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139PSYCHOLOGICAL SCIENCES
METHODS FOR THE FORMATION OF SOFT SKILLS IN EDUCATION
Baibekova G.P.
PhD in Psychology Astrakhan State Technical University Tatishcheva street, 16
Abstract
This article reveals the problems of traditional education at the university in the formation of soft skills among students. An example of project training is given as the most effective method of forming soft skills.
Keywords: soft skills, competencies, project, teaching methods, student.
The multicultural space and the redundancy of information have led to the fact that the creation cycle is shortened, and the development of information technologies, despite all the advanced advantages, leads to significant gaps in the skills and competencies of graduates. Which leads to significant difficulties in finding a job.
When they talk about communication as one of the soft skills, they emphasize the importance of conveying information, understanding it and building on this basis mutual understanding.
Over the past 20 years, the concept of "soft skills" has become a part of the global labor market in various areas of the economy and society.
In many contexts, "soft skills" refer to concepts such as "employability skills", "people skills", "nonprofessional skills", "key skills" skills), and more recently - "skills for social progress" (skills for social development). These skills are described as "21st century skills or "life skills".
Foreign research on soft skills is primarily of an applied nature. Interdisciplinary research has been carried out to define the concept of soft skills. For example, scientists from the Max Planck Institute in Munich define personal dynamics, the field of interpersonal relations, the desire for success, and endurance as the main components of soft skills.
As a result, additional training programs for the development of personal qualities in all soft skills components are tested and implemented [5]. The psychological and pedagogical concept of soft skills was proposed by P. Salovey, J. Mayer and D. Caruso. In the context of this approach, the main link is emotional intelligence - a certain group of abilities that leads to an understanding of both one's own emotions and the emotions of others, such as self-control, self-awareness, sensitivity, etc. [6].
The importance of soft skills is emphasized by modern researchers. Analysts of the World Economic Forum have made a forecast in which they identified ten key competencies that will be in demand in 2020 [5]. According to the forecast, the most significant competence will be the ability to solve complex problems. The second most important competence is critical thinking, and the third is creativity.
In the context of an unstable market, socio-economic transformations, when the right to work is realized not through social guarantees, but through personal initiative, the problem of employment of university graduates becomes especially acute and requires fundamental changes in the approach to employment of young specialists on the part of the university. According to 80% of employers (according to the annual University report on the quality of graduate training), modern young specialists do not fully possess flexible skills, therefore it is necessary to "pump" Soft skills while still a student, namely in the learning process, immersed in a professional environment.
The University made an attempt to form Soft skills competencies within the framework of the educational project "From ASTU to Life".
Based on new trends dictated by the time, the wishes of employers, students and graduates, the goal of this project was to form practical skills (abilities) (Soft skills) in the development of personal and professional competencies in students and graduates necessary for successful employment. Thus, the Project program was developed, consisting of various modules.
The topic of each module was coordinated with employers in the region (137 employers took part in the study), who noted what they would like to see primarily in young specialists.
Therefore, the main tasks of the Project were to justify and arouse interest in the possibility of obtaining additional skills among students and graduates; attract employers to participate in HR events and in the future in the educational process; to expand the number of bases for passing internships, internships and the content of internships; to attract leading business trainers to joint work on the development of personal and universal competencies of students and graduates of ASTU.
So, at the moment, more than 800 certificates have been issued confirming training within the framework of the Project. When employed, this certificate in the portfolio of students serves as a "marker" for the employer. In this case, as a guarantee that the student was engaged in self-development during his studies at the University, which means he is motivated to develop his personal and professional competencies.
Over 700 people took part in the training project for the reporting period, these are students of higher education and secondary specialized education, graduates of different years of study.
The effectiveness of project training is already confirmed by the reviews of those organizations and enterprises where the Project participants had an internship, internship or were employed.
The survey of employers was carried out after each season of the Project (from 2017-2019), 130 out of 150 representatives of employers who took part in the survey noted the positive dynamics of growth in the level of Soft skills.
It also turned out that the majority of teachers (90.4%) and students (70.8%) believe that project-based teaching methods influence the development of "soft skills" to a greater extent than traditional ones. Therefore, we can conclude that the development of "soft skills" depends to a greater extent on teaching methods, and students consider instrumental activities outside of traditional lesson lessons to be the most effective tool. The content of the disciplines, like the subjects themselves, are less conducive to the development of supra-professional skills.
In the future, research should be carried out on the main areas of training in order to determine the specifics of the formation of "soft skills" depending on future professions.
References
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ENSURING THE SAFETY OF ADOLESCENTS WITH MENTAL DISABILITIES THROUGH THE
FORMATION OF LIFE COMPETENCE
Stepanova N.A.
Candidate of Psychological Sciences, Associate Professor Tula State Pedagogical University named after L.N. Tolstoy
Maksimova D.A.
master's degree student Tula State Pedagogical University named after L. N. Tolstoy, Russia
ОБЕСПЕЧЕНИЕ БЕЗОПАСНОСТИ ПОДРОСТКОВ С МЕНТАЛЬНЫМИ НАРУШЕНИЯМИ ПОСРЕДСТВОМ ФОРМИРОВАНИЯ ЖИЗНЕННОЙ КОМПЕТЕНЦИИ
Степанова Н.А.
кандидат психологических наук, доцент ФГБОУ ВО «Тульский государственный педагогический университет
им. Л.Н. Толстого», г. Тула Максимова Д.А. магистрант
ФГБОУ ВО «Тульский государственный педагогический университет
им. Л.Н. Толстого», Россия
