PROBLEM OF FUTURE SPECIALISTS TRAINING MAJORING IN «BIOLOGY AND HUMAN HEALTH»

Over the past decades in Ukraine, the health problem has become especially acute: the number of diseases is increasing, life expectancy, as one of the basic indicators of population health, is rapidly declining. The population health, especially the young people's one, is increasingly threatened in terms of the nation viability and safety. There are no specialists capable of performing health-improving and safety-oriented activities in a qualified manner. The Ministry of Education and Science of Ukraine is working to improve the list of specialties that would be relevant in modern society. According to the 2018 Conditions for Admission to Ukraine's Higher Education Institutions, the renewed specialty «014.05 Secondary Education (Biology and Human Health)» seem to be demanded. The purpose of the article is to consider the content component of this specialty and the possibility of using the subject-subject interaction regarding the implementation of the training intended for the future specialists of the designated sphere. Although, some contradictions are revealed at the conceptual, social, pedagogical, scientific and methodological level of modern education. The content of the future specialists' training in this specialty is guided by the State Standard of Basic and Complete General Secondary Education as well as a curriculum in Biology including the cross-cutting semantic lines, as follows: «Environmental Safety and Sustainable Development», «Civil Responsibility», «Health and Safety», «Enterprising and Financial Literacy». Training of future specialists majoring in “014.05 Secondary Education (Biology and Human Health)” is supposed to be carried out on the basis of the subject-subject interaction. The effectiveness of the training intended for the future specialists of this specialty can be provided in the educational process due to: 1) the actualization of the knowledge related to Biology, human health and safety, the formation of analytical, independent and creative thinking; 2) the formation of the students' (future teachers' of Biology) desire to the healthy and safe implementation of any type of activity due to the increase of creative, independent, innovative forms of education in the subject-subject interaction of the educational process participants; 3) the use of interactive forms of learning ensuring the acquisition and comprehension of the integrity of nature and the interconnection of its objects, the phenomena, the importance of personal experience of safe and healthy behaviour as a personal need, as a way of life; 4) strengthening the practice-oriented direction of students' skills in Biology enabling sustainable development, responsible for making grounded decisions.