Analysis of the professional training status future designers in the higher educational institutions of Europe

The article discusses the state of professional training of future designers in higher educational institutions of Europe. These are universities that have a high world rating in the direction of “Art and Design” for the QS 2019 version. The analysis of the structure of training of specialists in the design of the Royal College of Arts (United Kingdom), the London College of Fashion, the School of Arts, Design and Architecture of Aalto (Finland), the Design Academy of Eindhoven (Netherlands), and the Royal Danish Academy of Fine Arts is carried out. The analysis criteria were chosen: educational qualification levels of training, duration of study, types of professional activity of graduates, the main educational programs that are implemented in higher education institutions in the field of training, organization of the learning process, an interdisciplinary approach, the formation of individual educational trajectories of students. The authors identified the main trends in the design of education in Europe: vocational training has an applied character and a personality-oriented direction of development; close relationship with real production to provide students with work experience. The authors determined the essence and features of professional training of future designers in higher education institutions, which have a high rating in the field of design. The pedagogical foundations of training future designers in higher educational institutions are justified. The key idea is to fill the content with the training of a future specialist in the field of design byes improving it depending on external factors. The scientific novelty of the study is an analytical comparison of the state of professional training of future designers in European institutions of higher education, which have a world rating among universities in the direction of “Art and Design” for the QS 2019 version. The main research methods are theoretical methods of analysis and synthesis, which made it is possible to show the development of pedagogical thought on the studied problem; a method of system-structural analysis of scientific, informational and pedagogical literature to clarify and clarify the main categories of research; comparative pedagogical method for studying foreign experience.