Некоторые особенности профессиональной подготовки специалистов за рубежом

Abstract

В работе рассмотрены элементы зарубежного опыта профессиональной подготовки специалистов на примерах отдельных европейских университетов Франции и Германии, высших учебных заведений США, Японии и Финляндии. Проанализированы специфика, отличительные черты этих систем, особенности, сложившиеся исторически и географически. В частности большее внимание уделено изучению таких предметов как математика и физика и месту этих предметов в профессиональном образовании. В роботі розглянуті елементи зарубіжного досвіду професійної підготовки фахівців на прикладах окремих європейських університетів Франції та Німеччини, вищих навчальних закладів США, Японії і Фінляндії. Проаналізовано специфіка, відмінні риси цих систем, особливості, що склалися історично і географічно. Зокрема більшу увагу приділено вивченню таких предметів як математика і фізика і місцю цих предметів у професійній освіті. The paper discusses the elements of foreign experience in training professionals on the examples of selected European universities in France and Germany, the higher educational institutions of the US, Japan and Finland. We analyzed the specifics of the distinguishing features of these systems, features, historically and geographically. In particular, more attention is paid to the study of subjects such as mathematics and physics, and the place of these subjects in vocational education. In France, the feature of education is a high percentage of students' contributions in the initial courses. The disadvantage of teaching in some universities is the dependence of subjects courses on the knowledge of one person - coordinator of the respective section. In the US, there is no uniform state system of education, each state has the right to determine their own educational structure. The emphasis is on math, science and languages in Japan’s education. Companies in hiring just graduated from schools pay the most attention not so much on the fact that at the moment or what people may have specific skills and his ability to learn, on his adaptation properties. This is fundamentally different from the existing recruitment practices in Europe, where a contract of employment clearly specifies the specialization and content of future work. Separately, we consider a system of secondary education in Finland, which is one of the best and most innovative in the world as the foundation for vocational training. It is concluded that the vocational education system is individual for each country. But, despite the huge differences in traditions and culture, the pursuit of quality education as a key to success for future work, is clearly visible in all states.