Program of future engineers adaptation to educational and professional activities in the university

Problem and goal. The article analyses the extent of the problem of adaptation of students to the educational and professional activities in the University and the influence of adaptation on the quality of training. In pedagogical theory and practice are insufficiently addressed the problem of adaptation of future engineers to educational and professional activities in the University, in particular, for specialists in the field of electronic systems. It is shown that for efficient adaptation of students - future engineers need to pedagogical support of process of adaptation on the basis of the developed programs adapting future engineers to educational and professional activities in the University and the conditions for its implementation. Material and Methods. Research methodology comprise analysis of psychological-pedagogical literature on the problem support of process of adaptation, normative documents, State educational standards, methodical, professional literature, synthesis of pedagogical experience with training of specialists in the field of electronic systems. Results. The proposed programs take into account the orientation of educational and professional activities and is implemented in the following areas: engineering, socio-professional and personality-oriented. In each area of the identified factors that affect the adaptation process, defined tasks of pedagogical support of process of adaptation, justified the organizational and pedagogical conditions, designed forms and methods of ensuring the effectiveness of future engineers to adapt to the educational and professional activities at the University. Conclusion. Adaptation program future engineers to educational and professional activities in the University and organizational and pedagogical conditions conducive to: supplement the content of the educational and professional activities of material, developing digital technology in the training of future engineers; the involvement of future engineers to practical activity, including safe professional activities; mainstreaming the needs of future engineers in mastering the techniques of self-organization, self-development and self-realization, in understanding the meaning, values and priorities of the educational and professional activities.