Activity approach to the development of professional competence of civil security specialists in postgraduate education (the Ukrainian experience)

The practice of developing the professional competence of civil security specialists requires thorough study and experimental confirmation of existing problems. In the study, the authors propose the application of a pedagogical concept for the development of professional competence of civil security specialists in Ukraine, based on an activity approach. In the presented structural-logical scheme, separate elements of the activity approach to the development of professional competence of civil security specialists operate and interact with each other, and also focus on larger contextualizing systems to achieve the target result - the acquisition of new knowledge. The main goal of the study was to compare the level of development of the activity component of the professional competence of specialists in the process of improving their qualifications using educational and cognitive (project training, modeling, performing situational tasks, cases of various types) and practice-oriented (command and staff, object training, analysis of the professional situation, problembased training) teaching methods with the effectiveness of traditional teaching methods, which are based on the informative and illustrative activities of the scientific and pedagogical worker (narration, demonstration, lecture) and reproductive activities of specialists. The unit of analysis is a group of specialists with the appropriate category (for example, heads, deputy heads of structural subdivisions of executive power bodies and local self-government bodies, whose activities are related to the implementation of civil protection measures), who interact to achieve goals that characterize the development of their professional competence in the field of civil security. Based on the obtained results, the authors believe that the activity approach involves better mastering of knowledge, skills, personal and professional qualities by specialists, increasing their activity and motivation to study compared to the use of traditional methods. The authors of the study present their conclusions about the impact of the activity component on the professional competence of specialists, obtained after diagnosing the training process conducted in a higher education institution and institutions of the field of civil security. The presented research used theoretical (analysis and synthesis of research data), empirical (survey, questionnaire, pedagogical experiment, expert evaluation), statistical (quantitative and qualitative analysis) methods and infographics on three levels of development of professional competence of the specified specialists. The results of Pearson's χ2 test confirmed the significance of the differences between the indicators in the groups before and after the experiment at three levels of observation

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