Архитектура создания самообучающегося колледжа

Abstract

The competence approach has firmly gained its place in the world educational paradigm, distinguishing rigid (professional) and flexible (supra professional) skills. But the high speed of technological changes will significantly transform the landscape of the modern labor market, when within the next decades up to a quarter of traditional professions will disappear, and hard skills will be significantly transformed after them. The most important competitive advantage will be the speed of perception and translation of new knowledge, as well as competencies formed on their basis. The key competences for continuous development will be flexible competences (soft skills), some of which will be enriched with basic hard skills. The traditional conservatism of the educational system, the long period of formation of educational standards of training becomes a certain brake on the training of specialists of the future. If rigid skills can be formed based on the existing production base (jobs of the future, which do not exist yet), flexible skills can be formed now. This actualizes the idea of creating self-learning spaces in secondary vocational education institutions. Copying Chris Argyris' idea will not find a positive response, given our realities and the specifics of the Millennial generation, Z generation and later α generation, it will be a good idea to create self-learning spaces in secondary vocational education institutions. The author's developments on the implementation of approaches to the formation of the model of a self-learning college in the institution of secondary vocational education are presented. This approach can be useful for secondary vocational education organizations developing educational, managerial and financial strategies in order to unpack the expertise of the teaching community.