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.

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Purpose of the study: The need for knowledge, skills, expanding the established functionality of a professional is increasing more and more. That is why young professionals-trans-professionals, who are able to realize themselves not only in one sphere but who are ready to delve into problems of other, absolutely "foreign" for the scientific and technical fields and cooperate effectively with specialists of these areas in one team, will be responsible for creation of new technologies determining the wellness of our country. The article is aimed at the analysis and generalization of foundations of the convergence and identifying its sense-creating content in the development of trans-professionalism as an integral characteristic of the activity subject in a rapidly changing social-professional environment. Methodology:The leading methods in the study of this problem are the theoretical and methodological analysis of the subject and the problem of the research based on the study and logical generalization of scientific literature. Description of the phenomenon of convergence and trans-professionalism was carried out based on multidimensional, transdisciplinary, project and process approaches. Results:The results of the study are content components of trans-professionalism of the activity subject, justification of the convergence theory as a fundamental basis of integration of educational content and new technologies as well as technology foresight of the formation of trans-professionalism of subjects on the basis of convergence. Applications of this study:Materials of the article may be interesting for methodologists, Methodists, and teachers of the continuous professional education system. Novelty/Originality of this study:The components that allow combining the different parameters of the activity subject, showing its qualitative change in the problem field of trans-professionalism, are stated to be the content components of trans-professionalism for activity subjects. The methodology of convergence provides a synergistic effect of the interaction of social-humanitarian and natural sciences. Improving the process of development of trans-professional competencies of activity subjects is associated with the development of new technologies -tools and methods. |www.hssr.in © Zeer et al.organization's problems and risks), focus group (obtaining an idea of the image and perception of the organization by external/third-party groups of people and institutions) group discussion (general decision making). The foresight product was the formation of a roadmap for each of the key direction of the organization's development: a circle of participants, involved resources, the involvement of organizational units and other institutions in the implementation of the roadmap, the coordination of the participants' efforts, etc. The implementation of this thematic foresight project occurred in the form of joint practical activity, as a result, students participating in the process of predicting/forecasting the future -transprofessional c...

Аннотация. В статье обсуждаются дискуссионные вопросы теории и практики современного профессионально-педагогического образования. На основе сопоставления целевых ориентаций подготовки педагогов показано от-личие данного направления образования от собственно педагогического. Автор статьи предлагает консолидировать усилия ученых и специ-алистов-практиков для создания обновленной, соответствующей требова-ниям времени теории профессионально-педагогического образования.

Аннотация. Введение. Непрерывное образование, или «образование через всю жизнь», которого требуют от человека современные реалии информационного, быстро меняющегося общества, осуществляется по индивидуальной для каждого человека траектории развития. Сопровождение такого образовательного процесса нуждается в эффективном инструментарии. Актуальность его разработки обусловила исследование, изложенное в публикации.Цель статьи -продемонстрировать возможности средств навигации при реализации индивидуальных маршрутов обучения, соответствующего федеральным государственным образовательным стандартам и учитывающего цели и интересы каждой отдельно взятой личности.Методология и методики. Ведущим методологическим основанием исследования явился личностно ориентированный подход к реализации индивидуальной образовательной траектории. В ходе работы использовался логикопедагогический анализ продвижения учащихся по данной траектории. 78Результаты и научная новизна. Выявлена взаимосвязь понятий «индивидуальная образовательная траектория» и «индивидуальный образовательный маршрут». Предложена концептуальная модель сопровождения индивидуальной образовательной траектории как совокупность ориентиров освоения необходимых специалисту компетенций. Дидактическими средствами в модели выступают навигаторы учебного процесса и кейсы оценки индивидуальных образовательных достижений. Показано, как применение составляющих модели позволяет более эффективно организовать профориентационные мероприятия, осуществлять входной контроль знаний до начала обучения, контрольные мероприятия в период профессиональной подготовки, соотносить индивидуальную траекторию обучения со стандартом, иметь путеводитель при изучении дисциплин различных циклов, при прохождении учебной и производственной практик, защите выпускной квалификационной работы и проводить учащемуся самооценивание приобретенных компетенций.Практическая значимость. Материалы статьи будут полезны научным и практическим работникам всех уровней образования, а также людям, занимающимся самообразованием.Ключевые слова: непрерывное образование, индивидуальная траектория развития личности, индивидуальная образовательная траектория, индивидуальный образовательный маршрут, средства навигации, навигатор. Для цитирования: Зеер Э. Ф., Журлова Е. Ю. Навигационные средства как инструменты сопровождения освоения компетенций в условиях реализации индивидуальной образовательной траектории // Образование и наука. Abstract. Introduction. Continuing education or «education through all life» is required of the person by modern realities of the information, quickly changing Навигационные средства как инструменты сопровождения освоения компетенций в условиях реализации индивидуальной образовательной траектории