CONCEPTUAL SUBSTANTIATION OF DESIGNING THE CORE OF SECONDARY PROFESSIONAL EDUCATION PROGRAMS REGARDLESS OF THE DIRECTION OF TRAINING
The article is devoted to the problems of forming the content of the variable component of the cross-cutting core of educational programs in the system of secondary vocational education, regardless of the direction of training. An analysis of the roadmap of the federal project «Professponality» and the initiative of the Ministry of Education of Russia to form the core of secondary vocational education showed that praxeological and competency-based approaches are used as methodological tools that can ensure the achievability of the goals set in the relevant documents of the Ministry. The identified methodological foundations made it possible to formulate a number of paradigmatic concepts that serve as the theoretical basis for the identified core of the designed educational programs, which, in turn, made it possible to determine the content of the concept of «the concept of designing the core of educational programs for the system of secondary vocational education». Thematic sections of the cross-cutting variable core of secondary vocational education programs are identified, regardless of the direction of training. Special attention is paid to such a component of the core as «tools for achieving the results of professional activity». The survey showed the different significance of the proposed content of the variable core of the educational program for students of the first and last year of study, from which it was concluded that the proposed content of the variable core of educational programs in the system of secondary vocational education is in demand by students, but it must be ranked by year of study.