Using the example of the Sverdlovsk Region, the article considers the possibility of giving an additional impetus to the development of vocational education — first of all, its personnel component. In order to solve this problem, current scientific publications were used, and the experience of practical interaction of the scientific and pedagogical community with public administration bodies and professional educational organizations was summarized, described in the materials of the Ist regional scientific and practical conference “Realities and prospects of personnel support of the vocational education system”, held on May 19, 2021, at the Russian State Vocational Pedagogical University (Yekaterinburg). This work aims to compare scientific and conceptual assessments of the prospects for the development of the personnel potential in a professional school with the opinions of teachers and forecasts of specialists from the authorities, as well as to comprehend the results obtained. In addition to determining current problems of personnel support of the vocational education system, the article offers theoretically, statistically and practically justified ways to solve them.

The article is devoted to the problem of formation and development of research competencies, which, according to the authors, are necessary for the successful professional activity of a teacher of secondary vocational education. The purpose of the article is to identify the lack of research competencies among teachers of vocational training and determine the direction of development of research activities (RA) in the field of secondary vocational education. In order to achieve this goal, a survey was conducted using an online survey developed based on GoogleForms tools, and methods of statistical processing of research data were applied. The article presents the structure and types of research activities of a teacher of secondary vocational education, the results of an empirical study that allowed us to assess the degree of formation of professional competencies of teachers and their readiness to implement the RA. The authors offer practical recommendations for filling the deficit of research competencies in teachers of vocational training.

The article presents an analysis of the developed and tested in pedagogical practice models for the formation of vocationally specialized competencies among students of pedagogical and vocational pedagogical education institutions, identifies general and special characteristics of these models. The research results can become a scientific and theoretical basis for the wide development and implementation of models for training specialists in the field of vocational education, including vocational and pedagogical.

Background. Due to the entry of Russian colleges into the federal project “Professionalitet”, the implementation of educational programmes of vocational education in previously known ways is no longer possible. Updated principles of professional training, deadlines, and focus on close interaction with participants of the real sector of the economy require a qualitatively different approach to the educational process. Methods. Analysis of literature and international educational practices based on new approaches to the content of professional and pedagogical education and organisational forms of its implementation: agile technologies, cognitive science and neuroeducation principles. Results. The features and possibilities of practical applying provided conceptual ideas into the practice of personnel professional programmes training are shown. A successful implementation can be seen on the example of an educational programme on thinking formation Accelerator and an educational platform Pedagogical literacy classes based in Russian State Vocational Pedagogical University. Practical significance. The presented experience can be used for future teachers of vocational education training, as well as for the formation of pedagogical competence in personnel

Introduction. The growing and diverse requirements for the VET teacher’s qualification have determined the subject of this article—possible solutions to the problem of the VET teacher’s necessary skills list. The aim of this article is to analyze different approaches to the formation of the VET teacher’s necessary skills list and suggest ways to solve the problem in order to improve the quality of the teacher’s training system and professional development in Russian colleges and technical schools. Methods. Analysis of scientific publications, documents in the field of education and labor, generalization and systematization of the findings. Results. Different approaches to the formation of the VET teacher’s skills list have been identified, which do not focus on specific pedagogical qualifications, but instead are formed around pedagogical activity in general or an ideal generalized portrait of a modern teacher, which makes it difficult to apply the proposed lists of skills in the teacher’s training system and professional development or to improve the procedures for assessing professional pedagogical qualifications. The approach of functional analysis and level description of the requirements of professional and pedagogical activity with subsequent division into specific qualifications is proposed. The approach is instrumental in VET teacher’s training, professional development, career growth and an objective assessment of their qualifications. Practical significance. The results of the study can be used in the formation and development of a modern professional and pedagogical personnel training system and further professional education for VET teachers. Funding. The research was carried out with the financial support of the Ministry of Education of the Russian Federation as part of the state task «Development of a model for the formation and improvement of the skills of teaching staff, including the development of a methodology for modern assessment of the professional competence of VET teaching staff based on monitoring the educational sphere and the labour market»