Abstract
The article presents an analysis of the features and concerns with professional orientation in the field of design and architecture. The empirical framework is based on content analysis data of the websites of specialized universities: 20 universities were selected (13 architectural and 7 design schools). In addition, the analysis of thematic literature was carried out. In general, universities conduct active campaigns to attract schoolchildren and applicants, providing career guidance both in the form of open days and excursions around the university, and carrying out deep and versatile training in the subjects of the future specialty. At the same time, a contradictory process is observed: along with the reduction of relevant general educational competencies (exclusion of “Drafting” from the school program), schoolchildren are offered a wide range of preparatory courses (but on a paid basis). The lack of feedback (a system of feedback on preparatory courses) is yet another issue in almost all universities. In conclusion, a number of recommendations are proposed, involving the return of “Drafting” in a new format and the introduction of forms for feedback on the quality of preparatory courses
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