Keyword: «technical skills»

The relevance of the studied problem is determined by new requirements for future specialists and the need to develop the required competences at the stage of general education already. A lot of research works devoted to the topic of technical creativity of students testify to the high potential of their inclusion in modern educational activity. Acquiring relevant knowledge, abilities and skills that characterize technical creativity contributes to the development of both the learner as a part of the future team of engineers and the society as a whole. The organization of additional education institutions' activities in the field of technical creativity implies the study of the dynamics of students' potential abilities development, which will determine their success in future profession. The aim of the article is to present experimental data of students' technical creativity diagnostics in the system of additional education by the example of a private educational institution. In the course of the experimental part of the research, the testing method was used to determine the initial level of students’ technical creativity skills formation. Repeated diagnostics was carried out to find out their dynamics and evaluate the effectiveness of the educational program. As a result of the data analysis, the diagnostic model of technical creativity skills was formed and the conclusion about the effectiveness of the implemented educational program aimed at the development of students' technical creativity was made. There are the key categories of the assessment-diagnostic component among the formulations presented in the article, which can be applied in other research works. The result of the research work presented in the article can serve to expand the pedagogical and research potential of the additional education system, as well as its enrichment in the empirical aspect of the chosen topic, and the subsequent adaptation of the diagnostic model to other educational systems and conditions of students’ technical creativity development.

Relevance of the research problem: this article discusses the necessary skills and criteria that graduates completing a Bachelor's degree program should have in order to work effectively in modern conditions of industry 4.0, which is characterized by automation and digitalization of production processes. Analyzing the modern requirements for industry 4.0, this work defines the basic skills and knowledge that bachelors should have. This may include knowledge of programming and information technologies, skills in working with automated systems, the ability to analyze data and make decisions based on the information received. With the growth of technological development and the introduction of concepts such as Internet of things, artificial intelligence, process automation, etc., the requirements for employees in industry 4.0 are changing. Traditional skills and knowledge are becoming less in demand, and new qualities and skills related to digital technologies are becoming crucial. The classification of the necessary criteria for training specialists with bachelor's degree for Industry 4.0 allows us to determine the main areas of knowledge, skills and qualities that should be developed by future professionals. This may include knowledge of programming, analytical and problem-oriented skills, ability to work with big data, understanding of digital systems and technologies, adaptability and flexibility to work in a rapidly changing environment, etc. It is important to note that the classification of bachelor's degree criteria for Industry 4.0 should be flexible and take into account the individual needs of different industries and companies. Different companies may have different needs for specialists, taking into account their specific digital technologies and innovations. Thus, the relevance of this topic lies in the fact that it allows us to determine the necessary criteria for the preparation of bachelors who will meet the requirements of industry 4.0 and will be able to work effectively in a digital environment. This will help educational institutions and students adapt to the changing demands of the labor market and guarantee their competitiveness. Ultimately, the purpose of this study is to identify the key criteria that are necessary for the preparation of bachelors so that they can work effectively in Industry 4.0. This will allow teachers and educational institutions to adapt their training programs and provide students with the necessary skills for a successful career in modern industry. In this study, we consider 4 criteria, which are divided into 41 sub-criteria. The main important criteria include technical skills, entrepreneurship, workforce readiness and soft skills criteria. The paper reveals that important criteria for Industry 4.0 are technical skills that are needed to establish a connection between machines and human resources that control modern technologies.