Increasing the level of the prospective specialists' professional responsibility is an important aspect of preparing young people for life and work in a highly-competitive and dynamic society. Professional training of the competitive professionals is inextricably interwoven with the development of their abilities, worldview, cognitive independence, moral and ethical culture, national consciousness, ability to perform tasks at a high professional level, solve life and personal problems. With reference to the scientific sources, the article describes varied approaches to the definition of the concept of responsibility. In the focus of the study are the most essential issues of the notion of future specialist's professional responsibility. The author argues that professional responsibility reflects the objectively necessary relationships in a team, which are characterized by a conscious need to fulfill professional requirements, moral and professional duties, social norms, to be responsible for the professional actions as to the colleagues, team, and society. The article highlights the most important areas of vocational education improvement, focusing on the most favorable conditions for the professional responsibility formation, describes the set of factors, requirements, and influences aimed at facilitating the process. Pedagogical conditions involve the factors and professional interests, which contribute to the future specialist's self-sufficiency and self-criticism development, provide for the disclosure of the personality potential, influence the formation of professionally significant qualities of future specialists, improve the quality of their training and inspire the specialist for further development, transformation, and integration into the European and world community. The study has revealed that the mechanisms of professional responsibility formation work more efficiently owing to the implementation of properly selected pedagogical approaches in the process of training. The main components that determine the level of professional responsibility are identified. The key findings of the study argue that the quality of the formation process of the professional responsibility of the prospective specialist depends greatly on the gradual and manageable training, filling the training content with integrative combination of personal, pedagogical and professional components, development of the organizational principles based on the combination of theory and practice, involving students in various types of activity.
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