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The main direction of the development of the education system in Ukraine is the introduction of European standards, technologies, norms, and perspectives to ensure competitiveness in the market of European education services. The study aimed to highlight modern approaches to the standardization of higher education in the context of shaping professional competences of future pharmacists, to identify peculiarities and possibilities of applying a systemic approach to the development of a higher education standard for the specialty of 226 Pharmacy, Industrial Pharmacy of the second (master’s) level. The research materials consisted of references containing information on the development, approval, and implementation of higher education standard. The following methods were used in the study: synthetic, analytical, information search, descriptive, and generalization. The pharmaceutical industry is socially significant, and the specialty of 226 Pharmacy, Industrial Pharmacy, as well as all the specialties in the field of study 22 Health, are regulated. Therefore, professionals in this field should possess integrated knowledge and skills, be able to solve complex tasks and problems in the field of pharmacy and healthcare, both in practice and during the learning process. This involves conducting research, implementing innovations, and is characterized by uncertain conditions and requirements. A modern approach also involves the use of highly efficient technologies in the national and international educational and scientific environments, which ensure the preparation of competitive, highly qualified pharmaceutical professionals with moral and spiritual values, social responsibility, and community orientation. They are capable of providing quality pharmaceutical care to people and possess «soft skills». Upon the development of the approved higher education standard for the specialty of 226 Pharmacy, Industrial Pharmacy by the Ministry of Education and Science of Ukraine, the educational and professional programs Pharmacy and Perfume and Cosmetic Technologies were revised, and a list of competences as well as program learning outcomes for future pharmaceutical professionals was specified. These were aligned with the demands of the labor market and a professional-oriented approach, based on the concept of competences for a modern pharmacist and the variable components of educational and professional training programs

The article deals with the problem of using information technologies in the process of specialized training of students of engineering and pedagogical specialties. The aim of the article is to reveal the essence and peculiarities of the use of information technology in the training of future vocational teachers; to identify the problems of classical teaching methods and to find ways to solve them through the use of information technology. A set of research methods was used, namely: content analysis, generalization and specification of the provisions of the Standards of Higher and Vocational Education of Ukraine, educational programs and curricula, designing the content and structure of an e-learning course, substantiation of the conditions for using e-learning courses in the process of specialized training of students. Results of the study. The Standard of Higher Education of Ukraine, specialty 015 Vocational Education (by specialization), first (bachelor) level, was analyzed. The existing curricula for the training of vocational teachers of transport profile were examined for their compliance with the requirements of educational standards. It has been determined that the normative part of the curriculum includes cycles of general and professional training which contain blocks of fundamental, psychological, pedagogical and methodological, scientific and subject, and practical training. It has been found out that the courses that form the special competencies of vocational teachers of transport profile belong to the block of scientific and subject training. The courses that form the special competencies of transport vocational teachers are highlighted, namely: vehicles and their maintenance, transport logistics, electrical and information-computer systems in transport, traffic rules, operation and repair of transport machine engines, interchangeability, standardization and technical measurements, and technical mechanics. Traditional approaches to the study of these courses are investigated in order to identify the main shortcomings. It has been stated that the traditional methodology of conducting classes involves significant time spent on note-taking of educational material, which can be mastered with greater efficiency using information and communication tools. Ways to eliminate the shortcomings of traditional approaches to the study of specialized courses are proposed, one of which is the development and implementation of e-courses on the Moodle platform, since this platform allows combining different formats of information, makes it possible to timely update the educational material in accordance with the pace of development of the transport industry, as well as it is easy to use and supported by most modern Smart devices. The structural and functional components of the e-learning course are defined including an information and organizational component; a training component; an information and reference component; and a practical component. The requirements for creating and implementing e-learning courses in the educational process are generalized. An e-learning course on the Moodle platform in the Transport Logistics course has been developed. It consists of information and methodological, training, control and evaluation, and reference blocks. A description of the content of these structural blocks is presented. Prospects for further research are identified; these are development of methods for using e-learning courses in specialized subjects in a mixed form of education under martial law.

The purpose of this study is to examine the features of the acquisition of value-based competencies for effective management of training of specialists. Higher education institutions are tasked with implementing educational programs that allow to achieve the set goals and form the necessary competencies to provide quality training of specialists. An analysis of recent research and publications has shown that the use of the competency approach in higher education institutions has become possible owing to the new standards approved by the Ministry of Education and Science. Methodology: General scientific and special methods of system-structural analysis and synthesis, frequency analysis, quantitative distribution, grouping were used in the research process. Competencies which the applicants for higher education are supposed to acquire after mastering the educational and professional programs were analyzed in each specialty. The research findings show that the main components of professional education are 11 core competencies, which account for 35% of all competencies studied and form 68% of universal skills in all specialties, while 22 competencies are unique to educational and professional programs and provide performing professional functions by type of activity. It has been found that in the specialties of natural sciences, engineering and information technologies, the main emphasis is placed on the acquisition of purely professional competencies, while in humanities, economic, managerial and law specialties, professional competencies are supplemented with intercultural and social competencies. The grouping of competencies according to the opportunity to obtain learning outcomes has been given, the understanding of the grouping allows to provide effective management of quality training of specialists.