Requirments to the professional training of specialists in economic specialities and their implementation in educational process of higher school.

Abstract

The article describes the requirements for professional training of economic specialties and peculiarities of their implementation in the educational process of higher education based on the analysis of different job descriptions and the dominant activities. There are also identified the dominant activities of modern economists. The author emphasizes that according to educational and vocational program for the relevant field of study training covers four blocks of disciplines that form the modern world and determine the need for constant updating of the socio-economic knowledge and skills: humanities, natural, and general economic unit training disciplines. In general, training modern economists provides understanding of the regularities of formation and development of the processes of reproduction at the macro and micro levels in relation to the political, cultural and other social processes. It has been indicated that the main requirements for the training of specialists in economic disciplines in the educational process of higher educational institutions are implemented by filling several important disciplines with the latest scientific and practical information to enhance the importance of the integral principle of continuity in the study of the economic block of training courses that are directly responsible for the development of appropriate general and professional knowledge of the future expert if economic profile. Among the subjects highlighted in the economic bloc, as the most significant ones, the following courses should be noted: “Economic theory”, “Marketing”, “Accounting”, “Econometrics”, “Logistics”, “International Economics”. The above and other economic disciplines are in constant interaction with the humanities and science units. According to the author, to establish logical connections between economic disciplines in the core curriculum is one of the major methodological problems of future specialists’ economic training. Provision of such interdisciplinary communication in the process of the students-economists’ training will form a holistic, systemic knowledge of the basics of economic sciences, necessary for future economists. The conclusion demonstrates that the implementation of the main goals of training economics students determines the necessity of creating a single cognitive (educational) space saturated with a large complex of economic concepts, processes, patterns and techniques of economic activity. In the creation of a single cognitive space providing future economists’ training all the economic disciplines in the core curriculum that is implemented on the basis of interdisciplinary connections between disciplines in different blocks of future specialists’ training take place.

Key words:

institution of higher education, students, future professionals of economic specialties, educational process, professional training, cognitive space.