Formation of professional competence of higher education students: focus on stakeholder challenges
DOI:
https://doi.org/10.32405/2309-3935-2024-1(92)-104-109Keywords:
higher education students, structure of professional competence, stakeholders, practical training, educational spaceAbstract
The article is devoted to the formation of professional competence of higher education students in the market conditions. This requires the creation of a creative model in the training of specialists – subjects of practical training, their worldview beliefs and educational needs. Improvements in internships will help to optimise the content of training, the quality of education, and expand knowledge and skills. Training a multidisciplinary future specialist focuses higher education on a wide range of requirements for the level of professional competence of higher education students who can easily adapt to the requirements of employers, mobility in performing complex production tasks. The purpose of higher education is to orientate the professional competence of graduates to the world of work, to transform technologies and the content of their practical training. This leads to close cooperation between graduates and stakeholders, participation of the latter in surveys, access to the content of educational and professional programmes, disciplines, and the ability to influence the educational process. The interconnection of the content, methods and organisation of integrated education for young people is gaining importance. To this end, career guidance and mastery of qualification characteristics and professional requirements outlined in the educational and professional programme, “entering the profession”, are being intensified. The competence approach focuses tutors on individualisation of practical training and the levels of professional competence of higher education students. The professional competence of students is gaining priority in the context of the digital information society, where, along with language skills, access to the knowledge base is expanding. The introduction of a competence-based approach helps to match the professional training of graduates with the needs of the domestic labour market
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