Rinad K. Iskhakov

Vocational training in secondary vocational education (SVE) institutions under the programs for training workers (employees) and programs for training mid-level specialists is developing dynamically, and it is increasingly focused on the needs of the economy and industry. Professional mobility is mentioned among the most in-demand professional qualities of a college graduate, which is due to the growing trend of continuous technological development and the increasing importance of lifelong learning that is based on professional mobility. That is why our research is of particular relevance. However, the SVE system still does not pay enough attention to the purposeful, systematic, and comprehensive development of professional mobility among college students. In this regard, the aim of the study is to present the process of comprehensive formation of professional mobility in the educational and extracurricular activities of students in the context of mutual mentoring in a professionally oriented environment, as well as during the period of educational practice in college and the organization of practice at specialized enterprises. The objectives of our research are as follows: to specify the essence and content of the concepts of "mutual mentoring" and "professional mobility" based on the analysis of scientific literature; to select and implement a program for the formation of professional mobility at a secondary vocational education institution; to identify the organizational and pedagogical conditions and develop a model for the formation of professional mobility in the process of mutual mentoring. The main approaches are as following: the professional activity-oriented approach provides a fundamentally different consideration of the goals and objectives of training in a vocational school compared to the traditional knowledge-based approach in personnel training; the dual approach involves strengthening social partnership; and the personality-oriented approach focuses on individualization of training. The article discusses the methodology for organizing practice aimed at developing professional mobility by means of mutual mentoring. The article presents the final results and identifies areas for further research. The theoretical significance of the article lies in clarifying the essence and content of the concepts of "mutual mentoring" and "professional mobility." The article also develops a structural and content model as well as a scheme for collaboration between colleges and specialized enterprises. The authors identified diagnostic tools, criteria, indicators, and developed an optional course "Fundamentals of Professional Mobility." The practical significance of the article lies in the fact that the research findings provide new opportunities for developing the professional mobility of college teachers and students. These findings can be used by college teachers, technical school teachers, university professors involved in training teachers and supervisors for secondary vocational education, as well as by teachers of labor training (technology) in secondary schools.

The article discusses the urgent issue of enhancing the motivation for self-development among students and teachers in the secondary vocational education (SVE) system, particularly in relation to their preparation and participation in innovative professional skills competitions. The authors argue that these competitions can serve as a catalyst for the development of innovative skills and competencies among participants. The significance of this study lies in the current situation of uncertainty, lack of workers, and the need for accelerated training in order to implement the "Professionalism" project. It is necessary to find ways to increase the motivation for learning and self-improvement among students in vocational education in order to address these challenges. As experience shows, competitions are one of the most effective ways to increase motivation. The purpose of this study is to identify organizational and pedagogical factors that can help increase the motivation of students and teachers in vocational education to learn and develop their skills through professional competitions. The primary strategies are student-centered, game-based, context-based — competence-based ones. They set a fundamentally new direction for the competitive movement, which helps to increase motivation for self-development, improve the quality of education, and prepare graduates who are in high demand on the job market. The effectiveness of the organizational and pedagogical conditions for preparation and participation in competitions is confirmed by the high results of the college's students and teachers. Recommendations on theoretical, practical and psychological preparation of the contestants are given. The theoretical significance of this study lies in the clarification of the concepts of "competition", "motivation" and "activity". It also justifies the need for the formation and development of innovative competences among teachers and students in order to promote continuous professional growth. Additionally, it identifies the most relevant areas for further research in this field. The practical significance of this research lies in the development of a methodology for the comprehensive training of students for competitive events, through the collaboration of college teachers and enterprise mentors. The study was conducted on the basis of the Ulyanovsk Vocational and Polytechnic College (Ulyanovsk) and the Ural State Pedagogical University (Yekaterinburg).