Introduction. The federal project “Professionalitet” provides new opportunities for improving cooperation between colleges and employers, including vocational education institutions and partner enterprises, in developing graduates’ readiness for professional activity while considering the specifics of a given production. The effectiveness of these improvements depends on the understanding of the content and structure of such readiness. Insufficient study of the features of its formation in the conditions of a new educational format determines the need for theoretical understanding of this phenomenon and identification of its key components.
Aim. To refine the definition of college graduates’ readiness for professional activity at a partner enterprise, determine its structure, and establish its role within the educational programme for readiness development in the Professionalitet framework.
Methods. The primary methods used include the analysis of scientific publications and normative documents on the research topic, as well as content analysis of the competency model and graduate competency profile for secondary vocational education specialties.
Results. The study clarifies the concept of “college graduates’ readiness for professional activity at an industrial partner enterprise within the Professionalitet framework.” The structural units of the curriculum recommended for developing this readiness are also determined.
The scientific novelty of the study lies in identifying and theoretically substantiating the components of college graduates’ readiness for professional activity, namely motivational, cognitive, activity-based, and reflexive.
The practical significance lies in the potential application of these results to enhance the training of future college graduates within the Professionalitet framework, ensuring alignment with the specific demands of their future workplaces.