The model of projection of a fuzzy individual professional educational trajectory

Abstract

The article suggested considering certain components of the professional competence as fuzzy sets and strictly the professional competence as a universal fuzzy set� A model of the projection of a fuzzy individual professional educational trajectory (FIPET) on the basis of modalities is "essentially" and "possibly" presented� The mathematical solution to the problem of the optimum choice of courses of the career enhancement on the basis of the expert estimation of the level of professional competence and one's own preferences of a trainee is proposed� introduction The reform of the postgraduate pedagogical education system in Ukraine contemplates, first of all, de-monopolization, which enables the teacher to choose the content, form and place of their qualification improvement� Simultaneously, an efficient influence on the pedagogical activity productivity is insured only if the content of teacher studying takes into account not only the current level of professional competence, but also peculiarities of professional activity in the workplace� The presented materials are a result of research aimed at the creation of a certain model of an individual professional educational trajectory of pedagogical staff, which will bring into coherence contradictions concerning the peculiarities of the professional competence level assessment on the basis of linguistic variables; the necessity of providing the freedom of choice of professional development on the basis of modern modeling methods� Svitlana Ivashnova

How to Support Monotown Industries with Advanced Professionals: Information Model as a Tool for Individual Education Route Design

“…non Russian) educators observe different teaching and training aspects in connection with individual education routes and industry-university collaboration. Based on the review of existing literature, the authors identify core problems educators address to; they arelearning programs and individual curriculum design [6,7], evaluation of labour market demand for qualified specialist [8], academic institutions assessment, including education quality control [9,10,11,12], advanced professional training, including retraining of specialists and refresher training [13], program choice criteria [14,15], industry-university collaboration in programs design and their [16]. Authors emphasize the importance of considering today's and future needs and requirements of industries and businesses when designing educational programs.…”