Introduction. Training personnel for a  transforming and increasingly complex economy is  a challenge for the vocational education system. The indicators that would characterise the level of training of students are not many. Human capital is one of such indicators. The subject of the study is the amount of accumulated state investments in secondary vocational education per student by the time they graduate and enter the labour market (dynamics by year of graduation).

The aim of  the study is  to calculate the amount of  public investment per student under the secondary vocational education programme in the regions of the Russian Federation, both in  vocational educational organisations and higher education institutions for the entire period of student’s education, and to conduct a comparative analysis with similar foreign indicators. 

Methods. Mathematical methods were used to calculate the accumulated investment costs for the formation of the student’s human capital. 

Results. The results obtained allow us  to state that differences in  the amount of  accumulated investment in  the human capital of  students in  the vocational education depend not only on  territorial differences, but also on  different time periods. In most of the observed subjects, investments in 2016 graduates exceeded investments in 2020 graduates. In the observed period since 2016, investments in the human capital of  secondary vocational education students have generally been declining. Comparison of  accumulated investments in  graduates of  2018 in  Russia with those in foreign countries (the USA and Germany) in terms of purchasing power parity shows that domestic indicators are comparable to foreign ones. 

Scientific novelty. Two methods for calculating the accumulated state investment costs for forming human capital of  a secondary vocational education student are proposed and tested. A  technique was developed for collecting and processing primary statistical information necessary for calculations. 

Practical significance. The results of  the study can be  used for the development of federal and regional regulations in terms of improving the methods of calculating the standards for financing secondary vocational education programmes. 

Funding. The research was carried out with the financial support of  the Ministry of Education of the Russian Federation within the state task “Theory and Methodology of the Formation of a Content Update System in the Framework of Teacher Training Under the Transformation of the Russian Economy” (fundamental research), No. 073- 00104-22-01.

Introduction. Taking into account the increasing need of the state for qualified workers and mid-level specialists, the requirements for the quality of  training of  a teacher of  vocational education, who is  directly responsible for the result of  the educational process in  the system of  secondary vocational education, are also changing. Based on  the integrative nature of  the activity of  a teacher of  vocational education, which presupposes them mastering several components of training, special attention should be paid to industrial training. It can contribute to the practical development of the future subject area and is directly related to the field of professional activity of future graduates of secondary vocational education. 

Аim. To find possible ways to improve industrial training as an independent and fullfledged component of vocational pedagogical education, taking into account its current state and identified problems. 

Methods. Bibliographic analysis of scientific publications and the study of normative legal acts, synthesis of the information received, an inductive method for studying the place of industrial training in the preparation of a teacher of vocational training and the formulation of conclusions. 

Results and scientific novelty. The conducted research made it possible to concretise the concepts of “industrial training” and “training of a teacher of vocational education in  the profession of  a worker (position of  an employee)”; to  determine the essential characteristics and current state of  industrial training; to  provide a  description of  the requirements for the training of  a teacher of  vocational education in  the profession of a worker (position of an employee), taking into account the existing deficits in their industrial training. Potential ways of  improvement of  industrial training as  a part of training of a teacher of vocational and pedagogical education were developed.

Practical significance. The results of the study can be used in the practice of educational institutions of  higher education in  the implementation of  training programmes for teachers of vocational education. 

Funding. The research was carried out within the framework of  the state task of  the Ministry of  Education of  the Russian Federation “Theory and Methodology of  the Formation of  a Content Update System in  the Framework of  Teacher Training in  the Conditions of Transformation of the Russian Economy” (fundamental research, No. 073- 00104-22-01).

Introduction. The model of assessing the competence of teachers has a direct impact on the effectiveness and efficiency of the entire education system. Currently, pedagogical science defines a methodological approach to the content and procedure for assessing the competence of teachers of educational organisations, as well as a methodological guideline characterising the specifics of  pedagogical work in  the field of  vocational education. The assessment of  the competence of  teachers of  vocational education organisations should also be guided by these specifics. However, the discussion of the assessment tools used in practice and proposed in publications indicates the problematic nature of the methodological foundations selected for it.

The aim of  the article is  to identify the problematic aspects of  methodological foundations for assessing the competence of  teachers of  vocational education organisations and to argue in favour of those foundations that would lead to a consensus among all stakeholders. 

The methodology of the study is a comparative and analytical review, a critical rethinking of  the methodological foundations of  modern theory and practice of  assessing the competence of teachers of vocational education organisations. 

Results. The existing list of methodological foundations for assessing the competence of teachers of vocational education organisations should be improved. The results of the included (immanent) monitoring of the sphere of vocational education and the labour market together with digital tracking of  teachers’ professional activity and matching of their skills should be taken into account. 

The scientific novelty consists in a reasoned proposal of ways to further improve the theory and practice of assessing the competence of teachers of vocational education organisations. 

The practical significance consists in  a reasoned proposal of  such ways to  further improve the theory and practice of assessing the competence of teachers of vocational education organisations, which are currently used by  the most advanced personnel services of enterprises in the real sector of the economy. 

Funding. The study was funded by the Ministry of Education of the Russian Federation as  an implementation of  the state task “Development of  a model for the formation and improvement of  the skills of  teaching staff, including the development of  a methodology for modern assessment of the professional competence of teaching staff of the vocational education system based on monitoring of the educational sphere and the labour market” (applied research, No. 073-00104-22-01).

Introduction. The dynamics of  challenges and risks faced by  the Russian vocational education system requires a search for answers in a broader context, including changes in  approaches to  labour market regulation and improving the content of  vocational education. 

Аim. To  identify elements of  the domestic experience of  assessing the competence of  pedagogical personnel that have the potential to  be updated in  the process of developing a methodology for assessing the results of teachers’ activities adequate to modern challenges, aimed at forming socially significant competencies of graduates of vocational education organisations. 

Methods. Analysis of  scientific publications and historical sources in  the field of education and labour using historical-genetic and systematic methods, generalization and systematization of the findings. 

Results. The expert opinions recorded in domestic publications and archival materials of the 1970s and 1980s were analysed. The reasons for the relative lag in the late Soviet period between the development of methods for assessing socially significant learning outcomes from professional ones were identified; scientific approaches to  solving this problem were outlined in  the course of  the activities of  the research laboratory “Problems of optimising the training of engineering and pedagogical personnel” as well as possible ways of their actualization in solving these problems. 

Practical significance. The results of  the study can be  used in  the process of modernization of the system of training of professional and pedagogical personnel in Russia. 

Funding. The article was carried out within the framework of  the state task of  the Ministry of  Education of  the Russian Federation “Development of  a model for the formation and improvement of the skills of teaching staff, including the development of a methodology for modern assessment of the professional competence of teaching staff of the vocational education system based on monitoring of the educational sphere and the labour market” (applied research, No. 073-00104-22-01).

Introduction. The use of  a competence-based approach in  the practice of  training a teacher of secondary vocational education is a part of the requirements for the learning outcomes in the federal state educational standard. However, real organisations do not use the possibilities of a competence-based approach for the selection and forecasting of  professional development when improving the human resources potential. The competence model of a teacher of secondary vocational education can become the core of such practice in the system of secondary vocational education. 

The aim of the article is to substantiate the soft skill model of a secondary vocational education teacher in  order to  improve the human potential through the procedures of professional psychological selection and forecasting of professional success. 

Methods. In the course of the study, a theoretical and methodological analysis of the semantic and substantive content of  the subject field of  research that was relevant to the idea of competencies was used. In the empirical study, survey methods and the expert assessment method were used. 

Results. In the course of the research, a list of soft competencies of a teacher of secondary vocational education was identified and a sequence of development of a competence model for professional psychological selection and forecasting the professional development of a teacher of secondary vocational education was proposed. 

Scientific novelty. A separate group of soft competencies was identified on a sample of secondary vocational education teachers, aimed at predicting the changes in both the professional activity and oneself as its subject. 

Practical significance. The presented sequence of model development can be applied to  other industries or  types of  activities. The presented model can serve as  the basis for the development of  selection and forecasting procedures of  the professional development of secondary vocational education teachers. 

Funding. The article was carried out within the state task of the Ministry of Education of  the Russian Federation “The System of  Professional Psychological Selection and Forecasting of  the Professional Development of  Teachers of  Secondary Vocational Education Based on the Concept of Soft Competencies” (applied research, № 073-00104- 22-01)

Introduction. Vocational education is  responding to  socio-economic and political changes, and thus experiences the need for a  change in  a number of  traditional approaches to the system of training, retraining and advanced training of specialists with secondary vocational education. The introduction of  a competence-based approach in educational social practices emphasises the role of the personality of the teacher and the student, setting the vector for the development of supra-professional flexibility skills. 

The aim of the article is to actualise the model of competencies of a secondary vocational education teacher considering the demand of the labour market for the graduates of secondary vocational education to have flexibility skills. 

Methods. Among the methods used were analysis of  regulatory documents and scientific literature on  the research problem and a  survey (questionnaires) of  secondary vocational education teachers in Sverdlovsk region. 

Results. Based on the comparison of the requirements of the federal educational standard and the specifics of professional activity, the competencies of the future teacher of vocational training, which would allow for a flexible trajectory of self and professional development were identified. 

Scientific novelty. Based on the results of the survey, a proposal was made to include foresight competencies in  the competency-based model of  a vocational training teacher. 

Practical significance. The data and conclusions from the study can be useful for the developers of basic and additional educational programmes of training, retraining and advanced training of teachers of vocational education teachers. 

Funding. The article was carried out within the state task of the Ministry of Education of the Russian Federation “The System of Professional Psychological Selection and Forecasting of the Professional Development of Teachers of Secondary Vocational Education Based on the Concept of Soft Competencies” (applied research, №. 073-00104-22-01)

Introduction. Pedagogical employees of secondary vocational education are a special socio-professional group, which is  subject to  significant changes under the influence of  educational and social environment. Accurate sociological description is  needed to evaluate the challenges the group may face. 

The aim of the article is to characterize the current state of the group of pedagogical employees of secondary vocational education and evaluate the challenges it may face with further functioning. 

Methods. The article uses general scientific methods: theoretical analysis, secondary data analysis, as  well as  applied methods of  sociological research: standardised interviews of teachers and trainers. 

Results. The obtained results outline the features of  socio-professional group of  teaching staff of  secondary vocational education system and give an  idea of  its actual state. Knowing the current functions of the professional group enables the risks of further development of pedagogical employees of secondary vocational education system be evaluated. 

The scientific novelty lies in  capturing the current state of  the group functioning, revealing the risky aspects of its further functioning. 

Practical significance. The results of the study can be used to develop recommendations for the work with the professional groups of teachers of secondary vocational education system, as well as secondary data in the implementation of research on similar topics. 

Funding. The work was carried out within the state task of the Ministry of Education of  the Russian Federation “The Pedagogical Workers of  Professional Education and Science: Recruitment, Professional Adaptation and Social Representation” (applied research, № 073-00104-22-01).

Introduction. Most Russian authors study human resources potential of  secondary vocational education system from the perspective of teachers’ professional competencies. Social characteristics of teachers that define their motivation to do pedagogical work and develop themselves go unnoticed. 

The aim of the article is to create a social portrait of a vocational teacher, taking into account their age, education, and gender. 

Methods. Among the methods used were secondary analysis of  statistical data; sociological survey by  means of  a questionnaire within the national study of  2022 with pedagogical and administrative employees of  secondary vocational education institutions in the role of respondents (3, 416 representatives of various subjects of the Russian Federation in total). 

Results. The article presents the social characteristics of teachers of secondary vocational education depending on their motivation for pedagogical work. The main criteria are age, educational and gender markers, which together make it  possible to  build two alternative social portraits of teachers of Russian colleges. 

Scientific novelty. Patterns of  influence of  gender and age on  teachers’ professional motivation were identified. 

Practical significance. The requests for reorganization of  secondary vocational education system are able to be specified considering social characteristics that define teachers’ professional motivation and motivation for self-development. 

Funding. The research was carried out within the state task of the Ministry of Education of  the Russian Federation “Teaching Staff of  Secondary Vocational Education: Recruitment, Professional Adaptation and Social Representation” (applied research, №. 073-00104-22-01).

Introduction. Digital transformation has made significant adjustments to  the educational process of vocational education. Special attention should be paid to readiness for online education in order for teachers to solve the tasks they are facing. The article examines the tools for diagnosing the readiness of teachers and secondary vocational education organisations to implement online education using an automated software system. 

The aim of the article is to substantiate the superiority of an automated software system as a diagnostic tool for assessing the readiness of teachers of secondary vocational education organisations for online education. 

Methods. Analysis of scientific publications, generalisation and systematisation of the findings, testing approach, multidimensional evaluation approach. 

Results. Criteria and indicators reflecting the readiness of the teaching staff of secondary vocational education organisations to implement online education were introduced; methods of measuring them as well as a methodology for constructing a diagnostic conclusion were developed; an automated diagnostic tool, which can personalise the training for online education among teachers and heads of secondary vocational education organisations was developed and tested.  

Practical significance. The results of the study can be used to determine the readiness of teachers and organisations of secondary vocational education for online education in the context of digital transformation of the education system. 

Funding. The work was carried out within the state task of the Ministry of Education of the Russian Federation “Institutionalisation of online education in the transforming educational environment of vocational education and modification of tools for the training of teaching staff of vocational education under digital transformation” (applied research, No. 073-00104-22-01).

The model of  pedagogical support presented in  the article is  the result of  the first, theoretical, stage of research which is aimed at studying the specifics of the formation of professional identity among future teachers of vocational education.