Implementation of the practical component in the curriculum of professional training of future specialists in hotel and restaurant business

Abstract

The article analyzes effectiveness of implementation of practical component in curriculum for future specialists in hotel and restaurant business and develops recommendations for its improvement to increase graduates’ level of professional competence. To implement the goal, a number of tasks are defined: 1. Analyze the current state of practical training in educational institutions that train specialists in hotel and restaurant business. 2. Identify main problems and challenges of implementing a practical component in the curriculum. 3. Evaluate effectiveness of existing integration models of practical training. 4. Develop recommendations for students’ improving practical training. To achieve this goal and certain tasks, the following methods were applied: theoretical: theoretical analysis and generalization of literary sources; comparison, generalization; deductive, inductive; systemic, formalization; idealization; empirical: pedagogical observation, generalization of pedagogical experience, comparative analysis of international experience. Results. Problems of implementation of practical component in curriculum for future specialists of hotel and restaurant business are analyzed and allocated: low level of interaction between educational institutions and hotel and restaurant enterprises; insufficient number of practical classes or their formal conduct, lack of modern material and technical base for practical training, lack of standards for assessing practical training. Methods of integration of practical training into curriculum are represented: development of partnership models between educational institutions and enterprises; increase in the number of hours for practical classes; using simulation centers and laboratories to reproduce real work conditions; implementation of dual education system. Recommendations have been made to improve practical training of future specialists in hotel and restaurant business, containing the following provisions: integration of practical trainings into curricula and programs; implementation of simulation models and role-playing games; creation of partnerships with service sector; practical skills assessment and feedback; use of the latest technologies and tools; development of soft skills (soft skills); international experience and cultural exchange.