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Introduction. The transition of the state to the digital economy is characterized by turbulence in the development processes of various industries and services. New economic and technological conditions require the creation and implementation of approaches to assist citizens in the development of new competencies in the digital economy, which is only possible if the architecture of the country's vocational education system is improved. From September 1, 2022, the Ministry of Education of Russia is launching an experimental program "Professionalitet", within the framework of which about 150 thousand students of secondary vocational education organizations will start studying, taking into account the requirements of leading industry enterprises. In addition, one of the initiatives of the "Professionalitet" involves the training of teaching staff who are able to carry out advanced training of qualified competitive personnel. Today, the issue of improving the content of training a master of industrial training, as a key figure in the vocational education system, is again becoming relevant. Therefore, the competence portrait of a master who meets the challenges of modern society and provides high-quality and effective training of personnel requires a significant update.Materials and Methods. The presented research is based on competence-based and personalityoriented approaches to vocational education. Modeling and analysis of domestic and foreign scientific literature and regulatory documents were chosen as research methods.Results. A competency-based model of a vocational training master format 2.0 is proposed, which includes universal (over-professional or soft-), methodical, organizational and managerial, research and digital competencies in new descriptors.Discussion and Conclusions. During the Panel discussion "Competence portrait of a vocational training master as the basis of the human resources of the Russian VET system" within the framework of the business program of the WorldSkills National Final, held in August 2021 in the city of Ufa, experts in the field of professional and vocational pedagogical education, as well as representatives of regional ministries that determine the policy in the field of education, have confirmed the importance of each of the highlighted block of competencies for the masters of industrial training of the future. However, the gap between the psychological, pedagogical and professional components in the content of Master 2.0 training is obvious. In this regard, the task of finding ways to overcome this gap in the design of educational programs that integrate the parallel formation of pedagogical skills through the prism of sectoral content becomes relevant today.

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Предмет. В  условиях вступления российских колледжей в  федеральный проект «Профессионалитет» реализовывать образовательные программы профессионального образования так, как вчера, не  представляется возможным. Обновленные принципы профессиональной подготовки, сроки, нацеленность на  плотное взаимодействие с участниками реального сектора экономики требуют качественно иного подхода к образовательному процессу.Методы. Анализ теоретических исследований и международных образовательных практик, основанных на новых подходах к содержанию профессионально-педагогического образования и организационных форм его реализации: agile-технологии, принципы когнитивистики и нейрообразования.Результаты. Показаны особенности и  возможности практического применения данных концептуальных идей на примере образовательной программы по формированию у обучающихся проектного мышления «Акселератор» и образовательной платформы «Педагогический ликбез», реализованных в Российском государственном профессионально-педагогическом университете.Практическая значимость. Продемонстрированный опыт может быть использован в  практике подготовки будущих педагогов профессионального образования, а  также для формирования педагогической компетентности производственных кадров. Background. Due to the entry of Russian colleges into the federal project “Professionalitet”, the implementation of educational programmes of vocational education in previously known ways is no longer possible. Updated principles of professional training, deadlines, and focus on close interaction with participants of the real sector of the economy require a qualitatively different approach to the educational process.Methods. Analysis of literature and international educational practices based on new approaches to the content of professional and pedagogical education and organisational forms of its implementation: agile technologies, cognitive science and neuroeducation principles.Results. The features and possibilities of practical applying provided conceptual ideas into the practice of personnel professional programmes training are shown. A successful implementation can be seen on the example of an educational programme on thinking formation Accelerator and an educational platform Pedagogical literacy classes based in Russian State Vocational Pedagogical University.Practical significance. The presented experience can be used for future teachers of vocational education training, as  well as  for the formation of  pedagogical competence in personnel.

The article presents the results of a study conducted in order to reveal the priority directions of professional and pedagogical activity of pedagogical specialists in secondary vocational education institutions in relation to the value orientation. The problems arising in the implementation of these directions are identified. The main goals of the professional activity of vocational teachers and trainers and the existing professional deficits in the professional and pedagogical sphere are determined. The results of the study allow to develop the most important directions for improving the process of vocational teacher training, including individual methodological assistance.