The article describes the identification and clarification of risk prevention measures by physical culture teachers at educational institutions that are based on the methodology of personality development approach to education. The experiment included 314 students, future physical culture teachers, among them 110 girls and 204 boys aged 18 to 23. This study investigated the dynamics of the attitude towards the risk of students (by age and sex) during their stay at higher educational institutions according to a specially developed methodology that included the personal profile of G. Eisenck, the methodology "Hierarchy of Needs" modified by I. Akindinova and the questionnaire "Investigation of Preparedness for Risk » by A. Shmelev. Summarizing the study analysis results the following conclusions can be drawn: preference of risk decreases with the age; the tendency to risk is lower in more experienced future teachers than in non-experienced ones; in girls the risk aptitude is realized under more certain conditions than in boys; the risk predisposition is more pronounced in a group than acting alone and depends on group expectations. During the period of studies at higher education institutions each future physical culture teacher developed his own potential for addressing the problems associated with risk prevention, their localization, minimization and elimination.

The article substantiates the necessity of introducing the dual education elements into professional training of future specialists. They are listed. As a result of the SWOT analysis for the following process it was defined its strengths (VET regulation by principles of a market economy, increased demand in the labour market for dual education graduates, VET quality corresponded to employers’ requirements; close cooperation between government and business-sector for VET issues; mutually beneficial VET for the state, enterprises and VET institutions; increasing students’ motivation to learning; increasing the prestige of VET) and weak (lack of legal support for dual form of education; imperfection and obsolescence of the material and technical base of P(V)E institutions; insufficient readiness of teachers to introduce dual form of education; the difficulty of finding appropriate enterprises and setting agreements with employers; employers’ reluctance to enter into agreements with students at the beginning of their training; significant time and financial costs for updating the technological park of P(V)E institution ; the need for special psychological and pedagogical training of mentors, instructors – production workers; imperfection of mechanisms for implementing multichannel financing of VET). The questions concerning the dual education system in Ukraine were studied by scientists: N. Abashkina, V. Anischenko, I. Boychevska, T. Kozak, N. Nychkalo, V. Radkevych and others. It is shown that the dual form of education can be a tool for providing education for the sustainable development of society. The features of the dual form of education in Ukraine are analyzed: strengthening the practical component of VET; intellectualization and individualization of VET; the implementation of VET in a real production environment; development of social partnership in VET institution; conformity of VET in VET institution with the regional infrastructure; mentor system introduction; creating innovative educational and production environment for VET. The organizational basis for VET education introduction in P(V)E institutions is given to ensure sustainable the development of society.

The article analyses the dual education capacity for implementing work-based learning (WBL) for future skilled workers in order to improve the quality and enhance their professional training practice orientation. It is emphasised on information accumulating in the national scientific-pedagogical dimension on dual education elements introducing into future skilled workers professional training. Therefore, the appropriate issues on relevance, expediency, perspective and necessity are actively studied. It is noted that dual education applying is to create real production situations, assure cooperation of students and experienced mentors from enterprises, and demonstrate students' autonomy and initiative in the workplace. It also represents the students' involvement into professional culture and their professional identity, recruitment possibility for the youth of appropriate qualification, strengthening the practical component of professional (vocational) education (P(V)E) system, etc.It provides characteristics for WBL activities and its main forms: work experience, traineeship, work-shadowing, mentoring, apprenticeship, cooperative learning, partnership-based learning, internship or work placement.The article envisages WBL opportunities in terms of dual education elements implementing. They are the following: 11) vocational training as a means of achieving economic, social and individual goals; 2) vocational training as a task to be carried out in partnership between the government and the business community; 3) joint funding of vocational training; 4) social acceptance of vocational training, the main objective of vocational training; 5) to produce skilled workers with flexible qualifications who are mobile and capable of working in their chosen fields; 6) alternating learning situations in accordance with the dual principle; 7) qualifications of teachers and training personnel; 8) codifying quality standards; 9) balance between standardization and flexibility; 10) complementary programs run by schools or non-business entities; 11) creating a solid basis for decisions and design.Êëþ÷îâ³ ñëîâà: íàâ÷àííÿ íà çàñàäàõ ïðîäóêòèâíî¿ ä³ÿëüíîñò³, åëåìåíòè äóàëüíî¿ ôîðìè çäîáóòòÿ îñâ³òè, çàêëàäè ïðîôåñ³éíî¿ (ïðîôåñ³éíî-òåõí³÷íî¿) îñâ³òè, ïðîôåñ³éíà ï³äãîòîâêà, ìàéáóòí³ êâàë³ô³êîâàí³ ðîá³òíèêè.

The article reveals the main results of the ascertaining phase of the experiment of the research project "Methodical principles of developing the project technologies for the professional training of future qualified workers of agrarian, construction and motor transport industries", which consist in the diagnostic analysis of educational project activities in the institutions of vocational (vocational-technical) education. The analysis of the responses of teaching staff of vocational (vocationaltechnical) education institutions conducted by the authors showed the need to facilitate their readiness to develop project technologies in the training of future qualified workers, the creation of educational and methodological support for project activities in the professional training of students, namely: developing the corresponding methodological recommendations, textbooks etc. The obtained results showed that the teachers are aware of the essence of the project activity in the training of future qualified workers, but not all of them have mastered effective methods and techniques for the application of project technology. Some contradictions were found when teachers noticed the positive influence of such technologies on students' motivation and performance, and at the same time, they argued that these technologies are limited in use. It is determined that the rational application of educational project technologies in vocational (vocational-technical) education institutions promotes the development of the professional competence of the future qualified workers.

У статті наведено результати діагностичного аналізу стану готовності учнів професійно-технічних навчальних закладів до проектного навчання. Обґрунтовано доцільність застосування проектного навчання у професійній підготовці майбутніх кваліфікованих робітників. Сформульовано й уточнено суть дефініцій «методичні засади розроблення проектних технологій» та «готовність учнів професійнотехнічних навчальних закладів до проектного навчання». Визначено структуру цієї готовності та її компоненти: мотиваційний (усвідомлення цілей, мотиви проектної діяльності у професійній підготовці); змістовий (знання суті проектного навчання, методів і форм групової взаємодії) та особистісно-діяльнісний (інформаційноаналітичні, організаційні, комунікативні, технологічні вміння, рефлексивні здібності тощо). Наведено критерії й показники готовності учнів ПТНЗ до проектного навчання: мотиваційний (оцінка цікавості і корисності проектів; цікавість до певних форм і видів проектів), змістовий (уявлення про метод проектів; знання суті проектного навчання, методів і форм групової взаємодії) та особистісно-діяльнісний (досвід участі у проектній діяльності; володіння вміннями для проектного навчання; оцінка вмінь участі у проектному навчанні; наявність якостей особистості, необхідних для здійснення проектного навчання). З‘ясовано ставлення учнів ПТНЗ до проектних технологій у їхній професійній підготовці. Виявлено пріоритетні для майбутніх кваліфікованих робітників види і зміст проектного навчання у ПТНЗ. Виокремлено предмети, під час вивчення яких учні висловили бажання застосовувати проектне навчання. Наведено розподіл учнів за рівнями сформованості визначених автором компонентів їхньої готовності до проектного навчання у ПТНЗ. Представлено дані самооцінки учнями ПТНЗ своїх умінь для реалізації проектного навчання. На основі отриманих результатів аналізу сформульовано рекомендації для працівників Департаментів освіти й науки обласних державних адміністрацій України, навчально (науково)-методичних центрів (кабінетів) професійно-технічної освіти України та педагогічних працівників закладів професійно-технічної освіти.