Аннотации:
The article is devoted to the analysis of the principles of diagnostics in the educational process of training students majoring in Vocational Education (Economics), in particular, in the context of assessing their professional training and ability to adapt to changing economic conditions. The importance of diagnostics in the vocational education of economists is that it allows to effectively assess both theoretical knowledge of students and practical skills necessary for professional activity in the economic sphere. The article focuses on the key principles of diagnostics, which include scientific, systematic, transparent, innovative, practical and adaptive.
Particular attention is paid to the application of modern diagnostic methods, such as the use of competency-based models, development and defence of business plans, and analysis of real-life macroeconomic cases. The importance of ensuring objective assessment through the use of clearly defined criteria and tools, such as online testing platforms and e-portfolios, is taken into account. Such methods allow to increase the level of transparency and accessibility of assessment, as well as to adapt the educational process to the latest requirements of the labour market.
The article also emphasises the need to integrate innovative technologies into the diagnostics of students' professional training, which is an important step in the transition to the digitalisation of the educational process. The use of automated tests, online assignments and electronic assessment tools not only helps to maintain the objectivity of the results, but also creates conditions for their prompt processing and feedback to the participants of the educational process.
Due to the principle of adaptability, diagnostics can be focused on individual characteristics of students, which allows for a more accurate assessment of their knowledge and skills, as well as adaptation of the educational process to different levels of students' training. The article also discusses how the adaptation of curricula and diagnostic methods to the needs of the labour market contributes to improving the quality of training, increasing their competitiveness.
The article is aimed at improving the process of training specialists in the field of economics, emphasising the importance of integrating innovative methods and technologies into the assessment system. This allows not only to ensure a high level of professional training of students, but also contributes to the development of a modern, flexible educational model that meets the requirements of the globalised economic environment.
