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).