The thesis research substantiates the theoretical and methodological bases for forming professional competence to future specialists in the specialty 076 «Entrepreneurship, trade and stock-exchange activities» in the system of multilevel education.
Based on the content analysis, the review of scientific sources on the definition «professional competence» is carried out and the author’s own definitions «professional competence of future specialists in entrepreneurship, trade and exchange activity», «a specialist in entrepreneurship, trade and exchange activity», «multilevel education» have been formulated.
The legal and regulatory framework, the Standard of Higher Education for specialty 076 «Entrepreneurship, Trade and Exchange Activities» and researches conducted to clarify the components of professional competence have been analyzed. The author’s position on the structure of professional competence of future specialists in this specialty, which includes business, economic and professional and ethical components has been formulated.
The specifics of training future US entrepreneurs have been clarified and the priority of business education and business schools in the formation of professional competence has been established. Approaches to professional entrepreneurial education in Canada have been studied. Canadian entrepreneurship education is characterized by the following features: interdisciplinary integration, the need to master computer literacy, continuity of professional development, management orientation; a combined learning model. There is a tendency towards specialised training with compulsory study of certain disciplines.
The European experience of professional competence formation is summarised. It allows identifying the specifics of higher education in some EU countries, which is characterized by the presence of a significant number of diverse curricula and the possibility for students (including Ukrainian) to obtain a double degree. Preference is given to practical training, introduction of innovative teaching methods, simulation of situations in particular.
Taking into account the structure of professional competence of future specialists in entrepreneurship, trade and exchange, the following criteria and indicators have been defined: psychological and motivational; academic and professional; communicative and active; axiological.
The concept of forming professional competence to future specialists in entrepreneurship, trade and stock exchange activities in the conditions of multilevel education, which is presented in the structural and functional model, has been developed and tested. The author’s point of view includes such concepts as methodological (methodological approaches), theoretical (principles in higher education; general didactic, specific), methodological (pedagogical conditions, forms, methods and techniques of professional-intensive training technology) and technological (sequence of development and implementation of professional-intensive training method).
The research substantiates the ways of implementing the author’s professional-integrative teaching technology. This technology is considered as an ordered system of content, forms, methods, techniques and tools, the sequence of complex application of which contributes to solving problems of the educational process, achieving the diagnosed learning outcomes in the sphere of free economic education and provides formation of professional competence to future specialists in the field of multilevel education. Three models of integration are proposed: partly integral, inductive-integrative, complex-synthetic with the construction of probable links between topics, disciplines and practical training at different levels of education.
Theoretical and methodological bases of formation of professional competence to future specialists in entrepreneurial, trade and stock-exchange activities are presented.
