SOCIAL PARTNERSHIP AS FACTOR OF QUALITY IMPROVEMENT OF VOCATIONAL TEACHERS' TRAINING

Purpose. To study theoretical and methodological works, analyze and summarize foreign experience of social partnership between universities and innovative enterprises to improve the quality of future vocational teachers' training. Methods. To solve the assigned tasks, a complex of general scientific (analysis, synthesis, analogy, comparison, collation, generalization, classification, systematization) and empirical (analysis of philosophical, psychological, pedagogical, methodological literature, regulatory documentation) methods is used. Results. Interaction between vocational education institutions and organizations acting as employers requires considering certain contradictions: training of specialists in the vocational education system does not always meet the requirements of the labor market; professional orientations of graduates in vocational education institutions do not fully meet the requirements of employers for staff; overestimated professional aspirations of graduates do not always correspond to their real capabilities. In EU countries, to engage employers in social partnership in vocational education, the state uses such mechanisms the following: state subsidies to employers who create additional training places for on-the-job training and apprenticeships; establishing training funds within the framework of collective bargaining agreements, the assets of which are formed either from payroll tax or state subsidies; state subsidies for on-the-job training; tax benefits for enterprises, etc. The systemic integrative factor of social partnership between a vocational education institution and an innovative enterprise is the professional activity actually carried out in the workplace. This activity defines the parameters of educational activity, its goals, methods and forms, and plays a leading role in solving a whole range of production and pedagogical problems. Conclusions. The relevance of the problem of effective professional training of future vocational teachers in the social partnership of the university and innovative enterprises is determined by the social order for the training of such a teacher who is able to form the competitiveness of students. The experience of interaction between educational institutions and enterprises in such countries as Austria, Germany, Japan, France, Switzerland and the USA shows that the tradition of cooperation between vocational education, the achievements of advanced science and entrepreneurship allows achieving a high level of results for all participants in this process.