The analysis of the problem in the scientific literature made it possible to determine the following methodological approaches to its solution: the application of the holistic approach allowed considering the pedagogical process as an indivisible structure, each element of which performs a certain function in order to solve pedagogical problems; the implementation of the axiological approach involves the construction of the educational process on the basis of the formation of the HVS students’ value attitude to the content and results of their work; the personal-activity approach is aimed at ensuring the professional and personal readiness of HVS graduates for entrepreneurial activity in the field of restaurant business; the pedagogical value of the competence approach is in the formation of students’ entrepreneurial competence as a professionally significant quality; the introduction of the contextual approach is connected with the modeling of situations of service, business and trading activities and provides personal inclusion of HVS students into an analog of the future profession; the use of the integrative approach involves the integration of educational material based on the specifics of entrepreneurial activity of restaurant service masters in order to mutually reinforce all its functional aspects, reflected in the structure of their entrepreneurial competence.
Entrepreneurial competence of restaurant service masters is considered as an integrative characteristic of a person, covering knowledge, skills, experience and personality’s professionally important qualities, ensuring his/her ability to effectively carry out entrepreneurial activity in the restaurant industry.
Its structure consists of four components: need-value (provides for the formation and development of professionally significant needs and a system of professional and personal values that will ensure proper motivation of students to develop entrepreneurial competence); motivational (ensures the development of the motivational sphere of students, promotes the development of a conscious attitude to entrepreneurial activity and to self-determination as its subject); cognitive (provides for the possession of integrated professional knowledge in service, trade and entrepreneurship); activity (reflects a set of professional skills that allow solving a variety of business problems in restaurants).
The constructed model of the restaurant service masters’ training in entrepreneurship reflects external and internal factors influencing the implementation of the tasks of future restaurant service masters’ training for entrepreneurial activity at high vocational schools and the integral process of developing their entrepreneurial competence.
The pedagogical conditions for the training of restaurant service masters in entrepreneurial activity have been substantiated and experimentally verified (viz., extension of entrepreneurial component of training of restaurant service masters; introduction of the special course «Fundamentals of Entrepreneurship in Restaurants» into the educational process; involvement of students of high vocational schools in the development of entrepreneurial projects of restaurants (business plans)); the implementation of these pedagogical conditions is aimed at the students’ acquisition of entrepreneurial knowledge and skills, the development of professionally important personality traits necessary for their self-realization in entrepreneurial activity in the restaurant industry.
The suggested methods of professional training of restaurant service masters for entrepreneurial activity at high vocational schools provides for the implementation of a constant systemic pedagogical influence on the formation of students’ entrepreneurial competence. Its introduction into the educational process involves the use of theoretical (lesson, lecture, seminar, consultation, test, exam) and practical (laboratory and practical classes, independent homework, excursions, industrial training lesson, industrial practice, final qualifying exam) forms of education, the implementation of the elements of the dual system; the use of interactive teaching methods (case method, method of situational analysis, method of situation-role games, method of visualization, method of puzzles, etc.), independent learning; technologies (project, problem, integrative-activity training), as well as ICT of professional and entrepreneurial direction, including work with programs adapted to the specifics of modern restaurants.
