"Category of continuity in the literature can be considered in many aspects - scientific, philosophical, pedagogical and didactic. However, in order to understand this principle, we must consider some aspects of the interpretation of the concept of "continuity". Speaking of continuity as a social process, here are two its components - transfer of values and their assimilation." The nature of values to be delivered to the students also reflects the semantic component of continuity. Konstantin Delikatnyy, in his scientific work suggests that the process of continuity should involve a continuous connection between the past, the present and the future in the context of the acquisition of educational knowledge [Delikatnyy, 1986].

Another scientist Semen Godnik, considers the phenomenon of continuity as "the law of operation of all specially organized and controlled processes and believes that gradual

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The Main Determinants of Improvement of Model of Educational Training of Specialists in the Field of PR Based on Competency Approach by Andrii Kyrychok

progressive development is impossible without continuity" [Godnik, 1981]. We agree with this statement and will add that during the analysis of academic textbooks on pedagogy the scientist had found the ambiguous interpretation of the term "continuity" and the functions that it must perform.

Semen Godnik found that scientificity is a training rule that ensures the implementation of principles of scientificity, accessibility and continuity in education. Also, the scientist stated that the category of continuity necessarily implies a connection between what has been studied and new knowledge, being the elements of an integrated system. He also draws attention to the interdisciplinary relationship in the context of continuity in education, which is the study of related disciplines in the context of lifelong education. The continuity is meant that teachers will build the learning process so that future teachers, who will lecture their subjects in the future, will also teach according to the principle of continuity.

In most cases, the phenomenon of continuity is considered in two aspects - methodological and common didactic. Nataliya Aleksandrova indicates that continuity, as a phenomenon, reflects the normative nature of didactics, it regulates the relationship between learning process and student, and this makes it one of the main principles of didactics [Aleksandrova, 2016]. Another scientist Olga Nezhyva considers continuity in learning as establishing of relationship between elements of learning process so that they could perfectly interact in the system [Nezhyva, 2016]. It is also meant that connection must be established between the elements of the system, between the forms and methods of learning, as well as between the procedures of material adoption. This connection must be constant at all stages of the material learning.

Continuity as a scientific and educational phenomenon enables to understand the major components of the educational process, such as objectives, learning, content, methods, forms and teaching means. "Namely with the help of such concepts as continuity, consistency and steadiness in education, the model of educational training of specialists in public relations can be improved and meet modern requirements of the labour market."

The scientist Vitaliy Slastenin notes the following concerning continuity: "In general, principle of continuity, consistency and steadiness in learning is stipulated by objectively available knowledge stages, relationship between sensual, logical, rational and irrational, conscious and unconscious" [Slastionin, 2004]. A student, passing all stages of the educational process, should not only be intellectually prepared to move to the next stage of information digestion, but should be also ready psychologically and treat the learning process consciously.

Vitaliy Slastionin also says, "The principle of continuity concerns the issue of training content, sequence of its stages, forms and methods of implementation of the educational process, strategies and tactics of interaction in the learning process. It allows you to combine and build a clear hierarchy of individual learning situations into a single integrated process of learning and contributes to the gradual assimilation of laws, patterns and relationships between objects and phenomena" [Slastionin, 2004]. The principle of continuity helps to organize learning process, to build a clear sequence of individual acquisition of knowledge and to organize the training process as an organized algorithm of consistent actions.

In implementing the principles of continuity and consistency teacher has to solve certain specific tasks in a planned periods. In turn, the consistency and continuity also allow students to move from simple to complex forms of cognition.

The principles of continuity and consistency in training give the possibility to solve the contradictions between the necessity to develop a system of knowledge and skills according to disciplinary component and the principle of vision shaping and understanding of the

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worldview. This approach is provided by systematic development of educational programs and training aids and by the establishment of inter and intra meaningful relationships.

System approach to education makes it possible to structure learning material more effectively, to create a system of training materials that would have consistent content and would be delivered in a clear hierarchy. System approach to structuring should highlight key concepts and categories in learning material and to combine them with other concepts and categories and to disclose their genesis.