Kozak T. Organizational and pedagogical foundations for introduction of the credit-module system of specialists training in the higher educational establishments of the III-IV level of accreditation.

This thesis deals with the problem of theoretical basis and experimental testing of the organizational and methodical prerequisites of introduction of the credit-module system of the specialists’ training in the higher educational establishments of Ukraine. On the grounds of study of the documents which lay at the core of integration processes, pedagogical and methodical literature, scientific works on the researched topic, comparison of the credit-module systems in the higher educational establishments in certain European countries and in the USA, as well as experimental study the author identifies the positive and negative constituents of the credit-module system’s introduction into the educational space of Ukraine, substantiates organizational and pedagogical prerequisites. The notion of organizational and pedagogical prerequisites is interpreted as the activity of the educators of all levels directed at the implementation of the constituents which define the essence of the training organization system, ensure activity for all the participants of the educational process, stimulate the conscious comprehension of the educational material and influence the efficiency of the pedagogical process as a whole. It is proved that flexibility of the educational process formation, diversity of its components, rejection of the unified learning models, which ignore the student’s personal characteristics, transition of the focus of the specialist’s training towards the individual work, introduction of the innovative technologies, intensification of the feedback between the student and the teacher by means of improving methods of knowledge control allow to increase the educational results and the quality of a specialist’s training.