EEDUCATION AND ASTIMATION OF STUDENTS' KNOWLEDGE OF CATTLE-BREEDING FACULTIES OF AGRICULTURAL UNIVERSITIES

Анотація

Cattle-breeding is a multi-faceted and complex industry. So the people who work here, should be required to undergo appropriate training. Training in higher educational institutions - the prerogative of the state. Agricultural Universities produce biotechnologists with specific sectoral specialization (Cattle-breeder, pig-breeder, sheph-breeders, poultry-breeders, fish-breeder processors of milk, meat), which have not only the appropriate amount of knowledge and the necessary practical skills.

Over the past two decades has dramatically reduced the number of livestock, discontinued production of many domestic mechanization of farms. A sharp decline in the prestige of higher education. Many graduates do not have their first job. In these conditions, it is necessary to change the education system, using international experience. In secondary schools should be the foundation of knowledge, with special attention to child development, the ability to think logically

After school wide network of vocational schools, colleges must provide the graduate with the opportunity of choice of profession according to his desire. It is advisable to set some preferences for applicants from rural areas, it is necessary to use the experience of the internship doctors. Each graduate of the agricultural University must receive a diploma only after working for at least three years in production. Then will decrease the number of "random" students in the agricultural college. Vocational guidance should be a state matter for public sector employees in the agricultural sector

So that students have mastered the subject in full training program, we have tested the following approach. To receive credit and exam-prepared list of questions throughout the course, students will receive in advance. The whole group (subgroup) in the audience. The teacher asks a question, and one student from place to respond. Others are listening and willing - complement. This approach makes it possible to logically go through the whole thing, not pulling away from the general context of its separate parts, as is done in response to individual questions. Thus the whole course of discipline.