SOFT SKILLS AND HARD SKILLS AS THE BASIS FOR THE FORMATION AND DEVELOPMENT OF EMPLOYEES IN CONDITIONS OF TECHNOLOGICAL INNOVATIONS

The paper contains analysis of reasons prompting development of educational standards and curricula for higher education students in Ukraine based on the formation and development of their professional (hard skills) and supra-subject (soft skills) skills in a rapidly changing world.


Introduction.
Education is one of the main factors in socio-economic transformation of society. The accumulation of capital, formation of the economy of knowledge, introduction of new technologies are indicators of the civilization progress in the twentieth century. In the same century, Nobel laureates T. Schultz [1] and G. Becker [2] presented a fundamentally new view of the role of man in the development of the economy. Among the most powerful factors of economic growth, researchers pointed to general literacy and professional training. This approach to assessing the resources of a person were also confirmed in modern research by the World Bank.
Thus, educational potential, as the basis of human capital, was recognized as the engine that drives economic growth and creates an innovative environment.
The educational process is closely linked to the general development strategy of state and its ideology. The pace of globalization processes determines the modernization of the educational system in Ukraine. In the context of globalization processes national educational systems while maintaining their specific features direct their capabilities towards the formation of human knowledge as «a product» THEORY AND PRACTICE OF SCIENCE: KEY ASPECTS 272 that can be sold at a profit in the labor market. However, the results of knowledge accumulation do not equal to an ability of a person to apply it in practice, therefore, educators currently face an issue of the formation and development of a wide range of competencies (soft skills and hard skills) among future employees in a rapidly changing world.
The purpose of our research piece is to describe reasons prompting development of national educational programs for higher education students as future employees in the context of creating new specialties and jobs in today's world.
Research methods: generalization and analysis of psychological, pedagogical and sociological data on the topic.

Presentation of materials.
The speed of change taking place in the social and educational fields is much lower than the speed of change taking place in the technological sphere, which, in turn, creates a shortage of highly qualified personnel, whose activity would meet the demands of the modern labor market. The main consequence of the mismatch between the educational systems of many countries and the changes related to the third industrial revolution and computerization and processes that reflect differences in the abilities of members of society to use information as a necessary tool for their self-development. Thus, it is the person's ability to receive information, and to apply skills in specific types of activity that contemporary researchers Performing work in the context of new professions will require people to bring their knowledge, skills and abilities to a new level and new forms of labor automation. Among these abilities the most popular will be the following: advanced communication and negotiation skills; interpersonal communication skills and empathy; leadership and management over others; entrepreneurship and initiative; adaptability and nonstop learning; educating and training others [9].
Noting the advantages of computerization of cognitive tasks in various areas of activity, the researchers [10] point to the scalability as a way to increase productivity in the direct proportion to the use of additional resources and the lack of irrationality of thinking, which is clearly characterized by human prejudice and bias. Thus, for example on-line courses and forums have become a positive consequence of the use of new technologies in the area of education where students in the process of interaction generate and discuss new ideas in the context of the material they study [11] and also have the opportunity of chosing strategies of education and assessing their own achievements in accordance with individual needs, capabilities and characteristics. Promoting the idea of the need to computerize intellectual work and stressing the effects of the use of new technologies, the researchers are consistent in their statement that «... robots, however, cannot correspond to the breadth and depth of human perception» [10].
According to K. Schwab [7], professions that involve creative and social skills that require the generation of new ideas in an ever-changing world will have a low Changes in geopolitics, socio-cultural life, demographic problems will become those factors that will have an equally important impact on the formation of the market for professions. And yet, as he fairly notes, it is the the workforce potential and not the human capital that will become the main factor in production. Schwab states that the lack of competent workers will be the mian limitation for the introduction of innovations and a factor that will restrain the growth and competitiveness of different segments of the labor market [7]. Thus, the separation of the employment market according to criteria such as highly skilled -highly paid and low skilledlow paid work will lead to an increased conflict in the public opinion and as a result in behavior.
As he fairly states, in the context of Industry 4. 0, the definition «high qualification» itself is subject to revision [7]. Traditional interpretations of this concept put the emphasis on the employee having a high level of education, which is manifested by his abilities in the specific area of expertise or a particular profession. In the conditions of the fourth industrial revolution, special attention will be given to such abilities as constant adaptation to new working conditions and development of such approaches and skills that can be used in different types of professional activity. Among many interpretations of the definition of «paradigm,» we will rely on the definition of this concept given by T. Kuhn [15] who viewed it as a conceptual scheme or a unit of measurement of changes that occur in the process of the development of science, as well as from the perspective of the «mental window» K. Baiby [16: p. 25] allowing the researcher to study the world. The analysis of the content of pedagogical paradigms makes it possible to determine the system of values, techniques and methods put into the basic models of education [17] and determining their relation to the functioning of the educational system in general.
Studying the experience of inter-paradigmatic reflection [18], the attempts to harmonize different directions [19] and to study polyparadigms as the foundation of modern pedagogy [20] have given the impetus to further research aimed at studying the essence of this phenomenon [21], its foundations [22] and role in the history of culture [23]; the need for a combination of innovative and traditional approaches in improving the quality of education [24; 25]; and the needs to assess the mission of the educator [26].
Studying the paradigmatic approach to developing the content of teacher's competence undertaken by E. Bondarevskaya and S. Kulnevich [27] helped us to point to cultural, cognitive-informational, personal, competency-based paradigms described in the works of I. Veretenko [28: p. 249-257]. We think that their theoretical positions make it possible to form in students a wide range of necessary skills, the basis of key subject competencies. Such polyparadigmality that assumes the coherence of various areas, where each of them corresponds to a specific role of the teacher, allows us to consider the process of forming these skills from a different perspective in the context of the requirements of the modern labor market.
The formation of competitiveness and mobility, as major qualities of modern students, is carried out by teachers on the basis of systemic, activity-based, personal, competence-based approaches. These approaches are the basic for all above mentioned educational paradigms. They are also fundamental for establishing SCIENTIFIC COLLECTION «INTERCONF» | № 42 277 educational standards and curricula of academic disciplines for higher education students in Ukraine.
The basis of teacher's activity in forming soft and hard skills in the context of these paradigms is understanding such concepts as «personality», «uniqueness», «development», «vital necessity», «means» on the basis of which the model of professional behavior of a student will become geared towards further development of their personal and professional qualities by all possible pedagogical means.

Conclusions.
Thus, in conditions of student-centered learning (as a new educational paradigm), the main idea of which is the possibility for young people to achieve success in obtaining prestigious jobs in the labor market, the main objective of the teacher is to harmonize training programs and bring them in line with the demands of the market and employers.