Diagnostic analysis of condition of preparedness of vet-studeents for project education

Abstract

The article provides a diagnostic analysis of conditions of VET students‘ readiness for project training. The advisability of project training use in future skilled workers training is substantiated. The essence of the definitions "methodological principles of project technologies development" and "VET students‘ readiness for project training" are formulated and clarified. The structure of readiness and its components are determined: motivational (awareness of goals, motives of project activity in training); content (knowledge of project learning essence, group interaction methods and forms) and personality-active (informational, analytical, organizational, communicative, technological skills, reflexive abilities, etc.). The criteria and indicators of VET students‘ readiness for project training are given: motivational (projects‘ curiosity and usefulness estimation, certain project forms and types interest), content (concept of project method, knowledge of project training essence, methods and forms of group interaction) and personality-active (project activity experience, project training skills, assessment of the ability to participate in project training, availability of personality traits necessary for project training). The VET students‘ attitude to project technologies in their training is determined. The types and content of project training in VET schools for future skilled workers are identified. The selected subjects where students expressed their desire to apply for project training are outlined. The streaming on components formation levels, determined by the author, for project training in VET schools is given. The data of VET students‘ self-assessment of their project training skills is presented.