COMPETENCE-BASED EDUCATION CONTENT FORMING MODALITY FOR FUTURE JUNIOR SPECIALISTS OF CONSTRUCTION AND AUTO INDUSTRIES

• Main Authors: Tetiana Pashchenko, Nataliia Vanina
• Format: Article
• Language: English
• Published: Житомирське комунальне книжково-газетне видавництво "Полісся" 2019-06-01
• Series: Науковий вісник Інституту професійно-технічної освіти НАПН України: Професійна педагогіка
• Subjects: education content, future associate specialists of the construction and engineering industries, competency approach, learning technologies.
• Online Access: https://jrnls.ivet.edu.ua/index.php/1/article/view/327
• ISSN: 2223-5752; 2617-1759

The article is devoted to the formation method of the education content of future associate specialists in the construction and engineering fields in terms of competency that is indicated in the standard. The goals of the professional training of a future associate specialist are defined in accordance with the outcome of the education process and are displayed in the education content. The general purpose of education, particularly professional is defined by the society, it is declared in educational standards and displayed in educational programs, curriculum, syllabuses of training programs, etc. The formation of professional competence of a technical college graduate requires optimization of educational process taking into consideration initial vocational, educational, and personal potential, implementation of the most acceptable (scientifically based and didactically feasible) choice of education methods and technologies, as well as compliance with didactic laws and principles. The article analyzes the requirements for designing of training content, the main components of the formation of the content of education, the principles of designing the content of competence-oriented training of future junior specialists. The implementation basis of the competence approach is the usage of pedagogical techniques or methods that guarantees the achievement of the planned educational results (consequently, these planned results should be clearly and specifically reflected in the standards of education). Such technologies should envisage learning with action: students perform not artificial, but real practical tasks (projects), gain experience, learn both from teacher, and each other, solve puzzling production and technological cases.