INNOVATIVE FOUNDATIONS OF THE COMPETENCE APPROACH IN THE SYSTEM OF PROFESSIONAL EDUCATION FOR FUTURE DESIGNERS

Abstract

Theoretical and methodological aspects of the usage of competence approach in the systems of professional education of the future designers are reviewed in the article. The main conceptual principles of the competence approach in the system of professional education are analyzed. The problems of development of design education have been considered in the context of scientific research by representatives of domestic design education as a sphere of scientific activity regarding the substantiation and systematization of scientific knowledge about the use of the pedagogical potential of design education in shaping the personality of a designer and the potential opportunities of design in improving the system of professional training of designers. The formulation of leading concepts and categories has been carried out, the structure and content of the cultural and educational space have been analyzed, as well as the directions of development of design education. It has been proven that effective solving of these tasks in the preparation of future design professionals is possible only based on the creation of a multilevelmodel of professional training for designers, active implementation of innovative technologies, non-standard forms and methods of work with students in educational institutions, individual approach to each future specialist, who most fully demonstrates creative abilities in design activities. The search for new meaningful aspects of future designers’ training, based on innovative ideas of their implementation, is successful due to the close connection between education, science, and industry. It is worth considering that the step-by-step training of specialists is expediently carried out in educational-scientificproduction complexes, which are a system of organically interconnected educational institutions, research institutions, production enterprises, and organizations subordinated to a common goal. The number of levels in the educationalscientific- production complex depends on the complexity and nature of the profession, social requirements, and regional conditions. Each level has a specific purpose and tasks and at the same time is a component of continuous professional education; at each level, different training periods are established depending on the complexity of the profession, education, qualifications, and social experience of students. Step-by-step training of specialists necessitates the need for new approaches to scientific and methodological support of the educational process.