Approaches to Training Computer Specialists in the Context of Non-Formal Education

Abstract

The significance of the research topic arises from the imperative to address the specific cognitive and
professional enquiries of students. This necessitates substantial modifications across the organizational,
procedural, and content-technological underpinnings of the educational environment. Education institutions
are actively engaged in tackling this challenge. Among the foremost modalities for addressing the individual
vocational and educational needs of numerous professionals within the computer industry, the system of
instruction within non-formal educational settings stands out. This article centers on dissecting the
fundamental aspects of individualization, differentiation, and personalization in education, with the aim of
ascertaining the viability of their integration into the non-formal training of computer specialists. The study
employs theoretical research techniques, including analysis, generalization, and systematization. The
findings illuminate that the utilization of individualized education is circumscribed by substantial constraints,
encompassing intricate diagnostic processes, the demand for prolonged and multifaceted influence on the
learner's persona, and the extent of instructor involvement. These constraints stem from the distinctive nature
of instruction within non-formal education institutions and the competences of educators, who are predominantly practicing industry specialists rather than professional pedagogues. Findings show that
differentiated learning is beneficial only under specific conditions, dictated by factors such as group
dynamics, structure of practice-oriented curriculum, and the number of students in an academic group. The
viability of personalized learning, rooted in a specialist's vocational activity, is meticulously substantiated.
Determinants for the implementation of personalized learning encompass the modality of instruction (on-thejob training, dual education, blended learning, distance learning, and traditional (in-class) learning),
curriculum nuances (core substantive elements, supplementary components for cultivating qualities or
knowledge from cognate domains), digital repository or cloud-based educational environment, the tenets of
the process and outcome monitoring system for educational progress (ongoing and final assessment), and the
functions of the educational platform facilitating information aggregation and student interaction. Future
research endeavors should focus on the establishment and elaboration of a systematic methodology for the
personalized instruction of computer specialists within the framework of non-formal education settings.