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Secondary vocational education is part of the state system of vocational education in the Russian Federation, which provides training for skilled workers and employees, mid-level specialists. It is these personnel, along with engineers, who are currently most needed both for the development and competitiveness of the transport industry, and for the Russian economy as a whole.The processes of restructuring the educational space of secondary vocational education in the framework of the implementation of the strategic goals of the development of the transport system of the Russian Federation are considered. The possibilities of the WorldSkills (WS) movement for the innovative development of secondary vocational education are analyzed; advantages and contradictions of the participation of educational organizations in national projects. An active role in the development of the WS movement of the Nonprofit Organization “Association of Colleges and Technical Schools of Transport” is shown.The author’s view on the possible solutions to the problems identified during the study is given.

An attempt was made to apply an authentic approach to teaching, which consists in creating conditions for the accumulation of students’ own experience in vocational education. The concept of “authenticity” establishes a connection between training and real production conditions and determines the quality of the personnel potential of enterprises.The work is based on theoretical studies of authentic education, the practice of training specialists in professional educational organizations. The solution of the set tasks was facilitated by the study of state regulatory documents, orders of the leaders of the railway industry on interaction with public organizations using methods of comparative analysis, comparing the data obtained, pedagogical observation, working out the practice of network interaction.An interpretation of the concepts “quality of personnel resources”, “quality of education” is proposed, the term “professional authenticity” is specified. The conditions for the formation of an authentic specialist are identified, indicators of the formation of professional authenticity are determined, the content of the interaction of a professional educational organizations and production is concretized to achieve an authentic goal. Rethinking the concept of “authenticity” made it possible to identify and describe the complex of organizational and pedagogical conditions for the formation of the professional authenticity of a future specialist.An authentic approach to education has gained relevance in the international educational community due to the applied nature and proposed new methods and technologies for training specialists, which causes the need for its further research.