DIGITIZATION OF EDUCATION AND DEVELOPMENT OF INFORMATIONAL COMPETENCE AS SETTING UP SOCIAL PROGRESS IN GLOBALIZATION TRENDS

Abstract

The article analyzes the main tendency features of digitalization of professional education and development of information competence of subjects of educational process in the context of modern globalization processes. The author argues that the concept of «information and communication competence» and «information competence» (IT competence), in spite of consistency, have a completely different etymology and semantic essence. Analyzed differences between the concepts of «4th Industrial Revolution» and «Industry 4.0» are, determined contradictions of the successful development of vocational education in the conditions of modern globalization processes. On the basis of comparative and factual analysis, the peculiarities of reforming vocational education in the Czech Republic, Austria, Croatia, Finland and the Baltic countries were characterized. The author conceptualized three leading vectors of successful reforming of vocational education in the Ukrainian state. The first one – provides for a clear delineation of the concepts of «information and communication competence» and «information competence» and, accordingly, differentiated research on the development of information competence in the context of global transformations of the era of the Fourth Industrial Revolution, and information and communication competence – within the direction Industry 4.0. The second vector focuses on the external factors of the development of the informational competence of the subjects of the educational process (availability of modern IT, communications facilities, the availability of multimedia equipment, means of visualizing educational content, uninterrupted access to the Internet) and the benefits of digitalising the educational process (efficient means the successful implementation of the modern lesson in theoretical and productive learning, which involves the use of interactive educational technologies that ensure not only reaching ment educational purpose, but also makes it possible to develop «hard» and «flexible» competence). The third vector is connected with the objective need for the mastery of production training and the use of equipment, tools and automation tools at lessons that would not only correspond to the achievement of technologies in one or another field, but would work «ahead».