2. PEDAGOGY OF SECONDARY PROFESSIONAL EDUCATION 2.1. CHARACTERISTICS OF THE MODERN PROFESSIONAL EDUCATION SYSTEM, ITS PLACE IN THE SYSTEM OF CONTINUOUS EDUCATION

The modern system of vocational education includes three levels: primary vocational education (schools, lyceums), secondary vocational education (technical schools, colleges), higher professional education (institutes, universities, academies).

Primary vocational education is aimed at training skilled workers (workers, employees) in the main areas of public benefit activities based on basic general education.

Secondary vocational education is aimed at training mid-level specialists, meeting the needs of the individual in deepening and expanding education on the basis of basic secondary (full) general or primary vocational education.

Higher vocational education is aimed at training and retraining specialists of the appropriate level, meeting the needs of the individual in deepening and expanding education on the bases of secondary (full) general, secondary vocational education.

Vocational education is currently developing on new methodological foundations, which are defined in science as a new humanistic paradigm. According to one of the modern definitions, education is a special sphere of social life, creating external and internal conditions for personal development. Therefore, to a greater degree in the educational space, it is necessary for every person to create such conditions so that he becomes an integral, full-fledged subject of his life, his activity, above all, professional, so that he has a need, readiness and ability for a productive dialogue with nature and society, cultural creation.

In the context of the humanistic paradigm, the functions of education change significantly: from communication, reproducing the sum of systematic knowledge to constructing knowledge; from imposing knowledge to awakening interest in them; from “education for life” to education as the basis for further continuous improvement; from the thesis “knowledge is power” to the thesis “knowledge is power”. Acquiring a profession cannot be considered as “mastering” technological knowledge with technological knowledge even at the highest level of qualification.

Vocational education should be considered as “entering” a profession, identifying oneself with a profession, “embedding” one’s personality and individuality into the sphere of professional activity. According to experts, today there is no ready-made professional knowledge and a set of labor skills, armed with which you can become a great expert for life. The time has come to consider professional education as a process and the result of a person’s comprehensive knowledge of the essence of professional activity, the conscious choice of a person adequate to her abilities, interests, needs, the direction of self-realization and self-development in a particular professional sphere with the greatest possible benefit for themselves and society. The new paradigm of education is focused not on production, but on personality.

Today, continuing education is of particular importance, which ultimately ensures the systematic, purposeful activity of the individual in obtaining and improving knowledge and skills, both in any kind of general and special educational institutions, and through self-education.

The main trends of change, the development of vocational education in modern conditions include:

- understanding of a person as an active subject in the labor market, freely disposing of his main capital - qualifications;

- the anticipating nature of vocational education;

- diversification of forms and types of education: the emergence of a multi-variant educational system - the creation of educational institutions at various levels, multistage, multi-functionality, etc .;

- the use of a variety of educational technologies;

- integration of educational institutions in complexes of various types;

- humanization of the content of education, including the deprofessionalization of humanitarian knowledge;

- approximation of the level of secondary vocational education to the level of higher professional education, the emergence of institutions of a higher level of vocational education (colleges);

- decentralization in the field of management of the open source software system, a strategic line on the creation of regional open source software systems;

- adaptation of the system of secondary vocational education to work in the conditions of market relations, strengthening of orientation towards meeting the needs of the regions for personnel and regional profiling of the content of educational programs;

- consolidation of specialties for which the preparation, development of a new list of specialties, specializations and qualifications is conducted.

Thus, the goal of secondary vocational education is in an abstract formulation: “... the formation of a free person who consciously makes professionally weighted decisions, chooses the form, technology of appropriate actions and behavior, thinks about the consequences of his actions and is ready to take responsibility for them” [G. V. Mukhametzyanova].