Self-education and self-management to develop entrepreneurship competence in future professionals

The relevance of this article lies in the need to improve the process of developing competences future professionals need to develop self-employment skills under the conditions of the socio-economic crisis and the instability of the Ukrainian labour market. The article aims to prove the need for systematic implementation of self-education and self-management technologies in Ukrainian professional education schools to develop entrepreneurship competence in future professionals. Research methods include a survey and an analysis of documentary information. Ukraine strives to increase the importance of young people's readiness for lifelong learning. However, the article finds that most students do not have sufficient psychological knowledge and selfmanagement skills for successful self-development and self-employment. The development of entrepreneurship competence is, for the first time, justified through the systemic implementation of self-education and selfmanagement technologies in the educational process of professional education schools. The article presents a pedagogical technology for developing entrepreneurship competence in future professionals through selfmanagement. Besides, it offers the most effective forms of its introduction (psychology workshops, video lectures, electronic portfolios) and singles out the optimal conditions of their use. The level of the technology's readiness is IRL5 (the efficiency was proven at the level of experimental educational institutions). Success in its implementation depends on the regulatory recognition of the role of the social and humanities-related component in professional education; the incorporation of a self-management course in all programmes for training, retraining and advanced training of psychology and teaching staff; the encouragement of teaching staff to effectively use the described technologies in the educational process; systematic training of students to implement self-education and self-management as the technologies of success

Technologizing youth training for entrepreneurship to fulfil sustainable development goals

The relevance of the article can be justified by the requirements for youth entrepreneurship training defined by sustainable development goals. In particular, these requirements are expected to promote the continuous, comprehensive and sustainable economic growth of the country, as well as full and decent employment for all. The object of the research is the technologization of youth training for entrepreneurship. The aim of the research lies in justifying and experimentally verifying the author’s method of introducing pedagogical technologies in youth training for entrepreneurship in vocational education institutions. Results: the author’s method of introducing pedagogical technologies is defined as a system of dependent variables, pedagogical factors and algorithms of their application. The article also presents a modelled algorithm of the simultaneous introduction of the author’s technologies (motivating future specialists towards business activity, improving their financial literacy and capacity for project activity and effective self-management) in educational institutions. The effectiveness of this method has been verified during a pedagogical experiment. This experiment aimed to prove the positive dynamics in the levels of future specialists’ entrepreneurship competence. Conclusions: In the short run, the author’s method of introducing pedagogical technologies in youth training for entrepreneurship allows one to optimize teachers’ activities (by simplifying the choice of pedagogical influence factors and isolating dependent variables), strengthen the systematicity, controllability, reproducibility and effectiveness of the author’s technologies. In the medium run, it will promote the technologicalization of vocational education and help achieve sustainable development goals. Experimental verification of the author’s method has shown a significant increase in students’ levels of entrepreneurship competence. Furthermore, it has proved the synergistic effect of the systematic use of innovative forms and methods of pedagogical influence on personality