The Model of the Process Maintenance of the Students’ Professional Self-Determinations

One of the most important life values is the possibility of obtaining a quality education, and the main task is self - determination in the profession. Having analyzed the existing successful practices for the organization of professorial support, we can conclude that at present there is sufficient experience of both domestic and foreign researchers in the organization of this process. However, the majority of teenagers remain not ready to make a choice of a post-school trajectory of professional self-determination. It can be assumed that the process of professional self-determination can be successful if it is built taking into account the interests, abilities of the self-determined person, as well as taking into account various factors that influence him. This model of supporting the process of professional self-determination is developed taking into account certain conditions/factors, namely, the creation of an educational center by merging the general education institution "Gymnasium No. 1" (hereinafter referred to as Gymnasium 1), three pre – school educational institutions and an additional education institution - "Young Technician Station" (hereinafter referred to as SUT). Taking into account the importance of additional education as a factor of positive and developing influence on the process of professional self-determination, in the educational center, programs for supporting professional self-determination of students are defined as programs for additional education of students. The analysis of the personnel potential of the center showed the need to attract part – time teachers to organize the work of circles of new directions. Network cooperation agreements were signed, on the basis of which part –time teachers of additional education can work in the center, and network programs were developed, according to which teaching in circles is conducted. Network cooperation agreements also opened up opportunities for expanding the material and technical base of the center. According to the intermediate results obtained, which allow us to assess the viability of the presented model, the number of students enrolled in additional programs has increased, and the range of additional education programs provided by the center has expanded. There was no experience of creating such an educational center by combining a general education organization and an additional education institution in the Moscow Region until September 2018. Therefore, the development of a system for supporting the process of professional self-determination on the basis of our educational center, in our opinion, will be a useful experience for organizations that will face similar tasks in the future.