Keyword: «continuous education»

Correctness, consistency and polyvariability of the applied methods in modern scientific research in pedagogy make it possible to focus scientific search in two interconnected planes of analysis and theorization of pedagogical phenomena and processes – theoretical-technological and experimental. In such a presentation of the resource potential of the organized research, concepts, problems, goals, ideas formed in the implementation of the process, meanings, models, synthesized tasks, functions, priorities, methods consistent with changes, methodology, ideology, pedagogical conditions can be clarified. The aim of the study: structural and functional clarification of the conceptual apparatus that determines the actions, functions, components, conditions and priorities of the process of theorization and formation of the culture of socio-economic development of the individual in various planes and meanings of classical and non-classical pedagogy. The methods of the research are analysis, synthesis, comparison, juxtaposition, scientific theorization, pedagogical modeling. The set of level components of the ecosystem approach (adaptive, adaptive-productive, reproductive-productive, creative-productive, functional-technological, innovative-promising, control-synergetic approaches) are defined in theorization and illustrated at the subject-semantic level. The results of theorization determined the factors (level definitions of the concept of "culture of socio-economic development of the individual" in a broad, narrow, local, adaptive, adaptive-productive, reproductive-productive, creative-productive, functional-technological, innovative-promising, control-synergetic senses), problems, models, ideas, meanings, functions, principles, priorities, pedagogical conditions, ideology, methodology of forming the culture of socio-economic development of the individual in the system of continuous education. The theoretical significance of the study lies in the level determination of the concept, components of theorization (models, ideas, principles, functions, conditions), clarification of the ecosystem approach in theorization and study of the process of forming the culture of socio-economic development of the individual in the system of continuous education. The scientific and practical novelty of the research is determined in the plane of clarification of elements and products of the theoretical pedagogical phenomenon (culture of socio-economic development of the individual). In the future, scientific and methodological support for the formation of the culture of socio-economic development of the individual will be determined.

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.