SOME PRINCIPLES OF ASSURING THE QUALITY OF COMPETENCY-BASED PROFESSIONAL TRAINING OF BACHELORS IN AGRICULTURAL ENGINEERING

Abstract

Relevance: the need to comply with pedagogical principles in ensuring quality control of competency-

oriented professional training of Bachelors in agricultural engineering.

Aim: research of peculiarities of observance of pedagogical principles in the process of competence-oriented quality control of professional training of future Bachelors of the specialty "Agroengineering".

Methods: theoretical (analysis, synthesis, comparison, generalization; modeling); empirical (praximetric (study and analysis of pedagogical experience, educational standards, curricula, work programmes for future Bachelors of the specialty "Agroengineering" and the results of their activities); questionnaire-diagnostic (testing, conversation, discussion).

Results: The analysis of observance of pedagogical principles in the course of ensuring quality control of professional agroengineering preparation is carried out. It has been found that, for a long time, both in domestic higher education, in general, and, in the process of professional training of agricultural engineers, in particular, the quality of this training was determined by the full formation of graduates' knowledge, skills and abilities in accordance with the qualification rules within separate disciplines. Due to insufficient study of the competence orientation of professional training, we have conducted a study of the peculiarities of the adherence to the pedagogical principles of quality control ...

Conclusions: it is theoretically proved that the competence orientation of professional training of Bachelors in agricultural engineering (while ensuring quality control) contributes its specifics to the process of compliance with pedagogical principles. To comply with these mentioned principles of control, it is advisable to carry out the following additional measures: 1) diagnosis of students' initial professional training before studying the profiling disciplines; 2) the division of professional knowledge and skills in each discipline into blocks that are part of the content of the particular competence; 3) systematic control over the formation of these blocks; 4) combining all blocks of knowledge and skills of different disciplines within the relevant competencies.