TRAINING OF NATIONAL DESIGN EXPERTS IN HIGHER EDUCATIONAL INSTITUTIONS IN EUROPE

Abstract

The article analyzes the peculiarities of national design specialists training in higher educational institutions in Europe and the USA. It is determined that British educational institutions traditionally occupy the highest places in the world rankings of universities, which provide professional training for specialists in national design. Design education in this country is distinguished by three basic principles: first, it is emphasized that students will work in different industries and must themselves be engineers; secondly, their special role in the creation of product samples will be to take care of appearance, ease of use and ease of operation; thirdly, they are expected to have a creative attitude to their work, which implies the presence of social responsibility for shaping the environment. The features that are formed in future specialists in national design in UK higher educational institutions are distinguished: autonomy, independence; analytic, critical and self-critical thinking; the ability to communicate with the general public not only through verbal means in the process of language contact, but also through written texts, drawings, diagrams, pictures; mental activity, responsibility; sensitivity, interest in the world of things, in its diversity and unity. It has been found out that in the USA vocational training in higher educational institutions can be characterized as practical-oriented and corporate (manifested in the predominance of practical-oriented educational disciplines, compulsory industrial practice). It is noted that the International Design Forum in Hanover is one of the oldest design institutes in Germany and one of the leading centers of design of international importance. High schools in Germany where design education is possible are listed. They use play-based teaching methods (free-form contests, anti-design exhibitions, fairs, etc.) aimed at developing a practical component of design thinking. It is stated that in Italy a developed system of design education was formed, and the main point of all schools and directions in the preparation of specialists in national design was the design methodology. The opinion of foreign scientists on the introduction of design methodology in the educational process is covered. Types of assessment of future specialists in national design in foreign universities are revealed. Common and distinctive features of professional training of national design specialists in foreign educational establishments are determined.