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.