical competence among future specialists in the food industry is possible when mastering professional and free-choice disciplines with the implementation of competence-based, interdisciplinary and interdisciplinary pedagogical approaches. It has been proven that a successful solution to this problem is possible through the establishment of effective pedagogical conditions and the use of active learning methods for the formation of technical competence in future specialists in the food industry. The formation of technical competence in the future specialist of the food industry, as the main component of professional competence, in the education system of higher education institutions, is possible thanks to the separation of pedagogical conditions and the introduction of an interdisciplinary, interdisciplinary and competence approach. Having analyzed research, scientific literature and the main aspects of the educational process of training future specialists in the specialty 015.37 Professional education, we were able to establish the relevance of the formation of technical competence. The formation of technical competence in the future specialist of the food industry, as the main component of professional competence, in the education system of higher education institutions, is possible thanks to the separation of pedagogical conditions and the introduction of an interdisciplinary, interdisciplinary and competence approach. This pedagogical approach will be a full-fledged guarantee of mastering all components of the professional-pedagogical system and involves mastering technical knowledge, technical concepts, technical understanding and development of technical abilities to perform professional activities.
 Keywords: specialist; professional competence; technical competence; educational process; acquirer; institution of higher education; interdisciplinary approach; interdisciplinary approach; competence approach; active methods.

The use of modern technologies in the process of forming the digital competence of future specialists in physical recreation

Digital competencies are a basic thing without which it is impossible to imagine the effective work of either a modern teacher or a physical recreation specialist. The article deals with the main aspects of the formation of digital competence in future specialists in physical recreation in the context of distance and blended learning. The purpose of the article. To substantiate the effectiveness of the use of modern technologies and digital tools in the training of future specialists in physical recreation; to study and determine the benefits and risks of using modern technologies in education through the research of Ukrainian scientists. Research methods: content analysis of scientific literature and current research. In the context of informatization of education, the issue of creating new teaching tools aimed at organizing the work of students in a single information and educational space in order to improve the quality of education is becoming more relevant. The introduction of new technological digital learning tools, such as mobile devices, smart boards, MOOCs, tablets, laptops, simulation programs, dynamic visualizers, and virtual laboratories, has changed education in Ukraine and around the world. Multifunctional digital educational resources provide an opportunity to post more information, quickly find and access the necessary information sources, objectively and qualitatively test the knowledge of students, visualize it, use a variety of graphic design, and receive information simultaneously. Online platforms are available for conducting classes in blended and distance learning, sharing resources, conducting assessments, and managing the daily activities of educational institutions. In connection with the above, the effective solution of the problems of informatization of the educational environment requires improving the training of future specialists in physical recreation to use digital technologies in their professional activities. Conclusions and Prospects for Further Research. Thus, the formation of digital competence in future graduates of higher education institutions, in particular in future specialists in physical recreation, is of particular importance. Undoubtedly, the effectiveness of this process is ensured by the continuity, systematicity, and integrity of the process of preparation for digital transformation.

The Formation of English-Language Lexical Competence of Future Specialists of Information Technologies

The article investigates the principle of information technology specialists' competence formation in the conditions of globalization and integration economic processes. In the course of the study, the factors determining the necessity of IT specialists' fluency in foreign languages, in particular in English of professional communication, are identified. Such processes are analyzed on the basis of the theoretical grounding of the researchers on this topic. The relevance of the article is due to the needs of today's globalized society in the context of the development of informatization and digitalization. The study clarifies the essence of English-language lexical competence of future specialists in information technology, identifies the pedagogical conditions, the theoretical rationale, practical development and experimental testing of the methodology for forming English-language lexical competence in future specialists in information technologies within the framework of masters’ degree programmes. The stages of formation of such competence in future IT specialists were determined, a system of tasks for forming English-language lexically competence (ELC) in professionally oriented written communication (POWS) was substantiated and concluded, a linguodidactic model was designed, an algorithm of collective preparation of a written product was proposed. Importantly, the article interprets the results of the experiment in order to verify the effectiveness of the developed method of forming their ELC. The method of analysis, synthesis, research and comparative generalizing method, problem solving method and information and communication method were used for research, a methodical experiment was conducted. On the basis of the obtained data the hypothesis about the effectiveness of the methodology of ELC formation in the POWS of future IT-specialists is confirmed.

ФОРМИРОВАНИЕ ПРАГМАТИЧЕСКОЙ КОМПЕТЕНЦИИ СТУДЕНТА-ПЕРЕВОДЧИКА В СВЕТЕ ТЕОРИИ ОШИБОК И ПЕРЕВОДЧЕСКИХ НЕСООТВЕТСТВИЙ

Statement of the problem. The article analyzes the problem of developing pragmatic competence in the professional education of future translators/interpreters and proposes an appeal to the theory of errors and translation non-correspondences (the so-called Erratology). On the example of assessment of the quality of translations, an educational experiment on editing educational translations by university students and a statistical analysis of the results are demonstrated. This helps to make a transition from subjective to more objective interpretation of the products of translation activities. The purpose of the article is to develop a methodology for teaching students to assess the quality of translations when mastering the features of interlingual transmission of the pragmatics of the original for successful development of pragmatic competence in future specialists. The research methodology consists of the analysis and synthesis of works by Russian and international researchers on translation pragmatics and assessment of translation quality and authors’ experience of developing translation competencies in university students in Translation Studies (45.03.02 Linguistics; Translation and Translation Studies). The method of conducting a training experiment and statistical processing of the results is also applied. Research results. Based on the context-competence-based approach to learning, a professional-activity translation training was developed, consisting of a set of practice-oriented training tasks aimed at developing the professional competencies of translation students in studying the pragmatics of translation and assessing the quality of translation. The results of an educational experiment are presented and statistically processed. They reflect the subjectivity of the assessment of the quality of translation and ways to increase its objectivity either by increasing the number of evaluating reviewers and deriving average results, or by graphically comparing the results between all submitted translations. Conclusion. The authors’ methodology for developing pragmatic competence in future specialists in the field of Translation Studies proposed in the article can help students realize the relative subjectivity of the available methods for assessing the quality of translation, the endless variability of translations of the same source text, and the need for a critical analysis of translation reference resources. This technique can serve as a basis for the development of similar practice-oriented tasks based on texts of the required thematic and linguistic orientation for university students specializing in Translation Studies.

SELF-EDUCATIONAL – A QUALITY BENCHMARK FOR THE PROFESSIONAL TRAINING OF FUTURE EXPERTS IN PHYSICAL THERAPY AND OCCUPATIONAL THERAPY IN HIGHER EDUCATION INSTITUTIONS

In modern conditions of social development, the requirements for future physical and occupational therapists' professional training are changing.
 In order to train highly qualified specialists ready for professional activities in today's changing conditions, it is necessary to form their self-educational competence.
 In order to be competitive in the labor market, it is necessary to increase one’s potential during self-education activities. This determines the relevance of the formation of self-educational competence of future physical rehabilitators, occupational therapists during their studies at higher education institutions.
 In this article, we aim to substantiate the need for the formation of self-educational competence in future specialists in physical therapy and occupational therapy during their studies at higher education institutions.
 It has been established that self-educational competence is an integral component of the professional adequacy of a physiotherapist and an occupational therapist. This competence includes the ability to acquire knowledge independently and understand the importance of education throughout life.
 It was determined that the formed self-educational competence of future physiotherapy specialists ensures their professional mobility, competitiveness in the labor market and promotes the development of adaptive skills.
 It is emphasized that the formation of self-learning competence is a continuous process carried out throughout a specialist's entire professional activity.
 The importance of forming basic skills and components of self-educational competence to enable students to carry out the process of self-education in the future is highlighted.
 The relevance of the development of self-educational competence of future specialists, in particular of physical and occupational therapy in current conditions of remote studying, was noted.
 It has been established that today's conditions require restructuring the principle of cooperation between teachers and students by reducing classroom classes, devoting more time for independent processing of educational material, as well as optimization of methodical support of the educational process etc.
 The purpose of the research: to theoretically substantiate the need for the formation of self-educational competence in future specialists in physical and occupational therapy during their studies in institutions of higher education.
 Materials and methods: systematic analysis of scientific literature; theoretical generalization and systematization of information about the formation of self-educational competence of future physical and occupational therapy specialists during professional training in higher education institutions.
 As a result of the research, it was concluded that there is a high demand in society for physical and occupational therapists who can independently acquire knowledge and master new methods and technologies.
 That is why it is necessary that their professional self-development training should be carried out during studying in higher education facilities.
 Graduates of higher education institutions must maintain scientific knowledge, effective techniques, and skills that allow them to adapt independently and quickly in a changing information environment.
 We believe that the ability of students to self-educate and the desire to improve their skills contribute to the improvement of the quality of higher education.

ДО ПРОБЛЕМИ ВИКЛАДАННЯ ТЕХНІЧНИХ ДИСЦИПЛІН ПРИ ПІДГОТОВЦІ СПЕЦІАЛІСТІВ ЗА НАПРЯМОМ «ПРОФЕСІЙНА ОСВІТА. ЕНЕРГЕТИКА»

The article is devoted to the problem of teaching technical disciplines during the training of specialists in the field of «Professional education. Energy» in pedagogical institutions of higher education. Currently, one of the tasks of the higher pedagogical school is to train a competent, competitive engineer-pedagogue who is able to independently and creatively solve professional tasks. The results of training always and necessarily depend on the conditions of its implementation, which can speed up or slow down progress towards the goal, and provide various opportunities for its implementation. Conditions can change the nature of activity, determine the range of phenomena affecting the duration and efficiency of the process. Therefore, it is important not only to know, but also to be able to create conditions that ensure readiness for transformative activity. Pedagogical conditions, substantiated structural and content components of professional competence are considered in detail in the work. A comparison of the content of «Technical Mechanics» programs in various institutions of higher education was also made, which shows their huge difference from one another. The subject «Technical Mechanics»included courses in theoretical mechanics, resistance of materials, theory of mechanisms and machines, machine parts. For the specialty «Professional education. Energy» in pedagogical institutions of higher education, the discipline «Technical Mechanics» must necessarily contain elements of the theory of structures. Any specialist in the field, for example, «engineering structures», knows that without knowledge of issues of strength and deformation of parts in mechanisms, installations, kinematic laws of motion of their individual parts and mechanisms, it is impossible to understand the engine or any other part of the power machine . An analysis of the disciplines, on the basis of which the professional training of students is built, was carried out. The basis of the theory for almost all technical disciplines taught is the subject «Technical Mechanics», the main tasks of which are the formation of professional competence in future specialists of the energy industry. It is shown that reducing the number of hours in technical mechanics, which is the main theoretical basis for all technical and technological disciplines, leads to problems in mastering these disciplines. Key words: technical mechanics, professional education, energy, professional competence, technical disciplines.

Pedagogical modeling of the formation of organizational competence in future specialists in physical culture and sports of the Armed Forces of Ukraine

A pedagogical model of the formation of organizational competence among future specialists in physical culture and sports of the Armed Forces of Ukraine with the disclosure of the content of all its components: goals and tasks, organizational and pedagogical conditions, content, methods, forms of formation, criteria and indicators for diagnosing the results of formation is proposed. Approaches to understanding the concept of "pedagogical modeling" are defined. All components of the model are interdependent and only in symbiosis ensure the formation of organizational competence in future specialists in physical culture and sports of the AF of Ukraine.
 The model consists of the following blocks: target-methodological, theoretical, subject-subject, methodical, control-corrective and result: the target-methodological block reflects the target and task of forming organizational competence among future specialists in physical culture and sports of the AF of Ukraine, taking into account their professional knowledge, skills and abilities, professional and ethical standards, values and experience in the chosen profession; the theoretical block – the structure of their organizational competence and contains important requirements for its formation; the subject-subject block ensures the interaction of at least two subjects - a teacher and a cadet, the methodological basis of which is the subject-activity approach to the formation of the organizational competence of the latter; the methodological block – its gradual formation among respondents, which is implemented in a certain sequence; the control and correction unit provides for the implementation of such functions as diagnostic, regulatory and predictive, which in turn provide an opportunity to evaluate and control the acquired theoretical and practical knowledge by the respondents; the result block includes the result of the formation of organizational competence in future officers - specialists in physical culture and sports and the clarification of the levels of its formation using the criteria and indicators we have determined

DEVELOPING OF FUTURE SPECIALISTS` FOREIGN LANGUAGE COMPETENCE IN THE PROCESS OF THEIR PROFESSIONALIZATION AT THE INSTITUTIONS OF HIGHER TOURISM EDUCATION IN GERMAN-SPEAKING COUNTRIES

In the research foreign language competence is considered as a structural component of the professionalization of future skilled specialists in institutions of higher tourism education in German-speaking countries. The necessity of developing of foreign language competence in future specialists in tourism as the main component of professionalization in higher educational establishments is substantiated.The curricula of bachelor's and master's programs of tourism specialty in higher education institutions inAustria, Switzerland and Luxembourg are analyzed. It was found that foreign languages are a component ofa professionally oriented block of disciplines, which forms the skills of future professionals in foreignlanguage professional-oriented communication and ensures the orientation of graduates to the internationallabor market.As a result of comparative analysis of the content and structure of vocational education and training of futurespecialists in tourism it is substantiated that the main components of foreign language competence as acompetence cluster in the system of professionalization at the higher education institution are thecommunicative competence in foreign language environment and the competence of interpersonal interactionthe formation of which significantly enhances the attractiveness of the future specialist, his competitiveness in the global labor market and practical significance in accordance with the requirements of the globalizedeconomic space and modern employers.It is identified that communicative competence in a foreign language environment involves the acquisitionand development of skills such as foreign language and intercultural literacy, persuasiveness, the ability tonegotiate business in a foreign language, self-branding, management of foreign language information. Competence of interpersonal interaction is aimed at the formation of reflexivity, emotional stability, self-awareness and self-esteem, team building, time management and self-realization.

FORMATION OF VALUE ORIENTATIONS OF FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS IN THE CONTEXT OF INTERCULTURAL EDUCATION

In the XXI century it is becoming increasingly important to understand the essence of multiculturalism and intercultural component of education. The report of the UNESCO International Commission on Educational Development states that in modern conditions the purpose of education is being reconsidered in the context of global challenges (globalization and migration processes). This requires increasing attention to the process of formation of value orientations of the specialists of socionomic professions in the process of professional training in higher education institutions of Ukraine. The purpose of the study is to carry out a theoretical analysis of the formation of value orientations of the future professionals of socionomic professions in the process of intercultural education. Research methods include systematization and analysis of scientific and pedagogical literature, comparison, classification, generalization. The theoretical analysis of the formation of value orientations of future specialists in socionomic professions is considered in the context of the implementation of intercultural education in higher education institutions of Ukraine. The authors concluded that the process of formation of intercultural competence is a psychological mechanism for transforming the value-semantic sphere of personality into something new, namely the emergence of new value orientations, beliefs and attitudes that reflect the values of intercultural society. In the process of intercultural education the axiogenesis, culturogenesis and sociogenesis are activated and accelerated, which directly affects changes in the value-semantic sphere of students' personality, their value orientations, beliefs and attitudes. Our axiological approach in substantiating the socio-psychological foundations of the process of forming intercultural competence of future specialists of socionomic professions is also based in axiopsychology of higher education, as a direction in socio-psychological research, which allows to shift the vector of intercultural education from external aspects of learning internal factors of activation of the value-semantic sphere, self-organization of educational and cognitive activity of students.