SPECIFIC FEATURES OF STUDENT PROFESSIONAL TRAINING UNDER THE CONDITIONS OF A SCIENCE AND TECHNOLOGY PARK
Background. Relevance of this research is caused by work of higher education institutions in regions and their cooperation with the largest enterprises, joint advance of scientific researches and the development, the subsequent employment of graduates in the region where do they live. These are priority directions of deve­lopment in educational policy. This paper reveals the peculiarities of students’ vocational training in higher education institution for effective activity in innovative environment. Materials and methods. This paper presents the analysis of structure and the maintenance of innovative social and educational systems – science and techno­logy parks which play a significant role in modernization of education in the Russian Federation. It contains materials, allowing to draw a conclusion that in the conditions of science and technology park it is possible to consider readiness of students for their professional activity from the point of view of a three-level perspective: social, psychology-pedagogical and personal; reveals the role of a foreign language in development of readiness of students to competent professional activity in the conditions of science and technology park. Results. The qualitative characteristics of selection and process of the experimental activity which has been carried out on the basis of the Novosibirsk region are described; components of technology of a professional identification of students with the professional image of self-realization in the conditions of science and technology parks are presented; some meaning formative aspects of the importance of a foreign language in future professional activity of students as specialists of science and technology parks are come to light. Conclusions. It is possible to consider readiness of students for the professional activity in the science and technology park environment from three key perspectives. The social perspective includes detection of key competences, possession which require for innovative activity. The psychology-pedagogical perspective concentrates the attention on universal educational actions with a professional orientation at which the former triad ‘knowledge-abilities-skills’ doesn’t cope with an objective. The perso­nal perspective considers distinctions between knowledge of the student coming from school to higher education institution and that knowledge which is demanded for work of the graduate in the science and technology park environment. A link between readiness of the student for professional activity and conditions of science and technology park is the knowledge of a foreign language.