Keyword: «professional education»

In the article the author deals with the problem of professional education of future specialists in the sphere of international relations. The structure of communicative competency is analysed on the basis of linguistic, discoursive and professional levels. The author singles out the components of cultural creative potential. The author shows the conditions of formation of the professional communicative competency in the frame-work of active linguistic cultural interaction.

The article examines professionally oriented foreign language competence in continuing education, presents the experience of the Department of Foreign Languages of the Faculty of History and International Rela-tions, Russian State University named for S.A. Yesenin, the problem of the formation of humanities special-ists’ professional competencies according to the requirements of professional standards and Higher Educa-tion Standard.

The paper analyzes modern requirements to educational space based on the concept of lifelong education. The authors describe framework characteristics applicable to the supervisor focused on the need for changes in the logic and structure of vocational education. Special attention is paid to the development of professionally important specialist’s qualities as a subject of innovative activity.

The article considers the problem of implementing a holistic approach in the organization of the educational process in the University culture for students in the areas of training Socio-cultural activities; describes issues related to the integrity of the pedagogical process and formation of the whole person of the student subject to the requirements of employers and society.

To implement the competence approach in the training of management personnel, it is very important to build a trajectory of individual professional development and to determine effective mechanisms for the development of general cultural and professional competencies. This research aspect undoubtedly emphasizes the relevance of the research. Consequently, the spectrum of the claimed personal qualities of young specialists is changing, as well as the formation of their subjective position, the need for the development of creative thinking, and the high level of professional readiness. In this regard, there is a need for a qualitative and meaningful change in teaching forms, methods and techniques, technologies aimed at the ability to solve problems in professional activity effectively. Thus, the purpose of the research is the need to develop and introduce in the educational process specific pedagogical innovations and techniques that take into account the demands of society and employers’ requirements to a bachelor. The main method in the investigated problem is the definition and validity of pedagogical conditions for the establishment of managerial activity in bachelors: the involvement of employers in the development of a modular program for professional education aimed at the formation and development of managerial competencies; a combination of various forms and methods of training that allow to increase educational motivation and stimulate cognitive activity of students; substantiation and implementation of the system for diagnosing establishment and development of managerial competencies in future bachelors; application of innovative technologies in educational system. The article presents a technological model for the establishment of managerial competencies, the purpose of which is to develop managerial competencies in bachelors that ensure the availability of managerial competence. The developed technological model is based on the conceptual provisions of systematic, competence, personality-oriented and contextual approaches and consists of four structural blocks that reveal the purpose, content, stages of competencies development, methods used, forms, teaching aids, and pedagogical conditions using modular educational professional training programs. As a result of the study, we found that the use of this program allows the future bachelor to choose the trajectory of training independently, taking into account his interests, needs and level of knowledge, thus ensuring the individualization of the professional education process. At the same time, it was revealed that the combination of various active forms and methods of teaching (round table, discussion, team training, independent work, case-method, problem methods, game methods, visualization methods) form appreciatory attitude of students to the establishment of managerial competencies as a result of the program development, positive motives of professional training and stimulates cognitive activity. The article may be interesting for teachers of professional training, post-graduate students, undergraduates, and also for managers of all levels.