Journal archive

Abstract: The article deals with the problems of organization of additional training of future engineers and considers the questions of motivation for learning as a result of social consequences of reforming engineering education. The article defines the general interpretation of the notion of ―pre-university education‖ as a guarantee of proactive learning which determines the ideology of training engineering and technical staff. The author outlines a number of target components of the system of pre-university education, such as pre-study courses, pre-profile and profile training, academic and creative courses, doors open days, olympiad marathons, career-oriented testing, etc. The article also discloses the basic forms of pre-university education, analyzes the activity and results of the pre-study courses and profile training as the most effective forms of pre-university training for self-realization and career orientation of students in Voronezh State University of Architecture and Civil Engineering. The results of the undertaken research show that pre-university education develops the creative abilities of students, satisfies their intellectual, cultural and moral interests and facilitates the professional orientation of young people according to university education areas and specialties. Pre-university education gives a chance to adapt new entrants to the study at the university and to correct motivation and psychological aims during their study at the university.