Organization Of Practical Training Research Articles

Organization of practical training in higher engineering education

The article presents an analysis of educational practices of the organization of practical training on the example of higher engineering education in the agricultural sector. In the course of the research, we conducted a review of modern approaches to the implementation of practical training in university education in various countries of the world (theoretical level). The empirical part of the study was conducted by the survey method. In total, 627 people took part in it – students of engineering Bachelor’s degree programs of 2-4 full-time courses of Stavropol State Agrarian University, who had experience in passing various types of practices – educational, industrial, research, pre-graduate. The survey database was processed in the SPSS Statistics program (version 23). We obtained information on the actual state and problems of organizing practical training of engineering personnel in the system of higher agricultural education (based on the students’ opinions). Data segmentation and comparative analysis of the organization of practice in different areas of training shows significant differences and identifies areas of improvement of the educational process and management procedures.

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE PSYCHOLOGISTS IN MODERN CONDITIONS

The article deals with the problem of developing the professional competence of future psychologists in modern conditions of social development. An analysis of scientific-methodical and normative aspects of the development of professional competence of future psychologists in modern conditions was carried out. The concept of "professional competence" in the scientific circulation of some domestic scientists has been clarified. On the basis of the Educational and Professional Program of the first (bachelor) level of the specialty 053 Psychology, a set of professional competencies that future psychologists should master during their studies at a higher education institution is covered. The components of the professional competence of future psychologists are determined: theoretical knowledge; practical skills and abilities; personal and professionally important qualities. Ways of developing the professional competence of future psychologists in modern conditions are proposed: improvement of the content of professional training of future psychologists; introduction of innovative learning technologies, use of interactive teaching methods and techniques, unity of formal, informal and informal forms of education; organization of practical training of future psychologists; creation of a system of psychological support for the professional development of future psychologists. It was found that among the personal and professionally important qualities of future teachers are: the ability to empathize; communicativeness; stress resistance; reflexivity; interest etc. Proposed methods of increasing the effectiveness of the development of professional competence of future psychologists: traditional (lectures, seminar classes, practical classes, scientific and practical activities, practice, etc.); interactive (brainstorming, discussions, debates, analysis of professional (problem) situations, modelling, teaching others, etc.); innovative (project activities, classes using ICT, group work, soft skills development, etc.). The perspective of the research is to study ways of developing the professional competence of future psychologists during various types of practice.

Physics laboratory work using cloud technologies

The article describes the structure and content of the physics textbook «Laboratory work using cloud technologies» for students of vocational higher education institutions. The importance of modernizing the educational process in physics in general and approaches to conducting laboratory work in particular using the methods of modern information and communication and cloud technologies are analyzed. The importance and advantages of digitization of the educational process in physics through the use of cloud services, virtual laboratory works, simulators, mobile applications, flash animations, etc. are substantiated. The theoretical and practical blocks of the manual are described in detail. The theoretical unit is represented by three sections and is filled with didactic and methodical materials that contain recommendations, advice and rules for organizing, preparing and conducting a physical experiment. The practical unit of the manual is represented by one section «Laboratory works», which presents instructions for seven laboratory works. A feature of such works is the use of virtual laboratories, simulators, and cloud environments for testing physical laws, researching physical phenomena, and determining physical quantities. The article provides an example of instructions for laboratory work «Determining the index of refraction of light at the boundary of separation of two media». The research presented in this experiment is carried out using the «Refraction of Light» physical simulator of the website Phet.colorado.edu - the website of the University of Colorado. The process of measuring the refractive index of light at the boundary between two media is described in detail and step by step. The order of performing some tasks is illustrated by the corresponding screen images of the «Refraction of Light» physics simulator. The materials for surveying and monitoring the educational achievements of students are given, among which three directions of questions and tasks are singled out for the didactic purpose: to check the assimilation of knowledge, to check the formation of skills and abilities, to check the formation of beliefs. This manual has been tested in groups of students of the humanitarian profile of institutions of vocational pre-higher education. At the All-Ukrainian competition «Pedagogical OSCAR – 2023», the manual won the 2nd place in the nomination «Innovative approaches to the organization of practical training of students of vocational pre-university education».

DEVELOPMENT OF PROFESSIONAL TRAINING OF FUTURE GEOGRAPHY TEACHERS IN PRACTICAL COURSES FROM GENERAL EARTH KNOWLEDGE

In this article, the role and importance of practical training in General Earth Science in the development of professional training of future geography teachers in higher educational institutions is highlighted. It reveals the achievements that can be achieved through the proper organization of practical training, the theoretical knowledge that students should acquire, educational tools, and the issues of the proper organization of independent work of students.

PRACTICAL TRAINING IN MATHEMATICS TEACHER EDUCATION OBTAINED IN THE CONDITIONS OF DUAL FORM: ROLE, PLACE, TASKS, FEATURES

In the article, we analyze the traditional conditions, goals, and tasks of pedagogical practical training in mathematics teacher education at the master’s level of higher education and highlight the features of the organization of practical training at the workplace in the conditions of dual education. The article emphasizes that pedagogical practical training acquires new roles and significance in the conditions of dual education. Training at the workplace creates new opportunities in setting practical tasks and using means for assessment. On the contrary, a number of tasks, that are traditional for the pedagogical practical training of full-time master’s students, are not relevant. To consider the peculiarities of the organization of pedagogical practical training in the conditions of a dual form of education, an individual approach in developing an individual program for practical training at the workplace is necessary. In the individual program of pedagogical practical training such tasks should be clarified and specified with respect to the individual conditions of training at the workplace, the requirements and needs of a specific institution of general secondary education, the needs of individual methodical development of each student. It is also stressed that in order to meet the purpose, tasks, content of practical training and other requirements of the educational programme in the conditions of dual form of obtaining education, it is important to develop requirements for workplaces, material, technical and information resources, requirements for mentors, as well as clear criteria for evaluating the quality of training at the workplace (in particular, indicators for mentoring efficiency) and procedures for monitoring the quality of training at workplaces (including surveys of students and practical training supervisors from the university, etc.).

Activities of the practice teaching organization and vocational teaching facilities in collaboration between the vocational school and units employing

The aim of this research is to evaluate the current level of preparation in the organization of practical training as well as the facilities that are available for practical vocational training. The collaboration in education between businesses and vocational schools is an effective strategy. As a result of the rapid transformation that has taken place in the socioeconomic context for professional skills and practical training among employees, a new educational strategy is required to address these demands in order to meet the needs of the workforce. A quantitative method was applied in this research. There were 570 individuals who were chosen at random. According to the findings, the majority of instructors and technicians possessed regulations for conducting practical teaching activities as well as suitable facilities and equipment for the purpose of vocational training. This study presents a number of suggestions for improving the standard of educational institutions as well as the professional growth opportunities available to teachers and lecturers. In addition, facility management and maintenance as well as optimize the instructional facilities and equipment are required.

ОРГАНІЗАЦІЯ НАУКОВО-ДОСЛІДНОЇ ПРАКТИКИ МАГІСТРАНТІВ СПЕЦІАЛЬНОСТІ 011 ІЗ ВИКОРИСТАННЯМ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ

The analysis of the latest publications and approval of scientific research at conferences, symposia, during the discussions of scientists shows that today the main trends and directions of the development of higher education are changing under the influence of the COVID-19 epidemic and Russian aggression against Ukraine. At the same time, despite everything, formal education remains the main daily activity of the individual. It is based on modern scientific trends and practices. Getting an educational service is becoming more available An individual education trajectory is formed, including using distance learning technologies. It is the organization of the educational process with the use of remote technologies that is leading in the conditions of quarantine and wartime. Approaches to the organization of practical training in an online format deserve special attention. Therefore, the purpose of the article is to understand the results of the research practice (RP) by master's students of the educational and scientific program "Pedagogy of the Higher School" specialty 011 educational, pedagogical sciences, and the tasks are defined – to analyze the organization and progress of the practice, the ratio of time for the implementation of practical tasks and independent work, meaningful content of practical work. Considerable attention was paid in the article to the search for an answer to the question - to what extent practical training in such an organization allows for the formation of the competences provided for by the work program of scientific research practice (RPND) and program learning results contained in the educational program. To achieve the goal and solve the tasks, the following methods were used: retrospective analysis of trainees' activities, interviews, surveys, evaluation of completed tasks, feedback (questionnaires). In the course of the practice, a step-by-step activity of the master's students was organized, which provided for a number of tasks aimed at achieving the goal and solving the tasks of the NDP, discussing the results of their implementation, related to the application of elements of non-formal education, independent search and practice of tasks related to the organization of research , scientific communication in the digital age, use of open resources and those that are not publicly available, but are provided by the educational institution. The results of the practice, described in the students' reports, their protection and evaluation by the commission members showed that the proposed organization of the NDP allowed to form the competencies and program learning outcomes provided for by the educational and scientific program in full and all trainees to defend the practice perfectly.

Specifics of practical training of geography students in a remote format

The purpose of the article is to highlight specifics and give recommendations for practical training of geography students in a remote format based on the teacher experience at the Department of Physical Geography and Cartography at V. N. Karazin Kharkiv National University. The main material. Long-term and meaningful practical training is an integral part of geographers training at the Department of Physical Geography and Cartography. However, since the summer of 2020, we conducted almost all field training of the Department remotely, initially due to the COVID-19 pandemic, currently – due to military operations. The article reveals the specifics of the educational natural science training of the first-year students and the professionally oriented educational training of the second-year students in this format. Remote organization of practical training involves daily synchronous activities in the format of a video conference, followed by questions for self-examination and self-monitoring. The first preparatory step for teachers was the transformation of typical training routes into the format of online lectures and online demonstrations. The second one was the implementation of new types of independent work of students, such as visual analysis of remote sensing data for the Carpathian region, development of training routes through the Carpathians, preparation of reports with presentations about significant objects of the historical and cultural heritage of Ukraine. If lectures are the component of practical training that has significantly improved with the transition to a remote format, then online demonstrations have appeared to be difficult to organize. The main inconvenience during the war is the difficulty or impossibility of finding a physical object adequate for educational purposes within the teacher’s reach and accessing the Internet connection in the area. According to our experience, only the hydrological section of the first-year students’ practical training seemed convenient in this regard. In particular, during the practical training in 2022, students 15 mastered the process of measuring physical characteristics and performing water chemical express test using educational and scientific equipment. Conclusions and further research. It is impossible to transfer the practical training of geography students only to a remote format, because many aspects such as field training, ‘live’ communication between students and teachers, the group fieldwork is lost in this way. If the tasks of the preparatory and cameral stages of the practical training are well adapted to distance learning, the direct field study of natural objects using devices is a unique educational experience that has no full analogues. Nevertheless, if the teachers have to conduct the practical training in the online mode, there are ways to improve this component of the educational process such as involving various media materials, organizing synchronous online demonstrations, using interesting tasks for independent work of students, and making all stages of the practical training interactive.

PRACTICE AS A COMPONENT OF PROFESSIONAL TRAINING OF MASTERS MAJORING IN SPECIAL EDUCATION

The article reveals the approaches to the organization of practices in the system of training of future specialists of the specialty "Special Education". Educational and professional program "Oligophrenic pedagogy. Inclusive education" provides for two types of practices: industrial (two-component: in secondary education institutions with inclusive and special classes, inclusive resource centers) and pedagogical. The purpose of the article is to reveal the features of the organization of practical training of master students of special education. Research methods: content analysis, observation of students' activities, analysis, synthesis. The content of two-component industrial practice is revealed, which is a new step in the training of future specialists in special education. The purpose of industrial practice is formulated - acquisition of integral, general and special competencies formulated by the Educational-professional program of the specialty; development of practical skills based on a comprehensive, integrated approach to its content. Each component includes two content modules, including: creating a trajectory of practical activities; scientific and creative activity of a student in the process of internship for the first and second components. It is determined that pedagogical practice is aimed at preparing a master's degree for scientific and pedagogical activities in a higher education institution. Its passage is conditioned by the legislation of Ukraine on the possibility of teaching by master's graduates in higher education. It is noted that in the process of determining the content of practices in higher education institutions should take into account the reforms that are taking place in the domestic education system. Forms of control are self-control in the form of systematic diary keeping and strict compliance with the individual plan; current control by managers from the base of practice and institutions of higher education. It is determined that the final report should be drawn up in the appropriate folders. The student's report is an important document that confirms the implementation of the internship program.

MODERNIZATION OF PRACTICAL PREPARATION AS AN INTEGRAL COMPONENT OF THE FUTURE TEACHER TRAINING SYSTEM

Given the necessity to solve new socio-pedagogical problems of higher education, there is the need to improve the process of professional and pedagogical training for future teachers. The article analyzes the approaches of modern scientists to improvement and enhancement of practical training for higher education seekers, which can significantly increase the competitiveness of graduates in modern market conditions. Today there are strict requirements for the level of knowledge and skills of a higher education institution graduate and their ability to perform professional functions, which are largely formed in the process of practical training. It was investigated that scientists propose the development and implementation of an information system for forecasting and planning the labor market as well as studying the need for specialists in a particular field, so that higher education institutions could focus on the type of staff to train. It was noted that systematic cooperation with employers during the internship of students develops a strong relationship between higher education establishments and employers. It was concluded that modernization of practical training as an integral part of the future teacher training system requires changes both at the state level and at the level of higher education institutions. There are several topical aspects, namely creating a system of early adaptation of higher education seekers to the conditions of their future profession, ensuring permanent inclusion of students in various activities, monitoring the professional growth of a particular future teacher throughout the whole period of study, creating centres for practical training, facilitating the organization of practical training, promoting cooperation between heads of practice from university departments and heads of practice from basic institutions in order to create complex programs of practice.

PEDAGOGICAL CONDITIONS FOR FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE EDUCATORS IN CONDITIONS OF PEDAGOGICAL COLLEGES

The article defines and substantiates the pedagogical conditions of the formation of professional competence of future educators of preschool institutions as a complex of activities in the pedagogical process. The scientific researches concerning the categorical apparatus of the research were analyzed, the professionally oriented interpretation of the concept of pedagogical conditions were highlighted; we found out that scientists identify different types of pedagogical conditions that ensure the functioning and effective development of the pedagogical system, among which the most common organizational and pedagogical, psychological, pedagogical and didactic conditions. The author’s vision of the key concepts of the outlined topic (pedagogical conditions, activities of the pedagogical process, professional competence, professional training, quality of education) is presented; the conditions which should be considered at formation of the competent expert were defined. A questionnaire was developed and a monitoring survey was conducted on the quality of teaching and learning as conditions for the successful formation of a competent specialist; the analysis of the received results of the survey were presented. According to the results of the survey, it is established that the priority in professional training is the practical orientation of the educational process. It was ascertained that in the scientific pedagogical works of scientists, insufficient attention was paid to the consideration of the issue of the peculiarities of professional training in the conditions of professional higher education, which provides for the further development of empirical research methods and scientific analysis of the results obtained.The narratives of effective theoretical and practical training of applicants for the specialty of preschool education were determined. Were proved the constructiveness of measures aimed at the implementation of pedagogical conditions — active forms, methods and innovative teaching aids; organization of practical training as the basis for the formation of a competent specialist; extracurricular work, participation in social programs, cluster-based clubs.

ОСНОВНЫЕ НАПРАВЛЕНИЯ ВЗАИМОДЕЙСТВИЯ РАБОТОДАТЕЛЕЙ И ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ ВЫСШЕГО ОБРАЗОВАНИЯ ПО ОБЕСПЕЧЕНИЮ КАЧЕСТВА ПОДГОТОВКИ КАДРОВ В ОБЛАСТИ БЕЗОПАСНОСТИ В ЧРЕЗВЫЧАЙНЫХ СИТУАЦИЯХ

The article discusses the main directions of interaction between employers and higher education organizations in the design, implementation and quality assessment of educational programs in the field of safety in emergencies. The changes in the federal legislation on education in terms of expanding the opportunities for the participation of employers and their associations in the process of training personnel of the relevant profile are characterized. Particular attention is paid to the problem of coordination between federal state educational standards and professional standards. An analysis of the changes in the approach to the content and forms of practical training of graduates is given. Noting the formal approach of some employers to the participation in the development and implementation of educational programs, the authors conclude that there is a necessity for a systematic approach to this process and for the coordination of the main areas of interaction between key participants on the part of councils for professional qualifications. Based on the analysis of these regulatory documents and the current situation, the authors conclude that the educational organizations of law enforcement structures are gradually adapting centralized methods of managing professional training of personnel to the realities of a market economy. One of the leading and most important areas is the constant expansion of the direct participation of ordering departments in the educational process and the organization of practical training at specialized organizations directly. A characteristic is given of such areas of activity of the Council for Professional Qualifications in the field of safety in emergencies as participation in the development of state standards for vocational education, updating vocational education and training programs, organizing activities for professional public accreditation of educational programs. The main components and features of the procedure of professional public accreditation are considered.

Features of the organization of practical training in tactical and special training with cadets of educational organizationsof the Ministry of Internal Affairs of Russia

Features of the organization of practical training in tactical and special training with cadets of educational organizationsof the Ministry of Internal Affairs of Russia

PECULIARITIES OF THE PRACTICAL COMPONENT OF PROFESSIONAL FUTURE SPECIALIST TRAINING IN MODERN CONDITIONS OF UNIVERSITY EDUCATION

The article reveals the features of the practical component of future specialist training in modern university education and actualizes the issue of practical future specialist training, which combines the principles of both knowledge and practice-oriented paradigm. Their combination allows to preserve the fundamentals of higher education based on the accumulation of practical experience and to form a professionally mobile specialist.
 Students’ practice is described as an integral part of the process of training specialists in universities, which is carried out on appropriately equipped bases of educational institutions, as well as in modern enterprises and organizations of various sectors of the economy, education, health, culture, service, public administration. The purpose of practice is to master modern methods, forms of organization, and tools in the field of students’ future profession, to acquire professional skills and algorithms of independent decision-making during specific work in real market and production conditions on the basis of their knowledge, and bring up the need to systematically update knowledge and apply it in practice creatively.
 Emphasis is placed on the need to make changes to the system of existing practices at the organizational, content, and methodological levels, which allow, on the one hand, to preserve fundamental, traditional, scientifically proven approaches to the organization of practical training, and on the other hand to improve and update modern approaches to professional-mobile specialist training. It has been found that the modernization of industrial practice is associated with the widespread use of innovative technologies (contextual and dual learning) in combination with well-established traditional forms and methods of learning. The content of the practical component of vocational training is focused on fulfilling a set of needs aimed at solving the problems of professional mobility. It is also focused on mastering the necessary competencies when future professionals by means of the transition from one basic form of activity to another, gain more advanced practical skills of educational and scientific information according to the functions of educational, quasi-professional, and educational-professional activities, master the real professional experience by gaining opportunities for natural entry into the profession.

The role of practical training in a medical college for the formation of professional abilities and habits in students of the specialty “Medical Laboratory Assistant”

The practical training of students in medical colleges is aimed at acquiring reliable professional competence, professional self-confidence and confidence for future professional realization. The profession of “medical laboratory assistant” is practical and the mastery of general and special skills is a guarantee for the quality of professional training of students. The improvement of the professional qualities and competencies of the students is carried out in a real working environment in clinical practice bases. The awareness that medical laboratory assistants are active participants in the process of diagnostic and treatment activities motivates the students to develop independence and creative thinking in modern conditions. It forms and builds a new professional model of the healthcare specialist that becomes competitive on the national and international market. The present study aims to present the opinion of second and third year students majoring in the specialty “Medical Laboratory Assistant” about the role of practical training, the formation of lasting practical skills and habits in them in order to exercise their professional duties. A study was conducted among second and third year students at the Medical College of Trakia University - Stara Zagora in March and September 2020. The results show that 70% of the students give an excellent and very good assessment of the organization of practical training in the specialty. The participants rate the clinical bases they visit as “very good”, 82% of them agree that the tasks assigned during clinical practice help to acquire the necessary skills for work. The majority of the students, 89%, say that the ratio of hours provided for practical and theoretical training in profiling disciplines is correct, but those who feel confident to apply what they have learned in theory are less in number - 73%. Approximately 90% of the respondents in the survey identify the internship as useful and believe that it would help them realize the specialty in the future.

A New Approach To The Organization Of Practical Training In Professional Educational Institutions

The article discusses the goals and objectives of the organization experimental sites in the effective and targeted organization of practical training and internships, the implementation of tasks set in the curriculum, the formation of professional and entrepreneurial competencies and the creation of conditions for the conduct of research work of masters of industrial education, the popularization of exemplary work.

Experience of the organization in Ukraine of the system of training of specialists for prosthetic industry according to international standards

At the present stage, the problem of training for related industries in the system of production, operation of products and provision of services is especially relevant. To a large extent, this is typical of medicine and related industries that are engaged in the production and operation of biotechnological devices and systems, electronic medical devices and the provision of rehabilitation services in health and social protection systems.
 Training of specialists in the field of prosthetics and orthoses for the manufacture of means for the rehabilitation of patients with musculoskeletal disorders. The aim of the work is to highlight the experience of the main stages of training of modern specialists for the prosthetic industry according to international standards. To do this, it is necessary to consider the main approaches to the formation of curricula, the organization of practical training and the scientific component of the training program for prosthetics and orthoses. From 2001 to 2012 according with cooperation program between KNURE and the Ukrainian Research Institute of Prosthetics 5 groups of bachelors and specialists with a total of 72 graduates underwent training under this program, 4 groups with a total of 65 graduates underwent retraining. In order to implement the project "Creation of prosthetic and orthopedic education in Ukraine", based on an international agreement between the Ukrainian Research Institute of Prosthetics, Kharkiv National University of Radio Electronics and the School of Rehabilitation Sciences (NS) began in January 2018 a training program for teachers-trainers for prosthetics and orthoses according to the educational program "Orthopedic Technologies and Engineering", developed in accordance with the international standard ISPO category II. The main stages of cooperation, practical and scientific parts for master's training in the specialty "Orthopedic Technologies and Engineering" in the specialty 163 – "Biomedical Engineering" are considered. In accordance with the international standard ISPO, a program for training specialists in prosthetics and orthoses according to the scientific plan "Orthopedic Technologies and Engineering" has been created and started to operate. The perspective of the work is the development of modern educational content for the training of highly qualified specialists of different levels of education in "Orthopedic Technologies and Engineering" in accordance with modern world standards.

Family and community nursing (FCN): guidelines of the network of Master for FCN of Italian Universities

. Family and Community Nursing(FCN): guidelines of the network of Master for FCN of Italian Universities. Developing new and more advanced roles for nurses could improve access to care, quality of care and contain costs. The joint document elaborated by the network of the University Masters for FCN aims to provide a guideline to standardize the postgraduate courses for the training of FCNs and to promote the development of core competencies, which are essential, also in the perspective of a possible future passage towards the second level Master degree. The skills and the core contents to be developed, are proposed together with indications are given for workshops to develop technical skills and the organization of practical training.

Organization of practical training at the Department of Forensic Medicine of the Pavlov First Saint Petersburg State Medical University

Objective -to outline the basic principles and content of practical training in forensic medicine in a medical University. The historically formed system of teaching at the department and its material and technical equipment make it possible to effectively conduct the practical classes in various forms of education. The current structure of the practical lesson allows students to be taught at a high professional level and follows the basic principles of teaching the subject. The analysis of the practical classes' organization at the department shows the effectiveness of teaching and the successful development of the studied discipline.

ОРГАНИЗАЦИЯ ПРАКТИЧЕСКОЙ ПОДГОТОВКИ СТУДЕНТОВ ПОЛИТЕХНИЧЕСКОГО КОЛЛЕДЖА

The paper deals with the organization of practical training of students in educational institutions of secondary professional education. Practical training is a form of organizing educational activities within the syllabus implying that students perform certain types of work related to future professional activities. It aims at forming, consolidating, developing practical skills and competencies according to the corresponding syllabus. The authors analyzed the normative documentation regulating the practical training of students. The paer shows the role of dual education in the development of professional competencies of college graduates, and reveals the features of network interaction in the study process between the educational organization and partner enterprises. The key component of practical training is industrial internships aimed at consolidating and deepening the knowledge acquired by students, as well as acquiring the necessary practical abilities and skills. Networking opens up many opportunities for mutually benefi cial cooperation between educational organizations and partner enterprises. The authors analyzed the experience of network interaction of Polytechnic College No. 8 named after the Double Hero of the Soviet Union I.F. Pavlov and a number of enterprises in Moscow and the Moscow region, cooperating on the basis of agreements on network education. Along with taking practical internships at industrial enterprises, college students take part in the “Professional Internships” project. The high level of practical training is evidenced by the results of professional skills competitions according to WorldSkills standards and the Abilympics championship. According to the Center for Assistance to Employment of Graduates, 76.7% of graduates of 2020 were employed in Moscow, of which 55.6% were employed by partner enterprises.