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. Due to the need to solve the most important socio-economic tasks, career guidance of young people is one of the key areas of activity in the field of education. In these conditions, an activity-based approach to career guidance is actualised when a school graduate comes to an educational institution with a conscious choice of profession. 

Aim. To present the experience of a professional activity approach in career guidance in order to identify a professionally oriented applicant and, as a result, improve the quality of education in the process of accelerated training of workers under the implementation of the Federal project “Professionalism. 

Methods. The description of the experience is accompanied by an analysis of the results of a survey of schoolchildren participating in an experimental career guidance project. 

Results. Conditions for an activity-based approach in career guidance which ensure the effectiveness of career guidance in training and increasing the number of professionally motivated graduates who find employment and continue to work in a mastered profession are defined. 

Scientific novelty. It is substantiated that the activity-based approach, unlike traditional methods, contributes to the formation and development of professional self-awareness, deeper immersion in professional activity, and a more conscious, real choice of a future profession. 

Practical significance. The proposed model and didactic conditions of  professionally oriented career guidance in conditions of successful social partnership can be used in educational institutions of any level and profile of education.