Regulatory framework as a condition for the effective organization of career guidance work

The article is devoted to the issues of contradictory development of federal regulatory framework for career guidance in the education system. Based on the analysis of regulatory documents, the author shows that in the post-perestroika period of the country’s development, career guidance in educational organizations found itself on the periphery of state legal regulation. However, in the context of worsening demographic problems and the situation developing in the labor market, career guidance is becoming a significant tool in the system of training personnel for the Russian economy and, as a result, one of the priority tasks of educational organizations. Therefore, the legislator in the Federal Law “On Education in the Russian Federation” (No 273-FZ) proposed its own model of its organization, securing career guidance for general education and additional education of children, prescribing it in the Federal State Educational Standard of Basic and Secondary General Education, but not including this type of activity in the professional standard of a teacher. The absence of a normatively secured career guidance function for the SVE system, which nevertheless, due to circumstances, continued to implement it, did not contribute to the formation of continuity of career guidance work between the levels of education and ultimately affected the compliance of personnel training with the needs of the economy. To solve the problem, the highest state authorities made a number of decisions that led to the creation of new tools and mechanisms in the organization of career guidance work. A state position on the goals of career guidance was formulated, a circle of persons in educational organizations responsible for career guidance work was determined. Mechanisms of a professional minimum and professionalism were created, which should help to overcome the gap between the levels of general and vocational education. At the level of the federal project “Education for the Labor Market”, the task has been set to integrate career guidance into a single “seamless” system of personnel training. Normatively formalized new approaches create the necessary unified conditions for organizing career guidance work in educational organizations.