Introduction. Today, the field of education around the world is facing a protracted crisis caused by the transition to post-industrial society. The dynamic knowledge obsolescence due to the rapid development of science and high technology caused deep structural changes in employment and significantly shortened the life cycle of professions. Modern economy needs specialists with qualitatively new characteristics: a competent and flexible person with meta-professional competencies, who is capable to implement innovative activity and to work in multitasking regime in the situation of instability and uncertainty, and who is ready for active professional self-determination throughout life. Therefore, a radical reorganisation of vocational education system is necessary to be undertaken. It is significantly important to solve this problem through the conduction of professional and pedagogical training of teachers, since the level of their competency primarily depends on the qualitative characteristics of future employees for diverse sectors of the economy and production.

The aim of the present article is to define strategic guidelines for predicting the development of professional education in the conditions of post-industrial society.

Methodology and research methods. The theoretical and methodological framework of the research is based on the theory of vocational development, the concept of determining the immediate and long-term perspectives of educational sphere, as well as logical-evolutionary, system-dynamic, project-based, personal and convergent approaches. In the course of the research, the methods of analysis, synthesis, generalisation and hypothetical-inductive method were applied.

Results and scientific novelty. The trends and directions of vocational education development are identified and described. The principal defining factor of vocational education is close integration of all its processes and subsystems (prevocational, primary vocational, vocational higher secondary and postgraduate education), which integrity is ensured by the continuity and compliance with the principle of advanced education. The concept of convergence and transprofessional in multi-disciplinary training of professionals is revealed. The process of convergence, determining interdisciplinary and prevocational links, ensures transprofessionalism formation – human readiness and participation in the development and realisation of new types of socio-professional activities. A logical and semantic model of a modern specialist is constructed. This model can serve as an empirical basis for designing and supporting a vocational educational platform, which integrates natural science, industrial-technological and socio-humanitarian disciplines and related innovative technologies when training teachers for the system of vocational education. Transprofessionalism, cooperation, collaboration, advanced and high-speed education are highlighted as the vocational training strategies in the conditions of digital transformation of the economy.

Practical significance. The research materials can be useful for the specialists in the field of vocational education, for the managerial staff of educational organisations when developing management decisions and organising efficient preparation of teaching personnel.

Introduction. Nowadays, digital education is one of the priorities of state policy in modern Russia. The Federal Institute for the Development of Education has developed a draft didactic concept of digital education to maximise the potential of digital technology (DT) in vocational training. Nevertheless, while policymakers and education managers are aware of the need to move to a new level of digital technology implementation, there are challenges to this process. The technological resources of educational environment have been increasing intensively in the past decade, and their intensive scientific and pedagogical development is observed. However, little attention is given to the willingness of teachers to work with continuously evolving technological tools.

The aim of the research is to identify the barriers, which hinder the professional development of teachers in mastering information and communications technologies (ICT) and digital technologies, as well as some mental attitudes circulating in the society and slowing down the process of digitalisation of vocational education.

Methodology and research methods. The present research is based on personal-context and personal-development approaches. In the course of experimental research and two pilot studies, teachers and specialists of professional educational organisations were interviewed (n = 187 people). The methods of questionnaire-based survey, sociological analysis, statistical data-processing tools and Google Forms tools were used.

Results and scientific novelty. On the basis of the outcomes of the conducted surveys, the following aspects were analysed: the degree of teachers’ skills formation declared in the professional standard; willingness to implement e-learning, expand the range of ICT and GT included in teaching practice; respondents’ attitudes towards the digitalisation of education and their self-recognition in this process. Clear and invisible obstacles to the process under discussion are identified and sistematised. The found barriers are classified into risk, image and didactic barriers. The recommendations to overcome the barriers are proposed. According to the authors of the present article, it is advisable to introduce a new specialty “digital engineer-teacher” due to the obvious integration of pedagogical and engineering functions into the activities of teachers. Working in one team consisted of a specialist, who designs an effective teaching environment, and a teacher-didactist, will reduce a part of unjustified functional workload of the latter.

Practical significance. The materials of the undertaken research have significant implications for further development of perceptions of the essence and content of digital didactics; justification and formation of optimal conditions for digitalisation of vocational education, including psychological and pedagogical adjustment of the system of training and retraining of pedagogical and managerial personnel for the digital economy.

Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.

The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.

The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.

Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.

Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.

Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.

Introduction. The expansion of infocommunication and digital technologies, the uncertainty of professional future and accelerated changes in the social and professional future of a modern man and the radical transformation of socio-professional environment require qualitative changes in the Russian education, revision of its methodology, content and technologies of training for the postindustrial economy. Today, “work in the specialty” is increasingly losing its importance, hard professional knowledge and hard skills are not decisive in the professional development and building of a successful career. Flexible, soft skills are becoming increasingly required. Soft skills allow a person to be successful regardless of the specifics of the activity and the direction in which he or she works. However, educational programmes, developed on the basis of Federal State Standards, continue to be currently directed by “mass production” and “conveyor production”, which is contrary to objective requirements of the labour market and students’ requirements.

The aim of the present research is the development and theoretical-methodological justification of an innovative educational model of socio-professional development of a student personality. The introduction of this model into the practice of universities and secondary vocational educational institutions will allow the graduates to realise their potential in new realities through the formed transprofessional qualities and extraprofessional competencies.

Methodology and research methods. Methodological framework of the research is based on the concept of subject-activity approach, according to which the personality is considered as an active, self-improving, self-actualising and self-determining actor; process and project approaches; as well as the methodology of convergence, which provides a synergistic effect of interaction of socio-humanitarian, natural-scientific and industrial-technical disciplines. The authors used the methods of various types of analysis including SWOT analysis; logical-semantic and structural-functional modelling.

Results. The authors actualised the problem of creating an innovative educational content, which expands the range of professional knowledge and skills required of competitive personnel, who are capable and ready to preadapt to the rapidly changing socio-professional conditions. The educational model proposed by the authors is built on a modular principle. The targets, the content of modules, elective disciplines representing this or that module are defined. The content of each module is focused on the final result of educational activity: professional, diagnostic, competence, technological, functional. The mechanism of the model implementation is to build an individual student professional perspective aimed at practical action in order to improve the level of qualification, ability to work, enrichment of professional and personal qualities and behavioural patterns.

Scientific novelty of the present research consists in the formation of interdisciplinary scientific knowledge (at the intersection of psychology, pedagogy, philosophy, occupational studies) on the methodology of the modelling, organisation and content of professional education taking into account modern challenges and demands of the digital economy. When training pedagogical personnel, it is necessary to create professional transcendence – an ability to go beyond particular professional activities, to find new meanings in it and beyond it and to solve nonstandard tasks.

Practical significance. The presented innovative model of socio-professional development can be focused on the training of specialists at different levels of education, including additional education. The research materials can be useful to developers of educational programmes and training technologies of vocational education, to managers and specialists of educational organisations when making management decisions and organising the educational process.

Introduction. Nowadays, the fate of any state depends increasingly on the well-being and dynamic development of the national education system. The post-industrial era has generated and continues to generate numerous challenges to this crucial social institution, including teacher training. The questions related to teacher qualities and what a teacher should be like today and in the near future is relevant both on a global scale and on the borders of a certain country, and Russia in particular.

The aim of the article is to discuss the content and essential factors of a current modernisation process of pedagogical education at the current stage and to propose specific measures, which contribute to the formation of the system of continuing vocational training of teaching personnel.

Methodology and research methods. The methodological framework of the research is based on: current theoretical models and modernisation conceptions; the key provisions of problem-based axiological, hermeneutical and anthropological approaches; the methods of structural-functional and comparative analysis.

Results and scientific novelty. Modernisation of education is considered from the perspective of relationships and synthesis of institutional structures, sociocultural context, and axiological foundations of changes and individual-personal component, which determine the vector of progressive evolution of society. To study a complex and nonlinear process of social innovation, the author believes that it is necessary to appeal to metaphysical aspects of human personality, its national, civil and civilisational identity, which is a special resource of development. The author’s understanding of innovation, where a person is a carrier of value, purpose, volitional and intellectual principles, allows the straightforward and mechanistic understanding of laws of social development in general and the laws of education and pedagogy to be overcome and the reduction of norms and values due to overloads of information flows and many other factors to be counteracted. Since any person is a social actor, the main indicator of progressiveness or reactivity of changes, the key role in the modernisation process belongs to the personal factor, in the educational process – the teacher’s identity. Therefore, the most important strategic task is the fundamental methodological and content-based training of the teacher, whose work will contribute to the future of society and the state.

The research undertaken and the author’s conclusions expand the discourse on the national system of continuing pedagogical education. It is highlighted that the professionalism of the Russian teacher should be based on the civilisation heritage of the country and its people, and the model of social transformations and the coordinated image of the future should correspond to the traditional Russian ideas of collegiality, justice and human solidarity.

Practical significance. The research materials can be used in the practice of specialists, who are responsible for the development of the system of continuing pedagogical education, when forming a policy in this area. The results of the study are of practical importance for lecturers of pedagogical universities, school teachers, students and all those who are interested in the perspectives of Russian education.

Introduction. Vocational education has always been and still is one of the main factors of successful sustainable development of society as a whole and of the individual in particular. Therefore, in the state policy of different countries of the world, including Russia, special attention is being given to the institutions, which train specialists for the leading sectors of the economy and production. For developing effective policy measures and predicting its effectiveness, it is essential to identify the potential of national vocational education system, to study its phase changes and evolution vectors, to analyse and summarise existing experience in the organisation of the system and to support its functioning at the national and regional levels.

The aim of the present research is to identify and characterise the main periods of development of primary and secondary technical and vocational education in one of the major regions of Russia – the Republic of Bashkortostan.

Methodology and research methods. The research methodology is based on the system and civilisational approaches. The retrospective analysis was conducted through historical, typological and comparative methods, as well as two conceptual models. In the first model, the pedagogical process is presented as a complete system determined by specific historical conditions. The second model, designed by one of the authors of this article, is based on the logic and structure of this process in its contemporary understanding. These concepts provide adequate analysis and extrapolation of historical and pedagogical experience into modern educational theory and practice.

Results and scientific novelty. The authors identified socio-economic, pedagogical, organisational and managerial factors of periodisation of the system of primary and secondary technical and vocational education development of Bashkortostan. For the first time, at the local republican level, the main phases of the process have been identified and described, starting with the pre-institutional stage to the present day. It is demonstrated that the trajectory of gradual formation and improvement of the investigated directions and stages of vocational training in the territory of the Republic of Bashkortostan is regulated by the general laws on the development of social structures. Despite some specificity, the trends in regional education found are quite related to all-Russian processes.

Practical significance. The research results can be useful and are already being used when developing and designing vocational development programmes, in particular, they enrich the content of such disciplines as “History of Pedagogy and Education”, “History”, various special courses and curriculum units, concerning the issues on the state and prospects of technical and vocational education. In addition, the research materials can be used for developing regional educational policy.

Introduction. In Russia, the main prerequisite for scientific and industrial modernisation has always been the achievement of critical points of development gap with advanced Western countries, when the implementation of reforms has become a decisive condition for ensuring national security and survival of the state itself. The most important issue in each historical modernisation cycle was the training of scientific and industrial personnel, carried out in accordance with the next strategic tasks.

The aims of the present research are the following: to evaluate the effectiveness of the mechanisms to increase human resources in the system of training skilled workers used in the Soviet and post-Soviet periods; to determine the role and importance of higher vocational and pedagogical education, and on this basis, to predict possible ways of its further development.

Methodology and research methods. The main methodological tool used in the work is the historical and genetic approach, which allowed the authors to identify and interpret the logic of the centennial process of gradual formation of the Soviet model of vocational education and training (VET); to analyse the requests for education of teachers and masters of industrial training, changing both in terms of scale and requirements, in particular, the requirements to the level of qualification and general culture, and to determine the range of the most effective forms towards meeting these requirements.

Results and scientific novelty. The peculiarities of phased development of the Russian system of qualified workers’ training were studied through a comprehensive analytical review of historical literature, documentary sources and statistical data. In this context, the principles of recruiting the teaching staff and masters of industrial training are discussed. Based on historical facts, it is concluded that the restructuring of vocational and pedagogical education is chronically lagged in relation to the urgent needs of the stationary system of young workers’ training.

The paper reveals the reasons for the lack of the adequate tasks of holistic concept and the general training programme for teachers and masters in the field of VET throughout almost the entire Soviet period. The authors show a direct connection with this crisis in the system of State labour reserves, which, by the end of the 1950s, was not able to adapt to changes in the technological level of Soviet industry and agriculture, despite the attempts to create specialised types of educational institutions. The serious problems with providing vocational schools with teaching personnel in the 1960s and 1970s are clarified. Along with continuing attempts to “patch up personnel holes” through the administrative direction of qualified workers and competent managers to work in vocational schools, it was initiated to create a network of industrial-pedagogical technical schools. The next logical step was the opening of Sverdlovsk Engineering and Pedagogical Institute in 1978, which started the formation of the system of specialised higher vocational and pedagogical education. Today, it is the Russian State Vocational Pedagogical University, in which the ideas of integration of sectoral and psycho-pedagogical training continue to be developed. The university professionally prepares and trains competent and multi-skilled specialists in the modern conditions of qualification.

Practical significance. The materials of the present article can be useful for historians of education, teachers, theorists and practitioners engaged in the development of vocational education system.