Abstract:

Classical education is fundamental and provides university graduates with a wide range of opportunities, but does not always meet the needs of professionals and employers. The model of classical university education is characterized by the inclusion of a wide range of educational materials in the educational program, which gives to a personality of young veterinarian a great chance for further self-determination, but requires effort and time to specialize and develop practical skills in a particular field of activity. The essence of our research is to analyze the conditions created at the courses of veterinary disciplines on the formation of theoretical knowledge and practical skills through the introduction of modern educational technologies. The organization of modern educational process in veterinary departments often requires the creation an educational trajectory, consisting of specific learning models. The search for educational models for the formation of sustainable competencies of specialists for more precise compliance with the request of today's labor market is relevant and practically significant. To carry out a comparative testing of two approaches (modules) to the formation of sustainable general cultural and professional competencies for the practical activities of the doctor while studying at the university. In our opinion when creating actual layouts of the laboratories in the veterinary faculties at universities of Russia, Bloom and Gagne’s rationalist models of education are most effective in obtaining competencies of specialist for the practical activities of the veterinary surgeon. Participants: 140 students studying at the Veterinary and Sanitary Faculty were involved into the course of the research, who were as well divided into experimental and control groups. The authors of the experiment used the following methods: questionnaires, testing, methods of mathematical data processing, computer analysis. The formed professional competences of practical orientation were estimated on the offered manipulation in the conditions of University veterinary clinic. Analytic comparison of theoretical approaches and empirical practices of traditional, rationalistic, phenomenological and non-institutional models allowed to make well-founded conclusions about the fact that it is the rationalistic model, based on the principles of layout education, that allows part of the theoretical course and its control in general education and professional programs to transmit onto distance and independent learning, that helps to implement the behavioral concept, which contributes to the practical adaptation of the young generation to production, to the acquisition of an adaptive ‘behavioral repertoire’. Highly qualified orientation of education is provided through University laboratories and veterinary clinic, which correspond to the best world practices and are created together with employers. In the course of the research it was proved that the knowledge and experience obtained under the rationalistic model of layout education allow the person to enter the system of social relations painlessly, to occupy own social niche in it. Although the main drawback is the excessive specialization of the education received, the neglect of broad scientific knowledge, which subsequently severely limits the graduate in choosing a profession, and, if necessary, changing the scope of earnings creates difficulties in professional retraining.

Keywords:

Rationalistic model, behavioral repertoire, self-study, professional competence, veterinary education.