Modular-Competence Aspect of the Teaching Process Future Economists in Accordance with the Requirements of the Bolonga Process

Abstract

Introduction. This article researches the didactic principles of the modular-competence approach for teaching future economists in higher education through innovative pedagogical activities. The actual issues of the innovative pedagogical activity, the competence approach for future economists learning and the specific features of modular learning are analyzed. The didactic conditions of the modular-competence approach for teaching students, which determines the quality assurance of the professional training of future specialists in higher education, are highlighted. Purpose. The purpose of this article is to study the didactic principles of forming a modular-competence approach to the training of future economists in higher education through of the Bolonga process. Results. Practical research was carried out, on the basis of which the technology of acquiring competencies by future economists while studying the modules of the discipline “Management psychology” was developed. The percentage of competencies was calculated, which is prescribed to acquire each of the two modules in the process of working with lectures, for the work with practical tasks and for the execution of individual tasks. Conclusions. It has been proved that the preparation effectiveness of future economists in the context of the Bologna Process will be significantly improved, and the formation of professional competencies of those who get higher education, provides an opportunity to successfully engage in professional activities in the sphere of future economists after graduation from higher education institutions.