professional education) [17] Т.D. Yakimovich (integration of theoretical and industrial
training in the process of professional training of specialists) [18] and others.
In the process of analyzing scientific publications, of particular interest to our
research are the results of studies related to the formation of the professional
competence of food industry specialists, presented in theses and scientific articles
L. Krajniuk [19] TA, MS Lobur [20] A.F. Miller [21]; V.A. Potapova [22]
N.S. Sychevsky [23] L. YANCHEVA [24]. The significance of natural disciplines in
the process of preparing specialists for the production of food products has been
partially investigated in scientific revisions by А.А. Turic [25].
So, now there is not enough developed scientific foundations and teaching and
methodological developments on the practical training of technicians-technologists in
colleges, including theoretical and methodological ones.
Research results. One of the main tasks of training future specialists in higher
vocational school is, on the one hand, clear provision of the practical component of
their professional competence, and on the other, targeted comprehensive training to
perform professional tasks envisaged by future official competencies. Scientists rightly
point out that the practical training of applicants for higher education is an indicator of
the effectiveness of a competence-based approach in the professional training of
specialists [26]. So, V.V. Yagupov rightly notes that one of the main requirements of
the competence-based approach is the practical ability of specialists to future
professional activity: “activity (the set of professional practical skills, skills and
abilities necessary for practical professional activity)” [27, p. 32].
This problem has a rather long history, since P.P. Blonsky wrote that “It is
impossible to teach with books alone Practice is necessary, but not in the way that it
copies (this practice is destructive), but creative and conscious” [28, p. 103].
He exerted considerable attention in his professional development to practice,
insisting on its commitment and activity. “The practice of teaching can be taught only
in practice - this is my conviction” [29, 103].
He convincingly emphasized that in order to achieve pedagogical mastery, only
natural data is not enough, and, accordingly, the student-trainee should study the
economic, political life and life of the population of the region where he did the
practice, arrange cultural and production cells. This would make it impossible for a
teacher to separate his further educational activity from the “proletarian labor
environment”, his perception of teacher labor as an activity “clean” as opposed to the
“dirty” work of the worker and peasant [30, 103].
The main problem lies in the fact that his main ideas are relevant to this day, since
it has not been solved both in theoretical, methodological and methodological, and in
the normative level. In this regard, an important area of modernization of higher
professional education is the creation of sufficient regulatory, organizational,
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