ВИМОГИ ДО ЯКОСТІ ПІДГОТОВКИ БАКАЛАВРІВ ФІЛОЛОГІЇ: ЗРАЗКИ ЕФЕКТИВНОГО МОНІТОРИНГУ

The article is devoted to the analysis of the requirements for the quality of the preparation of bachelors of philology (teachers of foreign and native languages, teachers, translators) in the context of research by domestic and foreign scientists of normative documents (educational standards, curricula and programs, methodological recommendations, etc.) and the best examples of the advanced countries of the world - Canada. The USA, Poland, the countries of the European Union. The fact that the modern intensive processes of socio-cultural development of the world community caused changes in educational ideology and caused the intensive dynamics of foreign language education systems in many countries, filled the new requirements of the purpose, content and technology of teaching foreign languages, radically changed the quality of training specialists. The aspects of expanding the sociocultural content of the study of foreign languages, the priorities of language education of the globalized world educational space are singled out. The problem of preparing bachelors of philology (teachers and teachers of native and foreign languages, translators) is defined as particularly acute. In the proposed context, the analysis of domestic and foreign discourse presents the problem of reaching the leaders of countries that have gained world recognition in the field of vocational training of such specialists, which causes scientific interest and the need for detailed study, systematization and synthesis of experience to ensure effective monitoring of the quality of such training in Ukraine . The purpose of intelligence is determined by the identification of promising achievements of the best world and national educational systems, ascertaining the possibilities of their application in the national system of vocational education and in the national educational space. The reasons and prospective ways of perfection of standards and technologies of professional preparation of bachelors of philology in Canada, Poland, Ukraine are found out. The prospects of using the experience of these countries in building a research technology for monitoring the quality of bachelor's degree in philology in the Ukrainian universities are as follows: improving the standards of training specialists; provision of multicultural orientation of the educational process; application of modern educational technologies; Individualization of educational trajectories of students; interconnection of various types of professional experience in the process of practical training; optimization of the number of academic disciplines in curricula and educational programs.