Modernization of professional training of specialists of hotel and restaurant economy in higher education institutions

Abstract

The article analyzes the state of professional training of hotel and restaurant specialists. Based on the research of domestic scientists to determine the essence of professional training, we analyzed interpretation of the term «professional training of future professionals» in domestic science. Author's definition of the term «professional training of future specialists in hotel and restaurant industry» is given, which we interpreted as an organized, continuous and purposeful process of formation and development of professional competencies necessary for professional activity in higher educational institutions of different forms of ownership and directed to obtain qualifications in accordance with educational and professional programs of the bachelor and master levels, which will ensure successful job performance, competitiveness and professional mobility in the hospitality industry, as well as timely renewal and improvement. Necessity of wide involvement of social partners, providers of formal, non-formal and informal professional education in cooperation is substantiated. It is investigated that modernization of professional education through the integration of formal, non-formal and informal types to ensure a comprehensive educational process makes provision for reducing the amount of compulsory and increasing selective component of the curricula and educational programs, modifying forms, methods, technologies and tools for mastering disciplines at all levels of education, individualization and the possibility of variable education systems. Domestic practice of modernization of professional training of specialists in hotel and restaurant industry taking into account dynamic changes in the field of professional education is considered. Sites of non-governmental public organizations, trade unions, communities on the availability of educational and cognitive information to help improve the educational process are analyzed. Analysis showed a wide range of such institutions, vision, mission, tasks and directions of which, although different, but  activity contributes to the promotion and training of specialists in this field. We see prospects for further exploration in this direction in analysis of the state of professional training in higher education institutions and involvement of representatives of professional public institutions in the educational process in the role of stakeholders.