Introduction. In the context of sanctions restrictions, ensuring the technological sovereignty of several sectors of the domestic economy has become crucial. Therefore, it is essential to align the volume and structure of training of mid-level specialists with the needs of economic development in the regions. Staffing the implementation of technological sovereignty projects is as important as the availability and large-scale dissemination of domestic technologies for their successful implementation. 

The aim of the study is to analyse the compliance of the structure of training personnel with secondary vocational education with the needs of economic development in the framework of the implementation of technological sovereignty projects. 

Methods. The study used a comparative analysis of the results of monitoring by the Federal Service for Labour and Employment on  the employment of  graduates who have completed secondary vocational education programmes, federal statistical observation data on the form of SPO-1 for 2017–2022, and materials of sociological surveys on the motives of  employment of  graduates of  secondary vocational education. For greater clarity, the results are presented in the form of infographics. 

Results. The study revealed significant imbalances between the volume and structure of training of mid-level specialists with the current and future needs of the economy in several subjects of the Russian Federation. The analysis also revealed regional heterogeneity in the employment of graduates of secondary vocational education and training programmes for mid-level specialists. Based on data on the needs of regional economies, the study estimated staffing needs for industries and formulated tasks for the system of secondary vocational education to train personnel for industries implementing technological sovereignty projects.

Practical significance. The findings can be used to make managerial decisions at both vocational education organisations and regional levels in  terms of  synchronising the training system of vocational education organisations in the labour market in the context of changing economy

Introduction. The changing requirements of jobs due to sanctions pressure and structural transformations of regional economies have created an urgent need for additional vocational education (AVE) and vocational training. It is important to match the training profile of employees with these changing requirements. This article focuses on the depth and direction of changes that have occurred in recent years in regional upskilling and retraining systems for personnel with applied qualifications, as well as their compliance with ongoing transformations in personnel demand in the labour markets. 

The aim of the article is to describe the development trends of upskilling and retraining systems for personnel with applied qualifications in the context of transformations in the qualification demand in regional labour markets. 

Methods. Information sources used in this study include Forms of the Federal Statistical Observation No. 1-PK, No. PO, No. SPO-1, No. SPO-2. Research tools used include indicators that characterise various aspects of the process and results of the implementation of programmes for further vocational education and professional training of personnel with applied qualifications in the observation period of 2019-2022. 

Results. The study revealed an increase in the effective demand of the population for AVE programmes, which is one of the symptoms of the ongoing structural transformations of  the Russian economy that determine the conversion of  demand parameters for qualifications. These changes are specifically regional in nature, since not all sectors of the economy are being restructured, and this fact is not reflected in all segments of labour markets. The all-Russian trends are the blurring of boundaries between organisations of various types that implement additional programmes for professionals, as well as  the insufficient use of  AVE resources to  strengthen the compliance of  the quality of training with the requirements of jobs in the labour markets.

Scientific novelty. The study established general and specific (regionally determined) development trends of  upskilling and retraining systems for personnel with applied qualifications. It  also showed their discrepancy with the dynamics of  changes in  the qualification demand in the regional labour markets. 

Practical significance. AVE and vocational training programmes can be used as an effective tool for “tuning” regional systems for training personnel with applied qualifications in accordance with the changing requirements of the labour markets.

Introduction. Over the past three decades, there has been a significant decline in the involvement of enterprises in the secondary vocational education system. This has led to the need for new management tools as traditional command-and-control methods have proven ineffective. To  address this issue, comparative analysis of  successful and unsuccessful interactions between foreign vocational education systems and enterprises is needed. 

The aim of the article is to test the comparative analysis methodology on the example of three different countries, to identify successful and unsuccessful managerial solutions, implementation practices, and set of conditions and prerequisites. 

Methods. The study was conducted in four stages using theoretical and methodological analysis, comparative analysis, hypotheses, evaluation, and generalisation methods. Management systems of countries sharing a number of characteristics with Russia were selected as objects of analysis: US, UK, and South Korea. 

Results. Through comparative analysis of  interaction process between vocational education systems and enterprises, a  system of  measures that creates favourable conditions for businesses, educational organisations, and students has been identified. This system includes a comprehensive set of managerial decisions: pedagogical (creating a set of practice-oriented educational standards and methodological support for their implementation), normative (detailed algorithm of  behaviour for all parties involved, delineation of  rights and responsibilities, description of  dispute resolution methods to  eliminate ambiguity in  relationships), organisational (infrastructure of  responsible government bodies, electronic platform solutions and consulting resources that provide supportive functions), and economic (developed economic model of  interaction between parties, targeted funds, and subsidies for enterprise expenses).

Scientific novelty. The study has developed a  theoretical and methodological management model for the interaction between pre-university vocational education systems and enterprises to train apprentices. It includes a set of pedagogical, regulatory, legal, organisational, and economic conditions. 

Practical significance. The methodology for conducting international comparative analysis of  state systems regulating the relations between vocational education and business has been developed and tested. Information on  the key policy components to involve an enterprise into the personnel training process and into decision-making process within vocational education system has been obtained.

Introduction. The purpose of this article is to examine the need for a career guidance minimum for organising career guidance systems for students in grades 6-11. It discusses the concept of professional self-determination support, challenges in implementing pedagogical support for professional self-determination, and the aims and principles of  the career guidance minimum. The article also establishes organisational and methodical conditions and possible work formats, as well as a model for career guidance with students in grades 6-11. 

The aim of the article is to justify the methodology of the career guidance minimum, its key organisational and methodical elements, and to  initiate academic discussions on the introduction of the career guidance minimum. 

Methods. The research methodology involved analysing factual sources and conceptual bases of the Federal Project “Career Guidance Minimum” through generalisation of current trends, concept analysis, and academic publications on career guidance counselling. 

Results. The article argues for the need to  introduce a  career guidance model that provides a set of career guidance events available to every child in Russian Federation. It  justifies the forms and contents of  this set and assesses the viability of  implementation of  career guidance model within school frameworks. The article also assesses an approach called “educational career guidance,” analyses risks of implementation, and provides methodological recommendations for implementing the career guidance minimum in schools.

Practical relevance. The article draws attention to the concept of introducing a career guidance minimum as  a uniform approach to  career guidance counselling in  Russia. It  benefits vocational and higher education establishments, employer undertakings, students and their families, and educational establishments that implement primary general and secondary general educational programmes.

Introduction. An  important innovative trend in  modern pedagogy is  the personalisation of  education, which involves creating a  personal strategy for professional and life development. This strategy is built based on the development of skills and competencies necessary for each individual student, ensuring their successful entry into the field of professional activity. The subjective position of the student and teacher — the main participants in educational relations, and the development of subjectivity — is a leading attribute of personalisation, with the development of subjectivity being a key result of personalised education. As such, personalised learning and the development of personalised educational trajectories for students is an urgent task education is facing today, requiring a transition to new learning formats and systematic updating of pedagogical practices and evaluation of learning outcomes. 

The aim of the article is to determine based on the results of theoretical and methodological analysis and experimental research how personalised education is related to the self-realisation of both the student and teacher. Specifically, the authors aim to establish the teacher’s readiness for self-actualisation and self-realisation in their professional activity in the context of personalised learning. 

Methods. The study used theoretical and methodological analysis of  the literature, as  well as  methods for studying predictors of  subjectivity, including the level of  development by  A.M. Shchukina, the test of  life orientations by  D.A. Leontiev, the level of subjective control by E. F.Bazhin, E.A.Golynkina, A.M. Etkind, the type and level of professional self-realisation by E.A.Gavrilova. Statistical processing of the obtained results was carried out using descriptive statistics methods via the statistical information processing software package SPSS Statistics 21; correlation analysis and multiple regression analysis were conducted through a step-by-step method. 

Results. The results showed positive relationships between indicators of  subjectivity and the level of  professional self-realisation of  teachers, highlighting the influence of  personalisation on  a teacher’s professional self-realisation. Personalised education creates conditions for the development of  subjectivity, with varying degrees of  influence on individual components. 

Scientific novelty. The process of transforming the education system using personalised learning is just beginning and requires further scientific and practical development. 

Practical significance. The study of  the effect subjectivity developed during personalised education has on the professional self-realisation of teachers can be applied in the study of the subjectivity of schoolchildren and students, representatives of other socioenomic professions, professions of other types, as well as in the study of other significant predictors of professional self-realisation

Introduction. The domestic vocational school is currently undergoing modernisation due to the growing shortage of workers, the introduction of the “professionalitet” project, and the need for accelerated training of workers in conditions of more effective interaction between colleges and enterprises. In these conditions, a dual approach is becoming one of the leading vectors for training workers, and mutual representation – one of the main conditions for the success of competency transformation. 

Aim. To demonstrate the relevance to modern vocational education, including professionalitet programs, of the results of an experiment on the training of highly qualified workers in the process of competencies transformation through mutual representation involving a teacher from an educational institution, a mentor from an enterprise, and students. 

Methods. The total duration of the experiment, on the results of which the study was based, was 14 years (from 1995 to 2009). The study used methods such as analysing scientific literature, mentoring experience, conversations, surveys, questionnaires, pedagogical observations, systematisation and generalisation of results, timekeeping, and mathematical statistics. 

Results. A model has been developed, and organisational and pedagogical conditions have been determined for competency transformation through mutual mentoring using joint human, material, technical, and other resources to ensure the effectiveness of interaction between the educational institution and the relevant enterprise in joint training of highly qualified workers. 

Scientific novelty. The study proves that mutual mentoring in a personality-oriented approach based on dual interaction is one of the conditions for competency transformation in joint training in secondary vocational education system. 

Practical significance. The proposed model and organisational pedagogical conditions for competency transformation can be used by vocational educational organisations in the development of partnership programmes with employers aimed at joint training of highly demanded workers, including professional development programmes.

Introduction. The digital economy has led to the emergence of new forms of education and made information more accessible. As a result, the need for educational institutions to conduct marketing activities in order to promote their services has appeared. At the same time, the organisation, functioning process and management features of the marketing system of the university remain insufficiently studied. 

The aim of the article is to systematise the developments in the field of research of the marketing complex of higher education organisations, to emphasise their relationship with the marketing assets of  the university, and to  describe the qualitative composition of the latter. To prepare recommendations for the integration of holistic marketing principles into the management process of the marketing system of the organisation, to justify the prospects and usefulness of such integration. 

Methods. In the course of the research, theoretical methods of analysis and synthesis, methods of  conceptual and figurative modelling were used, as  well as  the scripting method and the Foresight method. 

Results. Scientific approaches to managing the marketing complex of educational organisations, which form their marketing assets, have been systematised. 

Scientific novelty. The authors propose and justify transforming the approach to managing university marketing systems by integrating marketing management principles that link management decisions with the current state and dynamics of marketing assets. 

Practical significance. The study offers practical ways to improve the quality of marketing assets available to educational organisations, which can increase the attractiveness of their offerings. The study also provides tools for predicting the potentially achievable results of modernisation efforts.

Introduction. Over recent decades, numerous dissertations have been defended, directly or indirectly related to the problems of adapting Chinese students to the Russian educational environment. The theoretical concepts and practical conclusions presented in these dissertations have not yet been analysed and presented in a comprehensive/project format. 

The aim of the article is to justify the emerging behavioural and cultural model in the process of adapting Chinese students to the Russian educational environment as the basis for the formation of a Russian-Chinese-English communication culture that contributes to  the development of  sustainable worldviews in  education, science, society, economics, culture, ethnicity, and other areas. 

Methods. Content analysis of abstracts of dissertations by Russian and Chinese authors submitted for defence from 2001 to 2021. 

Results. The authors identified the need for a comprehensive study of ideological and cultural characteristics of modern Russian and Chinese youth. The authors propose the creation and development of a Russian-Chinese-English-speaking culture of communication based on educational activities of educational organisations. Scientific and practical significance. Theoretical and methodological justifications and revealed regularities of the process of Chinese students’ adaptation can be used to develop a university development programme.