У статті розглянуто аспекти професійної підготовки майбутніх менеджерів індустрії гостинності в умовах дуальної форми навчання, що передбачає поєднання навчання в освітньому закладі з періодами виробничої діяльності; викладено певні умови впровадження дуального підходу в освітню систему й суттєві чинники, які визначають характер навчання. Встановлено, що підготовка професійних кадрів для готельного бізнесу має бути орієнтована на нові тенденції політики в готельному бізнесі та потреби професійного співтовариства. Уточнено, що з-поміж основних завдань впровадження дуальної освіти виділяють усунення основних недоліків традиційних форм і методів навчання майбутніх менеджерів індустрії гостинності, подолання розриву між теорією і практикою, підвищення якості підготовки майбутніх фахівців з урахуванням вимог роботодавців у рамках нових організаційних форм навчання. Окреслено особливості впровадження дуальної форми навчання майбутніх менеджерів індустрії гостинності, з-поміж яких виділено можливість для здобувачів освіти водночас навчатися та працювати, черпати знання з двох джерел: із закладу освіти та підприємства. Здобута за дуальною формою навчання освіта орієнтована на практичні знання, набуття всеосяжних базових знань, усвідомлення власного потенціалу через активну участь в освітньому процесі, гарантоване отримання першого робочого місця та коштів під час навчання, скорочення часу адаптації в умовах сучасного ринку праці, отримання на момент завершення навчання стажу роботи, який необхідний для подальшого професійного зростання майбутніх менеджерів індустрії гостинності. Зроблено висновок про те, що дуальна система навчання є успішною моделлю модернізації освіти, яка може бути використана для розв'язання наявних освітніх проблем, зокрема підготовки майбутніх менеджерів індустрії гостинності.
The article is devoted to the current problem of today, which has acquired special significance in the context of building an information society. It is shown that Ukraine recognises the value of progress in the digitalisation of economic transformations. Creating a digital infrastructure of the economic sector requires the formation of future professionals’ digital competence in the educational space. Perspectives of digital technology are defined as the search of content according to interests; meeting the individual needs of pace and the level of professional growth requirements for the modern specialist; the constant modernisation of the style and forms of economic culture; and the connection of economic and educational spheres. It is concluded that Ukraine has all the conditions for transformation processes of digitalisation of economic professional education, which will bring the economy to a high technological level of development. Digital dual vocational education, with one of the most important factors of economic growth and formation of a new competent and competitive professional in the economic sector, is defined. The subjects of digital interaction in the conditions of dual professional education of future specialists of the economic branch are identified and characterised. Further research considering the expediency of educational and economic clusters of professional training of future experts of the economic branch is also defined. Keywords: Transformational reformations, digitalisation, dual professional education, digital competence, future economic specialist, business, HEI.
The article analyzes the scientific achievements on the problem of educators’ methodological competence forming in the context of SEI inclusive education. The definitions of the concepts "inclusive education", "inclusive learning", "Methodical competence of a teacher" have been clarified. It is clarified that inclusive education means that all students receive a quality education in a general secondary education institution, each student is unique, has different abilities and has a different level of knowledge that a teacher helps him develop, receives individual assistance from a teacher and an educational institution in general, he is a personality being developed throughout life.Among the main advantages of inclusive education are: the development of individual strengths and talents of the student; admission of all children without exception into the general school system and society as a whole; active involvement of parents in the learning process and school life; development of personality culture in all its manifestations; development of the student's ability to learn throughout life and the formation of a sense of respect for the various abilities and talents of peers; ability to create friendly relationships with peers.Key words: competence, methodical competence, educational institution, pedagogical workers, inclusive education.
The article emphasizes the importance of economic education as a part of general education, in terms of market transformations and democratization of society. Modern requirements for professional training of future economists are analyzed; the meaning of the concepts "competence", "cognizance", "transversal competences", "digital space" is specified. It is established that the concept of "transversal competence" is not sufficiently developed by European scientists, but on the other hand, a slightly larger number of scientific works on the study of this concept the domestic scientists have, and it is evidenced by the results of inquiries in Ukrainian - 3620 exceptions.
The research is devoted to the theoretical and experimental study of forming the professional competence of a would-be teacher assistant of inclusive education through pedagogic modeling. The authors specify the notions of “a tutor” (teacher assistant), “inclusive education”, “persons with special needs”, “individual development program”, and “modeling”. The essence of “pedagogical modeling” is defined, as well as the groups of its objects within the professional competence of the would-be teacher assistants in the inclusive education; the implementation of the psychological-pedagogic modeling of an individual development program for persons with special needs is substantiated. It is proved that any model has a sign nature, thus, the psychological bases of the research are the theory of content-based summarization and the “sign” concept of the educational process. The study reflects the methodological system of forming the professional competence of the would-be teacher assistants of inclusive education through pedagogic modeling and substantiates the content component of the model, implemented in the individual development program of persons with special needs and through applying the relevant methods, forms and means of education. It is proved that the efficiency of forming the professional competence of the teacher assistants of inclusive education by the means of pedagogic modeling depends on introduction of an experimental technique, which provides support and increase of the qualitative indicators of both the teaching and the personal properties of the persons with special needs receiving educational services. Due to the synergetic impact of professional knowledge, the would-be teacher assistants of inclusive education develop an increased motivation to forming the professional skills and competences when working with persons with special needs.
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