Organization of professional training: symbiosis of general secondary and out-of-school education

Abstract

The article examines the main problems and tasks of the implementation of specialized training in Ukraine; topical issues of building a career guidance system in the conditions of specialized training, by the individual competencies and abilities, and professional orientations of the students of education.

The priorities of the education system are substantiated, taking into account the features of differentiated education, and the creation of an effective mechanism for attracting and using state resources for educational needs. The areas of improvement of regulatory and legal support regarding the formation of state policy, development, and organization of specialized training have been analyzed, because the transition to specialized training contributes to the implementation of a personally oriented educational process, expanding the opportunities for the student to build an individual educational trajectory.

The prospects for further improvement and modernization of state policy in the field of education in Ukraine are outlined, which consist of ensuring a real transition to the organization of specialized training in general secondary education; the conditions of the symbiosis of general secondary and extracurricular education in the conditions of implementation of the concept of specialized training in high school are determined.

Various approaches to understanding the concept of «professional education», and «professional training» are characterized; the main profiles were defined, which were reflected in the project «State Standard of Specialized Secondary Education», where educational fields were highlighted. Other profiles may be opened depending on the needs of education seekers, the capabilities of educational institutions, and the educational network of territorial communities.

The content of modern specialized education, modeling of general subject and specialized education from the standpoint of characterizing the content of education, priorities, values, key features, degree, and criteria for evaluating the final results were considered; implementation of the content of education based on a project-technological approach that integrates all types of human activity.