Semantic meaning analysis for VET standartisation key definitions

Abstract

In terms of competence concept ideas the article represents major pedagogical categories for qualified workers and junior specialists training in VET schools. It emphasizes the objectively reasonable causes for native VET breakage (financing left-over principle; lack of incorporated and unincorporated businesses participation in solving problems of professional (vocational), occupational pre-high, high education; regulatory and legal framework disbalance; lack of teachers and scientificpedagogical workers further training system; nonperect mechanism for state order forming on qualified workers, specialists training; low standardisation level of qualified workers and specialists training in VET schools). The results of semantic meaning analysis for most important research definitions are represented (standard, qualification standards, occupational standards, qualifications assessment standards, qualification, professional qualification, learning outcomes, education standardisation). They became the basis for defining crucial features of the research key definitions.
Based on meaning definition theory rules the attributive-relational definition (via the most related gender and type indicator) for the term “VET standartisation” – the procedure of setting qualification standards regulatory requirements to VET school graduates’ learning outcomes (competences), forsees the permanent comparison students’ training results with aims for their competence-oriented training with the purpose of its correcting, assures appropriate VET quality for specialists training in VET schools with the help of innovative content and training technologies tools and conduces VET levels converting within the country and abroad.
The prospects for further scientific studies on designing the content project technology for junior specialists competence-oriented training in occupational pre-high education institutions