THE PROBLEM OF FORMATION OF STUDENTS’ PROFORIENTATION COMPETENCE

Introduction. The problem of career guidance competence in the condition of rapidly changing labor market motivates the need for scientific search and finding of effective tools to prepare graduates for their professional careers. This problem is relatively new for domestic science, which is connected with the changed socio-economic conditions of labor activity. While in the Soviet Union period there was a targeted training of university graduates and the main emphasis in professional development was placed on the subject training, at present with the free professional choice of graduates, personal responsibility of the graduate has increased. The effective professional career decision making requires a graduate to have formed personal competencies, including professional development in the context of uncertainty. In this regard, the identified problem is increasingly becoming interdisciplinary.The aim of the article is to identify the features of students’ career guidance competence as a readiness to consciously build their professional career in unstable labor market conditions. Material and methods. The empirical base of the study is represented by undergraduate students of D. I. Mendeleev Tobolsk Pedagogical Institute (branch) of TyumSU. One hundred and fifty people took part in the survey. The content of the questions is aimed at assessing the formation of motivational-value, cognitive-emotional, activity and reflexive components of vocational guidance competence of university graduates. The assessment of the level of career guidance competence was based on the degree of development of the motivational-value, cognitive-emotional, activity and reflexive components of the students. The main methods: analysis, synthesis, generalization, questionnaire.Results and discussion. The structure and content characteristics of career guidance components are revealed. The methods of diagnostics of the level of formation of career guidance competence and its individual components were selected. The results obtained prove the overall maturity of students in determining their professional career and possible difficulties in adapting in the field of professional activity. Conclusion. As a result of the low level of the main components of career guidance competence some students fall into the risk group, future graduates may join the number of professionally undecided young people. Career guidance competence, readiness for professional career planning requires targeted work in higher education institutions to support and develop the conscious professional intentions of graduates.

career guidance competence, professional career, graduates