Introduction. This article addresses the need to revise approaches to forecasting the demand for skilled workers in order to establish clear requirements for the development of Russia’s vocational education system. 

The aim of  the article is  to propose potential solutions that define strategies for the development of the Russian vocational education system, considering approaches currently used in foreign countries. 

Methods. The study is  applied in  nature, utilising general scientific methods such as  comparative and theoretical analysis, as  well as  data synthesis and generalisation from open sources, including regulatory documents and scientific publications. 

Results. The study’s findings include conclusions about the relationship between workforce demand forecasting approaches and decisions regarding the development of the vocational education system. 

Scientific novelty lies in proposals to change forecasting methods the need for personnel in Russia based on combination of quantitative and qualitative approaches. 

Practical significance. Solutions are proposed for the development of the vocational education system, taking into account the results of forecasting the demand for skilled workers.

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. Secondary vocational education (SVE) plays the key role in  training qualified personnel for the labour market demand. Teaching staff employed in  SVE institutions perform important functions in  knowledge transfer, development, and socialization of young professionals. The nomenclature of SVE teacher positions serves as a crucial tool for ensuring the stable and effective secondary vocational educational institutions operation, contributing to improving the quality of services provided and achieving their objectives. 

Aim. To identify approaches to developing the nomenclature of teaching staff positions in SVE institutions and the reasons for potential changes in it. 

Methods. Methods for generalizing the content of  scientific and regulatory sources on  approaches to  developing the nomenclature of  teaching staff positions in  SVE institutions were used. 

Results. Information on  various approaches to  solving problems in  the current nomenclature of  positions, ideas about necessary and possible changes, and their causes from the perspectives of government authorities in the field of SVE, researchers, and practitioners are systematized. Possible methodological approaches to  the formation and development of the nomenclature for secondary vocational education staff positions are characterized. 

Scientific novelty. The evolution of the nomenclature for secondary vocational education staff positions from the 1970s to the present is analyzed. Trends in contemporary scientific discourse on the relationship between secondary vocational education staff positions, functions, and qualifications are identified. The specifics, advantages, and disadvantages of  traditional, functional, and qualification-based approaches to  the formation and development of the nomenclature of teaching staff positions in SVE are characterized. 

Practical significance. The data presented in the article constitute the interim results of  the research, defining its future direction and methods, allowing for well-founded conclusions regarding possible and necessary changes to the nomenclature of teaching staff positions in  SVE. The results can also be  used to  make management decisions regarding approaches and mechanisms for systematically updating the nomenclature.