competitiveness of graduates is professional and practical training, which is a necessary
prerequisite for the employment of graduates and is aimed at protecting against
unemployment. High competition in the labor market forces universities to develop
new mechanisms for cooperation with industry enterprises, to establish new relations
with employers, to practice the training of specialists in ordering business structures
for increasing the effectiveness of training” [2, p. 190]. This is the urgency of the
problem of forming the practical component of the professional competence of future
technicians-technologists, since to substantiate the pedagogical conditions of their
practical training, it is necessary to clarify the goals and substantiate the main types of
practical training, their content and result.
The purpose of the article: to justify the goals, types, content and functions of
practical training of future technicians-technologists in the specialty “Production of
bread, confectioneries, pasta and food concentrates” in food industry colleges.
Analysis of recent research results. The theory of professional and practical
training of future specialists was justified by V.I. Baidenko, S.Ya. Batishchev,
A.P. Belyaev, N.I. Dumchenko, K.N. Katkhanov, P.V. Lauscha, M.I. Makhmutov,
N. Nichkalo, V.A. Radkevich, Z.A. Reshetova, S.A. Shaporinsky, Yu.A. Yakuba and
others.
Preparation, incl. directly practical in the agricultural industry investigated
I.M. Bender (organization of independent work of students of agro-engineering
specialties) [3] V.I. Duganets (theory and practice of training for future specialists in
the agricultural and engineering sector), S. Zaskaleta (trends in the professional
training of specialists in the agricultural sector in the European Union) [4]
I.Ye. Kankovsky (vocational training system of the future engineer-teacher of the
motor profile) [5] E.M. Lugovskaya (formation of professional competence of future
technicians-mechanics of agro-industrial production) [6] V.M. Manko (system of
graduated training of specialists in agricultural mechanization) [7] V.L. Brainstorming
(formation of readiness for the pedagogical activity of future engineers-teachers of the
agrarian profile) [8] I. Podpryatov (content and process of training specialists in
agricultural mechanization) [9] Svistun (theory and practice of preparing future
specialists of the agricultural sector for management activities) [10] and others.
The organizational and methodological foundations of industrial training, the
formation of the practical component of the professional competence of future
engineering teachers in the conditions of industrial practice were studied by I.I. Blozva
[11] T.A. Lazarev [12,13], L.Yu. Useinova [14] and others.
The problem of practical training of specialists investigated M.P. Khomenko
(practical training of students in agrarian universities) [15] L.I. Dear (content and
organization of practical training of junior specialists of the hotel industry) [16]
A.I. Shcherbak (organizational and pedagogical problems of multi-stage continuing
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