Designing flexible practice-oriented secondary vocational education programs in the context of interaction "college – enterprise – university"

one of the ways to solve the problem of forming a highly qualified personnel reserve of the country is the involvement of business in the partner management of professional educational organizations, the maximum orientation of training to practice, its personification. To implement the concept of personification and individualization of the educational process within the framework of the federal project "Professionalism", it is necessary to organize training using flexible practice-oriented programs. To conduct the research, general scientific methods of comparative and theoretical analysis, generalization and synthesis of data from open sources – normative documents and scientific publications were used. The article proposes a model for designing and testing flexible practice-oriented secondary vocational education programs for training specialists in the college– enterprise – university system in the context of digital transformation of education. The article presents the experience of the Yelabuga Institute of the Kazan (Volga Region) Federal University, which trains students in 6 specialties of secondary vocational education: 09.02.07 "Information Systems and Programming", 38.02.01 "Economics and Accounting (by industry)", 38.02.03 "Operational activities in logistics", 40.02.01 "Law and organization of social security", 44.02.02 "Teaching in primary schools", 44.02.01 "Preschool education" with the direct participation of employers and university teachers. The results of the study revealed the possibilities of introducing effective practices of the industry model of training highly qualified mid-level specialists within the educational process of colleges operating as part of universities.

secondary vocational education, Professionalism, personification of learning, flexible practice-oriented programs