Introduction. Due to  the imposition of  sanctions and the development of  import substitution at  Russian enterprises, not only is  the nomenclature of  the equipment used changing, but in  many cases the technological processes are also changing. This is  a serious challenge to  adapt to  the new economic conditions by  realigning with compatible equipment and technologies.

Aim: to define the degree of readiness of  Russian educational organisations implementing secondary vocational education programmes to solve the problems of renewal and import substitution, based on the data obtained during an empirical study. 

Methods. Empirical data were collected using an electronic questionnaire form, which included 22 closed questions. The processing of the obtained primary results was carried out on the basis of cluster analysis. 

Results. It has been revealed that vocational education organisations are not adequately prepared to address the issue of updating equipment in the context of the achievement of technological sovereignty by the Russian Federation. The contribution of employers to  the process of  updating equipment in  educational institutions turned out to  be significantly less than expected. The use of  certain management strategies by  an educational organisation has little effect on  the quality of  its material and technical support. The key determinant is its location in a financially prosperous region and access to regional sources of financing. 

Scientific novelty. The nature and degree of  influence of  various factors on  the effectiveness of equipment renewal and import substitution processes in educational organisations implementing secondary vocational education programmes are revealed. The differences in  the created conditions and management strategies used by  educational organisations to  solve logistical problems (diversification of  financing channels, cooperation with employers, import substitution planning, personnel training) are characterised. 

Practical significance. A  set of  conditions and management strategies have been defined to  ensure an  increase in  the efficiency of  equipment renewal and import substitution processes. The current problem areas in the management of material and technical support of the secondary vocational education system are identified.

Introduction. The announced plans of the Ministry of Education to develop a new education strategy by the autumn of 2024 make the problem of forecasting the development of the training system of qualified workers and technicians relevant. 

The aim of this article is to develop a methodology for forecasting the level of readiness of the secondary vocational education system to solve the problem of the qualified personnell provision for the economy. 

Methods. The authors used methods of comparative and general analysis of scientific data on approaches to forecasting and its practices in Russia and abroad, data extrapolation, modeling, theoretical and cluster analysis, synthesis and conceptualisation. 

Results. A strategy for forecasting the development of a system for training qualified workers and technicians is presented, including the types of data and parameters used for forecasting, its stages, and methods of working with data. 

The scientific novelty lies in the substantiation of ways to use big data analytics tools (predictive analytics) to manage the development of the vocational education system. 

The practical significance lies in the proposed set of forecasting tools and algorithms for its use to manage the development of the secondary vocational education system. Among them: predictive analytics tools, data requirements used in the predictive analytics system, forecasting stages and conditions for the effectiveness of its results.

Introduction. The choice of approaches to the selection and design of adult education technologies is complicated by a number of key contradictions that have accumulated in  the course of  the development of  ideas about andragogy. To  overcome them, it  is advisable to analyse scientific data on the problem and summarise ideas about the key parameters of adult education performance and about possible approaches to the practical application of existing andragogical knowledge. 

Aim. Identification of the scientific and methodological basis for selecting and designing adult education technologies, with the goal of  subsequently creating models for implementing andragogical practices using digital tools. 

Methods. The methods of generalising analysis of the content of scientific and scientific and methodological sources on approaches to the selection and design of adult education technologies were used. 

Results. The study systematises information on various approaches to solving the problems of modern andragogy and on key deficiencies in scientific ideas. It characterises the contradiction between external demands for adult training and the satisfaction of adults’ own educational needs. The study formulates assumptions regarding the possibility of harmonising the ideas of different participants in andragogically significant relationships, as well as the process and outcomes of this harmonisation. 

Scientific novelty. It is revealed that the modern transformation of the complex of contradictions, both appearing in  recent years and described earlier by  specialists in  the field of  adult education, can be  presented in  the form of  two irreducible projections. One of them is proposed to be called ‘optics of conformity’, the other — ‘optics of lifelong learning’. The maintenance of  both projections (optics) is  proposed to  be considered as the functionality of practitioners who organise training and develop programmes. 

Practical significance. The data presented in  the article can be  used by  developers of basic and additional educational programmes, organisers of adult education, designers of andragogically significant content and methods.

Introduction. Modern socio-economic and political conditions of  our country’s development determine the course towards technological leadership and sovereignty. As  a result, there is  a pressing need to  modernise personnel training, including civil servants in the higher education system. 

Aim. Definition of the scientific and methodological foundations for goal-setting and planning of educational activities in the civil servants training process at the university level. 

Methods. The methods of  generalising analysis of  the scientific sources content on  approaches to  goal-setting and planning of  educational activities in  professional education were used. 

Results. Information on various approaches to goal-setting and planning of educational activities at  university is  systematised, key theses of  the concept of  goal-setting and planning of  educational activities in  the civil servants’ training process, the necessary conditions for its implementation, and potential risks and ways to minimise them are presented. 

Scientific novelty. The multi-level nature of  educational goal-setting and planning of the civil servants training process is revealed, the structure of the university graduate competency model in the field of state civil service is presented, the need for designing networking and law-making model of the educational process is substantiated. 

Practical significance. The risks of  implementing the goal-setting and planning of educational activities concept of the civil servants training process and possible ways to minimise them are identified