Introduction. Forecasting and strategic planning of  long-term labor needs and the development of  secondary vocational education are regulated by  the legislation of the Russian Federation. The issues of applying modern forecasting methods require consideration in the context of the requirements of established norms. 

Aim. The coverage of the results of the analysis of normative and methodological documents, which define the issues of forecasting and strategic planning of the development of the education system of the Russian Federation. 

Methods. The methods of generalizing analysis of the content of normative documents, systematization of relevant legal information in the context of forecasting and strategic planning tasks are used. 

Result. The information on documents defining the current regulatory framework for developments aimed at creating long-term forecasts for the development of education, as well as creating concepts and documentation for strategic planning is systematised. 

Scientific novelty. Modern directions of forecasting and strategic planning were identified, which were reflected in the regulatory and legal documentation of recent years. 

Practical significance. The data obtained and systematised in the article can be used by the developers of predictive and planning documents of a strategic nature, as well as members of project teams whose work is related to the formation of forecasts and strategic development plans.

Introduction. The continuity of educational programmes, particularly in the vocational education system, is a key issue. If sequential educational programmes are not interconnected and continuity is lacking, students must repeatedly ‘start from scratch’. Continuity allows you to rely on previously acquired knowledge, skills, competencies or formed personal qualities. Educational continuity is  a non–linear phenomenon. Discussions on  continuity typically focus on  content-related aspects, but in  today’s context, this alone is insufficient to address the challenges of vocational education, since vocational education serves as a tool for changing the social role of a person. That is why it has become relevant to talk about other, not content-related areas and levels of continuity. 

Aim. The aim of this study is to identify the various foundations of continuity in general, vocational, and additional professional education programmes. 

Methods. The study employs methods of generalised analysis of normative documents, systematising relevant legal information, and reviewing scientific and methodological sources within the framework of ensuring continuity across different levels of education programmes. 

Results. Information on various approaches to ensuring educational continuity is systematised using training models for public administration specialists as an example. 

Scientific novelty. The analysis revealed that, beyond content-related continuity of educational programmes, there are at least two additional approaches, one focused on the process of  human (student) development, and the other on  the sequence of  stages of continuing education. 

Practical significance. The data presented in  the article can be  used by  developers of basic and additional educational programmes, and organisers of vocational education and training of civil servants.

Introduction. The development of Russia’s education strategy up to 2036 highlights the importance of creating a unified management personnel reserve within the education system. To update the practices of forming this reserve, it is necessary to take into account the key sociocultural and technological contexts that define the characteristics of the educational reality and the principles of managing the system at the federal, regional, and municipal levels. 

The aim of the research is to develop the conceptual foundations for forming a unified management personnel reserve within the education system, ensuring effective management of the development of human resource potential in educational administration bodies. 

Methods. To carry out the research, a set of methods was used: theoretical analysis, focus group, survey (unstructured interview), expert assessments and analysis of targeted thematic materials from open information sources. 

Results. New conceptually grounded approaches have been proposed for organising the process of forming a personnel reserve to fill vacant positions of heads of regional executive authorities responsible for state management in the field of education, as well as municipal education management bodies. 

Scientific novelty. The scientific novelty of  the research lies in  conceptualising approaches to updating the practices of forming the unified managerial personnel reserve of the education system for the regions of the country. 

Practical significance. The results of the study can be used by education management authorities at the regional and municipal levels to improve the effectiveness of regional personnel policy and ensure the integrity of managing the processes involved in developing human resource potential.

Introduction. The updating of  the regulatory and legal framework for pedagogical activities in  secondary vocational education should be  based on  objective processes of  changes in  Labour functions, which in  turn are determined by  the development of  Labour activities in  real sectors of  the economy. The processes of  change should be proactive, but they should not violate the principles of stability in the regulatory and legal framework for pedagogical activities. Management decisions aimed at changing the regulatory and legal framework should be scientifically justified. 

Aim. Identification of  factors and regulatory contradictions that affect the adoption of management decisions regarding the application of regulatory legal acts on personnel policy in organizations that implement secondary vocational education programs. 

Methods. The study is based on a comparative legal and content analysis of regulatory documents governing pedagogical activities in  secondary vocational education. The provisions of  the Federal Law “On Education in  the Russian Federation”, the Labour Code of the Russian Federation, the Unified Qualification Reference Book for Managers, Specialists, and Employees (EQS), the Nomenclature of  Positions for Teachers, as  well as  the professional standards for managers and teachers in  secondary vocational education, as of April 2026, have been analyzed. 

Results. The findings indicate that the current system of  legal and regulatory  regulation of pedagogical activities in secondary vocational education is characterized by  fragmentation and inconsistency. Deficiencies, duplication, and contradictions between the Nomenclature of  Positions, the Unified Classification System, and professional standards have been identified. Areas that require updating the qualification requirements and job functions of  teachers, taking into account the digitalization of  education, strengthening the educational component, developing mentoring, and cooperation with employers, have been identified. The need to  clarify the functional differentiation of certain pedagogical positions and develop new professional standards has been substantiated. 

Scientific novelty. A  system of  factors has been identified that determine the need to  synchronize the processes of  developing pedagogical activities and updating the regulatory and legal framework of  the secondary vocational education system. An approach to assessing the relevance of regulatory documents has been proposed by comparing the Labour functions specified in the Unified Classification System, the Nomenclature of Positions, and professional standards. 

Practical significance. Critical shortages have been identified that determine the development of regulatory and legal support for personnel policy in terms of managerial and pedagogical positions in  the secondary vocational education system. The data obtained can serve as  an analytical basis for making managerial decisions aimed at improving the range of positions.