The relevance of the study is determined by the fact that higher education institutions that train Bachelors in Vocational Education (Food Technology) have significant experience in training bachelors in food technology with the right to further professional activity in the system of vocational education institutions at the level of vocational education; able to work in the departments of the food industry of various branches and restaurants; performing engineering, design, production and technological, organizational, engineering and research functions. Therefore, the need to train such specialists in food technology, which would have not only pedagogical, but also production and technological competence to be able to implement effectively both pedagogical and production activities. For the first time, the thesis substantiates the pedagogical conditions of production and technological training of bachelors in food technology in pedagogical institutions of higher education (positive motivation to implement individual educational trajectory and gaining practical experience; integration of technological and industrial knowledge in the content of training and free choice; tasks and organization of students’ project activities to improve the content of their practical training) and experimentally tested their effectiveness. A model of production and technological training of bachelors in food technology in pedagogical institutions of higher education has been developed and tested. The content of the concept «Bachelor of Food Technology” as an educational degree focused on training professionally competent specialists for professional educational institutions, food companies and restaurants with established general and professional competencies in food technology in pedagogical institutions of higher education and the ability to produce products of high quality, price and service. "Bachelors production and technological readiness in food technology" – integrated quality, which has been expressed in the ability to apply relevant professional knowledge, skills related to production, customer service and service provision in enterprises food industry of various organizational and legal forms of ownership. Production and technological training of bachelors in food technology in pedagogical institutions of higher education has been defined as a purposefully organized holistic educational process of professional training of future professionals, aimed at forming professional competence and production and technological experience through mastering the system of concepts, patterns, relationships, knowledge, skills and methods of action and ability to carry out efficient production activities in the conditions of changing modern technological processes. The method of diagnosing the bachelors' production and technological readiness levels in food technologies according to motivational, cognitive and activity-reflexive criteria and forms, methods, means of production and technological training of bachelors in food technology in pedagogical institutions of higher education has been improved in the research. The ideas of competence, personality-oriented, systemic, activity approaches in the context of the researched problem were further developed. Based on the analysis of the state of production and technological training of bachelors in food technology in pedagogical institutions of higher education, it was found that it largely repeats the system of teacher training in pedagogical institutions. Curricula and programs of engineering and pedagogical faculties and departments do not always take into account future specialists in the field of food technology. The work programs of the disciplines are dominated by general theoretical training, often not related to the specialization of the future specialist, his production and technological training, not developed direction of integration of production and technological knowledge during their study. Diagnosis of production and technological readiness of bachelors in the field of food technology showed that a significant number of students do not have professionally oriented motives to study in the chosen specialty. The results of testing and control work showed an insufficient level of scientific and theoretical knowledge about production technologies, control and evaluation of product quality.
