In the dissertation, for the first time, a model for the formation of professional competence in breeding and genetics (according to the European qualification framework of the Quantus methodology) among students of higher educational institutions was developed, substantiated and experimentally tested. The structural and logical scheme of training plant breeders has been substantiated and developed. A methodology for organizing problematic integrated lectures and a methodology for organizing practical ones for the formation of professional competence of plant breeders have been developed. The problem analysis of the theoretical and methodological principles of the formation of the professional competence of plant breeders is carried out and the role of scientific schools in the development of professional training programs is revealed. The specificity, methodological features, content and structure of the formation of professional competence of plant breeders in the process of studying professionally oriented disciplines are revealed. We can conclude that the professional activity of plant breeders is a process that involves: 1) possessing managerial abilities that include communicative, scientific, psychological and pedagogical, professional and practical, intellectual; important professional qualities, which include fundamental and applied interdisciplinary scientific knowledge, purposefulness, intuition, initiative, responsibility, self-sufficiency, creativity, analytical agroecosystemic thinking; skills to argue and defend their point of view through constructive dialogue; to make independent plant breeding, biotechnological and environmental decisions; take responsibility for environmental and genetic safety of the environment; plant breeding, breeding and seed control (standardization, certification, licensing, inspection, expertise); 2) willingness to perform professional research, production, design, regulatory (on breeding and genetic standardization, certification, licensing), control and expert tasks; anticipation and elimination of emergency prevention of technogenic and natural character, agrobiological, breeding and genetic planning, development and implementation of new agrobio-, ecobiotechnologies (resource-saving, ecological), new varieties and hybrids of crops (high-yielding, resistant and resistant); 3) professional and practical competences – to effectively carry out professional, industrial, technological, bio and environmental activities. Thus, the methodology of organizing the training of future plant breeders is a set of conditions, measures, actions, requirements of organizational and managerial character (content, structural; personnel, information, material, technical, financial support), organizational and methodical character (scientific and methodological provision of training - educational process); organizational and pedagogical in nature, aimed at cross-cutting, continuity, continuity and consistency, provide for the formation of professional competences (cross-border key, basic professional, theoretical-analytical, vocationally-oriented and specially practical, humanitarian, social, professional, social, professional, social and professional); professional and practical, special professional and practical competences), gaining experience of professionally oriented activity in Awareness of the contemporary demands of employment and the needs of society. The main approaches to the formation of breeding and genetic competence: competence, axiological, cognitive-program-target, morphological, constructive. Basic principles of formation of breeding-genetic competence: professional identity, continuity, systematicity and consistency, synergies, holistic nature of breeding-genetic, biotechnological knowledge, prognosticity, constructivism, noospherology. The structural and organizational scheme of teaching breeding genetic problematic integrative lectures for the formation of professional competence in the process of studying vocationally oriented disciplines has been constructed and substantiated; the types of lectures were distinguished according to the structural and logical scheme of the organization (theoretical, fundamental, information-analytical, practical and methodological); installed hourly load (functional problems) and place of problematic integrated lectures in the system of training of masters of geneticists and bachelor-agronomists; defined the plan, purpose and objectives of problematic integrative lectures; developed author's scientific and methodological complex of problematic integrative lectures. The results of the experimental verification confirmed the effectiveness of the author's methodology of organizing problematic integrative lectures and methods of organizing practical training for the formation of professional competence of future geneticists in the study of professionally oriented disciplines.
