Applied scientific foundations of professional orientation: theory and practice

This article analyzes the theoretical and methodological foundations of professional orientation in the modern post-industrial society: principles, approaches, conceptual attitudes. The principles include the principle of co-development of personality, education and professions, the interaction principle of individual, personal and professional development, the principle of social and occupational mobility, the principle of consolidation of business resources, enterprises and educational institutions. The essential characteristics of the methodology are the logic-evolutionary system, context-competence, project and personal approaches. Conceptual attitudes are fulfilled in the following areas: - The development of a unified professional orientation system; - Development of information environment; - Training, retraining and advanced training of specialists in the field of career guidance. Depending on the changes in socio-economic conditions of professional development and on the change of leading activity the following professional stages of human evolution are distinguished: optation, training, social and professional adaptation, professionalization and akmeprofessionalizma. The professional self-determination of the individual is considered to be a thematic core. Professional formation is accompanied by alternative development paths. The article discusses the main professional oriented applied scientific disciplines: pro-fessiology, profession concealing, profession orientology which provide design and implementation of professional orientation. The new research and education sector is proved - profession orientology, its purpose and objectives are stated. The need for training of specialists in this area is emphasized within the scope of master educational program on the basis of higher education (Specialist's and Bachelor's degree) of any profile awarded as a specialist of profession orientation. The types and functions of this work are presented. They include: instruction and preliminary career counseling; prevention of possible deviations, failures of professional self-determination; career concealing of students, teachers, parents, members of employment services; correction and developing work with students, graduates, unemployed youth, unemployed citizens; professional diagnostics of students; scientific and methodological support of career guidance; psychological and educational support of professional development of students and the quality examination of professional oriented activities in educational organizations. In conclusion the importance of personality in the socio-professional self-determination and the purpose of developing professional oriented competence are emphasized.

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