Gyrylovska I. Theoretical and Methodological fundamentals of monitoring the quality of professional training of future qualified workers

The dissertation examines the theoretical and methodological foundations of monitoring the quality of professional training of future qualified workers. The essence of the basic concepts of the study is revealed, the author's definition of the concept of "monitoring the quality of professional training of future qualified workers" is formulated, the components of professional training of future qualified workers are highlighted, and methodological approaches to studying the nature of monitoring are defined. The author's concept of monitoring is developed, the leading idea of which is to integrate external assessment into the system of internal monitoring of the quality of professional training of future qualified workers, define monitoring as an integral part of the educational process in a professional (vocational) education institution, as a system represented by a coordinated and purposeful interaction of managing and managed subsystems, in which the latter is given dominant importance. The concept is represented by ten main provisions based on methodological approaches, functions and principles. A model for monitoring the quality of professional training of future qualified workers is designed, which reflects the five stages of monitoring presented by the relevant group of monitoring activities; the activities of students and pedagogical managers; the formation of a conditional quality standard; the use of benchmarking technology for making effective managerial decisions. The model demonstrates monitoring at two levels: managerial and personal-student one. At the first level, for managers, monitoring acts as an information basis for developing a strategy for the educational activities of a professional (vocational) education institution aimed at improving the quality of professional training of its graduates. At the second level, for students, monitoring is considered as part of the educational process, during which they continue to develop their professional qualities and consolidate their acquired knowledge and skills. Organizational and pedagogical conditions for monitoring the quality of professional training of future qualified workers are identified and justified, which are understood as a set of favorable circumstances that are deliberately created by representatives of the organizational and managerial level in order to ensure the successful organization and effective monitoring in an institution of professional (vocational) education. The author's monitoring methodology is presented, which includes: a program for conducting monitoring activities in institutions of professional (vocational) education; description of traditional forms and methods of training in combination with innovative ones; set of training tasks for students to prepare for monitoring assessment; method for assessing the quality of professional training of future qualified workers; adapted benchmarking technology for making strategic managerial decisions based on the results of monitoring assessment. A mechanism for determining an individual indicator of the level of professional training of students is proposed, which consists in processing quantitative values by taxonomic analysis that characterize the corresponding components of professional training of future qualified workers. It is experimentally proved that monitoring based on the proposed model according to the developed methodology has a positive effect on the quality of professional training of future qualified workers and provides information that serves as the basis for making managerial decisions in order to improve the educational process in institutions of professional (vocational) education. The prospects for monitoring the quality of professional training of future qualified workers at the national, regional and local levels are substantiated. Pedagogical forecasting provides that monitoring is a dynamic and open system that is capable of changes and self-development; the need for comprehensive support for the humanization of the educational process in institutions of professional (vocational) education and the implementation of the principle of anthropocentrism is taken into account; the idea of developing students' promising professionally important qualities that contribute to the formation of the personality of a future professional is established.