2022 №1

Background. The article is a review of several publications exploring two overlapping, according to the authors, topics. The first is the reasoning behind the appearance and prospects for the implementation of the project “Professionalism” initiated by the Ministry of Education of the Russian Federation, which has been implemented in pilot mode since 2021. The second topic is agile methodology, which has been proving its effectiveness for decades in the work of various organisations in many countries engaged in very different types of activities. Objective. The article aims to propose agile methodology, supported by conceptual arguments and generalisations of successful experience in the fields of management and, above all, education, and its corresponding organisational and design technologies to use in the implementation of the federal project “Professionalisms”. Methods. The methodology of the research consisted in explication of the factual origins and conceptual foundations of the federal project “Professionalism” using methods (1) ofanalysis of the texts of normative legal acts, their projects, speeches and publications of officials and researchers-educators, economists, sociologists; (2) of conceptual integration, concretisation and development of the explicated foundations in the direction of the instrumental and technological equipment of the “Professionalitet” project. Results. The authors present conceptual arguments in favour of the expediency of using agile methodology in the practice of managing the sphere of vocational education, building partnerships of professional educational organisations with enterprises of the real sector of the economy and the service sector, the formation of regional educational and production clusters, the implementation of basic and additional professional educational programmes. Practical significance. The idea can attract the attention of all stakeholders of the Professionalism project (management bodies, employers, professional educational organisations, applicants, students, parents) to the expediency of using agile methodology and appropriate technologies during the project implementation, spreading agile thinking and using it to harmonise the spheres of vocational education and labour market

Background. The making of an adaptive personality in the conditions of a free labour market requires deep theoretical understanding and methodological justification. The design of the educational process based on the principle of innovation allows to realise the creative potential of the individual and ensure the competitiveness of the specialist in the conditions of digitalisation of production. Objective. Definition of the structure and content of the concept of innovation and organisational and pedagogical conditions for the implementation of the principle of innovation in the process of training workers in the system of technical and vocationl education and training (TVET). Methods. The study was carried out thorough the retrospective and theoretical-methodological analysis of scientific literature, pedagogical and industrial experience. Results. The article presents a model of the complex formation of innovation and its development throughout the educational process (in educational and extracurricular activities); the definition of innovation as a pedagogical concept is given, its didactic principle and requirements for the implementation of this principle in the system of qualified workers training are developed. Practical significance. The didactic approach to designing the learning process based on the principle of innovation will allow for the training of specialists with such an important quality as adaptability, which, in the presence of formed general and professional competencies, is crucial for successful professional and personal self-realisation in the conditions of the modern labour market

Background. The widespread use of distance education in connection with the spread of the Covid-19 virus has actualised the problem of institutionalisation of this form of educational activity as as the most optimal, and sometimes the only one possible. Objective is to define the concept, develop a classification and identify the main directions of institutionalisation of distance education. Methods. During the research study of scientific sources, theoretical analysis of the problem, conducting and processing the results of the survey of students, assessment of the development of the social situation, synthesis of the survey results and observed facts were used. Results. The article clarifies the concept of a social institution, defines and identifies the subjects of institutionalisation of distance education which makes it possible to understand the latter, on the one hand, as the process of integrating a person in an educational institution of distance education when it comes to a person (a consumer of a service), and on the other hand, as the acquisition of a formal status by an educational structure when we talk about a subsystem of distance education (a source of education). The article also outlines the stages of this process, presents a hypothesis about the influence of factors on the content of institutionalisation of education and potential conflicts. Practical significance. The results can be used to predict the directions of development of distance education.

Background. The article examines the impact of distance education on the accessibility of educational services. The question of whether digitalisation increases the chances of obtaining a quality education or, conversely, exacerbates the problem of educational inequality in Russia is considered. Objective. To study the prevalence and height of economic and territorial barriers restricting access to education in the “new” digital realities, as well as the main factors determining the depth of educational inequality. Methods. The study was carried out from the standpoint of institutional and activity-based approaches to education based on sociological surveys conducted by the staff of the Institute of Sociology, Russian Academy of Sciences. In addition, an exploratory analysis of longitudinal study data on the economic situation and health of the population was carried out. Results. It was concluded that the economic barrier remains high and has an increasing effect of the accessibility of education considering the dynamics of the population income. In addition, the difference between the potentials of online infrastructure in large cities and rural areas does not contribute to overcoming the territorial barrier. Analysis of statistical data has shown that digitalisation of education (with appropriate and sustainable infrastructure) allows overcoming territorial and economic barriers, as well as reducing inequality of educational chances. However, this process is significantly influenced by the social and cultural capital of the family, serious specific barriers and the presence of human capital. Practical significance. The results of the study help to adjust the existing programmes of digitalisation of education (as well as to avoid mistakes when developing new ones), to increase the digital literacy of the population

Background. Uncertainty, complexity, unpredictability are global features of the modern labour market. The increase in de-standardisation of employment leads to the emergence of new types of occupations, the diversification of career trajectories, and the blurring of stable professional identities. The study of the behavior of young people in the state of the ambiguity of the professional future is becoming an increasingly relevant topic for research in the field of professional self-determination. Objective. Systemisation of the behavioral practices of young people’s professional selfdetermination and identification of the features of the vocational and educational choice implementation depending on multiple choice typical situations and characteristics of the young people target groups. Methods. The research is organised on the basis of the principles of qualitativequantitative (mixed) method research. Data collection methods used: keynote interviews about multiple choice situations that arose in the past as acts of professional self-determination in order to identify external and internal resources for “overcoming” the situation, retrospective (self)assessments of the success degree in overcoming the situation of uncertainty and the tools used to make a choice, as well as psychometric questionnaires. Mathematical methods of data processing: one-way analysis of variance (ANOVA), testing of hypotheses by Fisher’s F-test and t-test of means comparison. Results. As a result of the study, a number of dependencies were confirmed that were previously identified by other authors and characterise the relationship between the components of self-determination activity and the personal properties of professional choice subjects. The scientific novelty of the obtained results lies in the establishment of statistically significant differences in the self-determination processes parameters in the target groups of Russian youth aged 15-22 in professional (vocational-educational) self-determination typical situations that are realised in this age cohort. Practical significance. Study results can be used to form a technology for developing pre-adaptation potential of young people, which ensures the professional development success

Background. Readiness for professional self-determination of schoolchildren often remains outside both empirical research and career guidance practice, despite the relevance of the topic noted by many career pathologists. With their research, the authors tried to fill the gap in knowledge to a certain extent. Objective. The article aims to highlight the problem of professional self-determination of schoolchildren in grades 8-11 and offer methodological tools for diagnosing the level of readiness. Methods. The data for analysis were obtained as a result of a questionnaire conducted by specialists of the «Human Technologies» Centre within the framework of the AllRussian Professional Diagnostics programme in 2018. The event included career guidance testing of schoolchildren from 47 regions of the Russian Federation. The study involved 20,410 students in grades 8-11. Results. The analysis of the data made it possible to identify and classify the difficulties faced by students in the process of professional self-determination, as well as to identify factors that need to be taken into account in career guidance practice. It was revealed that when assessing the level of readiness of a student for professional self-determination, it is important to take into account not only the degree of their readiness to make a decision, but also the breadth of their horizons, the level of knowledge about the world of professions in general and the educational system in particular. As a result, the article presents a methodology for assessing readiness for professional self-determination, provides evaluation criteria and the structure of significant factors. Practical significance. The methods and testing procedures given in the article can be used in organising career guidance work at school at the stage of assessing students’ readiness for professional self-determination.

Background. The subject of the research is the forecasting of the professional future of the student as a technological chain of interrelated elements, representing a holistic process, built in accordance with the goal and aimed at achieving the result. Forecasting the future is extremely important, given the rapid changes taking place in the labour market. Objective. The goal of the research is to develop a technology for forecasting the professional future of a student, aimed at reducing uncertainty of the future and building a strategy for professional self-determination. Methods. The author of the article offers two new approaches to the problem of forecasting the professional future – procedural and technological, viewing forecasting as technology; and personalised, based on the independence and engagement of the subject of educational activity. In order to determine the possibilities of training according to an individual curriculum and its content, the experience of the country’s leading universities in the field of designing individual educational routes was studied, educational offers from universities, online courses from Coursera, etc were analysed. To collect data, psychodiagnostic methods were used: the projective method of pictorial metaphors by I. L. Solomin «My Life Path», the technology of personality-resource mapping. Results. On the basis of the conducted research, the content of each stage of the forecasting technology was determined. Stage 1. Diagnostic: diagnosis and analysis of the student’s goal-setting skills and resources to achieve the goals. Stage 2. Design: analysis and development of ways to fill competence deficits; development of a personalised educational trajectory of professional development (result 1) and a trajectory of professional development as promising and long-term planning of professional life with the graduate actively entering the professional environment (result 2). Stage 3. Implementation: progressive advancement along a personalised educational trajectory and presentation of the result of one’s own activity in mastering the profession. Stage 4. Analytical: evaluation of the results, personal readiness of the student as a subject of professional activity. Practical significance. The materials of the article can be used by managers and teachers of educational organisations of various levels to implement innovative transformations in the process of training future professionals

Background. The advantage of internal corporate training is the possibility to quickly «reconfigure» a personalised system of continuing professional education of an employee in response to the specific needs of the client. The problem is in choosing effective tools. One of such tools can be pedagogical support of employees, including employees who have undergone internal corporate training. Objective. The study was conducted in order to assess the effectiveness of the use of pedagogical support for employees to improve their digital competencies. Methods. The experiment, conducted in December 2021, involved 41 employees of a medical organisation who underwent internal corporate training in the use of specialised software. The influence of pedagogical support on the number of accounting documents entered into the system, the number of electronic directions created or processed, the number of documents added based on templates, the amount of time spent in the system was evaluated. Statistical analysis, which demonstrated the presence of significant changes, was performed using the Mann-Whitney U-test and Wilcoxon T-test. The correlation analysis was carried out according to the method of calculating the point biserial correlation coefficient. Results. The results of the experiment demonstrate a high level of correlation between the factor of pedagogical support and the intensity of application of the formed digital competencies by employees. On average, for all dependent variables, the increase in the level of application of digital competencies formed during training was 72%. Practical significance. The results can be used in the development of pedagogical support programmes for employees who have undergone internal corporate training.

Background. Undergraduate and graduate students of technical universities are aware that knowledge of at least one foreign language increases their competitiveness in the labour market. At the same time they do not show much interest in studying this academic subject. Development of effective ways to increase motivation to learn a foreign language is an urgent and unresolved task. Objective. Aim of the work is to trace the correlation between the level of foreignlanguage professional communicative competence of students and their motivation to study a professional foreign language in the traditional and triplex form of education. Methods. The research included three stages: the first – diagnostics of the educational motivation of undergraduates; the second – identification of the main motives for learning a professional foreign language in master’s groups; the third – determination of the level of foreign-language professional communicative competence. Results. A significant increase in motivation to study a professional foreign language in a group with a triplex form of education was revealed. The level of foreign-language professional communicative competence in this group also turned out to be higher compared to the group with the traditional form of education. Practical significance. The results of this study can be used to optimise the educational process based on the awareness of the dependency of the level of academic performance in a foreign language to the level of motivation to study it