RESULTS OF THE EXPERIMENTAL INSPECTION OF THE AUTHOR'S PEDAGOGICAL SYSTEM OF PROFESSIONAL TRAINING OF FUTURE ECONOMISTS

. The article presents the results of experimental verification of the author’s pedagogical system of training of future economists and the effectiveness of organizational and pedagogical conditions for its provision. Methods used: empirical: conversation, observation, questioning, questioning, testing, self-evaluation, peer review method, pedagogical experiment (ascertaining and formative stages); statistical: methods of mathematical statistics for the analysis of experimental data, determining the reliability of the obtained. The testing of the structural-functional model of partnership interaction between higher education applicants, higher education institutions and stakeholder enterprises under separate organizational and pedagogical conditions included the implementation of motivational, organizational, content, activity and evaluation and performance blocks. The results obtained at the ascertaining stage confirmed the assumption that the future economists would exceed the sufficient and average levels of quality training for undergraduates. It is stated that in the control and experimental groups there are practically no applicants for higher education, in which the criteria are formed at a low level. Analysis, using Pearson’s χ2 test, revealed no statistically significant differences between the experimental and control groups, which confirmed their homogeneity in composition. At the formative stage of the pedagogical experiment, the working hypotheses, conceptual provisions, pedagogical system of quality assurance of future economists’ training were experimentally tested by enhancing the partnership cooperation in the educational process of higher education applicants, higher education institution and employer-stakeholder; organizational and pedagogical conditions for successful functioning of the structural and functional model of the pedagogical system were tested. The analysis of the effectiveness of the model implementation and the set of organizational and pedagogical conditions was made by comparing the results at the ascertain- ing and formative stages according to the four distinguished criteria for assessing the quality of training of future economists. The formed expert group recorded the positive dynamics of the distribution of undergraduates by the quality levels of their vocational training in all experimental groups during the pedagogical experiment. Statistical analysis, using Pearson’s χ2 test, revealed significant differences between the control and experimental groups at the formative stage. It is concluded that the model of partnership interaction in the educational process of higher education applicants, higher education institutions and stakeholder enterprises has been put into practice and proved to be effective and expedient to be used in combination with all the distinct organizational and pedagogical conditions.