Features of the implementation of lifelong learning of technical specialties

Abstract

The relevance of this study is determined by the fact that radical changes in technology development in a short period of time requires constant improvement of knowledge and practical skills of specialists in technical specialties. In this regard, there is a need to find means and methods of organizing lifelong learning of specialists in technical specialties and develop recommendations for its implementation, search for performance criteria, and so on. Accordingly, the purpose of the article is to analyze the current state of postgraduate education of adult specialists in technical specialties, outline the problems that arise during the organization of this process and find ways to improve it.
The article analyzes the foreign experience of lifelong learning of specialists in technical specialties, highlights its positive features that can be borrowed and adapted in the domestic educational space. The works of domestic scientists on providing advanced training of specialists of non-pedagogical specialties are analyzed. The main forms of professional development of specialists in technical specialties (trainings, seminars, webinars, distance learning courses, second higher education) are characterized.
Required demands for lifelong learning of technical specialties, in particular, such as: structuring the content of education in accordance with the logic of professional activity of the specialist, taking into account the professional experience of employees, creating appropriate methodological support, creating the best form of knowledge for students, teachers, definition of competencies as a result of postgraduate training and criteria for the effectiveness of the educational process.
Prospects for further research in the direction of program development and appropriate methodological support for advanced training of specialists in the engineering industry are outlined.