TREANING OF TEACHERS AND INSTRUCTORS IN THE SYSTEM OF VOCATIONAL EDUCATION AND TRAINING OF THE EU COUNTRIES: EXPERIENCE FOR UKRAINE

Introduction. The article is devoted to the analysis of the training of teachers and instructors in the VET system of the EU countries in the context of the deployment of Industry 4.0. The development of Cyber- Physical Systems, artificial intelligence, automation, robotics, and deeper and larger-scale interaction of machines and systems are noted. Professional education and training in the EU countries are in constant transformation. Its general scientific component is strengthened and new paths to higher and further education is opened. The demand for new competencies of qualified workers in the context of changes in the labour market requires improvement in the training of teachers and instructors. Since June 2022, Ukraine is an official candidate for joining the EU, and European experience is relevant to it. Purpose. Article aims to find out the institutional and substantive aspects of the modernization of the training of management personnel, teachers and VET instructors of the EU countries and the possibilities of applying this experience in Ukrainian vocational education. Methods. Historical and logical methods, induction, deduction, comparative analysis, and analogy were used. Results. For three centuries, there have been three classic models of professional education and training: liberal (England), state-bureaucratic (France) and dual (Germany). Attempts to bring them together within the EU over the past 30 years have not been particularly successful. This is stated in official documents of the Council of the EU, the European Parliament, the European Commission, and analytical reports of Cedefop. However, in European countries, there is a general understanding of the importance of training VET teachers and instructors. In particular, ReferNet, a structural network of Cedefop, studies and disseminates the experience of countries in matters of legislation, organization of training in the VET system, their interaction with companies, and financing of various projects and initiatives. Originality. The need for teachers and instructors to combine the principles of autonomy and collegiality in the educational process. Achieving European standards by preserving the individuality of national VET systems. Conclusion. Globalization, technological changes, and new competencies of workers require improvement of the VET system. Today, there are obvious trends towards digitization, the transition to a green economy, the introduction of the "lifelong learning" concept, and the active use of new forms of blended learning. However, the ratio of general and special disciplines in professional education and training requires a more detailed study. The forecast of the future labour market and the corresponding competencies of future employees are little studied, have national characteristics and require the development of a new methodological toolkit.