DOI: 
http://dx.doi.org/10.15293/1813-4718.2604.04
UDC: 
377.1
Kondratieva Olga Gennadievna
Доктор педагогических наук, Professor of the Department of Technology, Entrepreneurship and Teaching Methods, Federal State Budgetary Educational Institution of Higher Education "Irkutsk State University", danqo@mail.ru, Irkutsk
Klink Olga Fridrikhovna
Кандидат педагогических наук, Head of the Basic Training Center, Autonomous Nonprofit Organization “National Agency for Qualifications Development”, oklink@nark.ru, Moscow

From Diagnosing Deficits to a Competency Model of Career Modelling for Secondary Vocational Education Students

Abstract: 
The modern labour market is characterised by increasing non-linearity, digital transformation of professions, and a growing demand for soft skills, which makes it essential for secondary vocational education (SVE) students to develop the ability to manage their own professional trajectory. Despite the development of the National Qualifications System (NQS), its tools remain largely unknown and are practically not integrated into the personal career strategies of college students, creating a contradiction between institutional opportunities and actual student practices. The aim of the article is to identify and structure the key deficits of SVE students’ career readiness, to clarify the composition of career modelling competencies taking into account the specifics of the secondary vocational education system, and to analyse the potential of the “Career Modelling” course in overcoming the identified problems. Methodology and research methods. The empirical basis comprised survey data from 31,151 final-year SVE students from 13 regions of the Russian Federation, conducted in 2024 within the “NQS — Career Constructor” project. Descriptive statistics methods, comparative analysis of groups of students who studied and did not study the discipline, as well as content analysis of the model syllabus of the “Career Modelling” course (2023 and 2025 versions) were applied. Research results. Systemic career readiness deficits were identified: 44.4% of students do not know the labour functions of their profession, 61.7% are not aware of potential employers, more than half have not explored the labour market situation, and only 10.1% have a written career plan. A multidimensional model of career modelling competencies is proposed, comprising analytical, motivational-value, personal, and procedural-activity components. It is shown that the updated version of the course syllabus moves towards greater practice orientation and enhanced work with NQS digital resources. Conclusion. The “Career Modelling” course can compensate for key deficits provided that teachers receive appropriate training and the course is integrated into the career guidance system and the activities of career centres of vocational education institutions.
Keywords: 
Career modeling; career readiness; vocational education students; National Qualifications System; independent qualification assessment; labour market; career plan; soft skills
References: 

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