Specifics of shaping proficiency while occupational self-education of students at the secondary vocational training schools

The paper examined some issues of shaping proficiency in students studying at the institutions of secondary vocational training in Russia, and revealed general inconsistencies. The study demonstrated ways available to motivate the shaping of proficiency and provide continuity in upgrading, namely by increase in subjects aimed at practicing and vocation-related aspects of study by means of the early vocational self-education that assumed involvement of students into self-education prior to and along with the study of occupation-related subjects. The paper described a model of shaping proficiency while vocational self-education including three stages, the first being the making of a meaning, the second the shaping, and the third stage being development; and mentioned the means, and modes and ways available to arrange steps of learning. The paper proceeded with a description of progress in shaping proficiency while occupational self-education by means of a technique of anticipating comprehensive (context-related) assignments combining in performance both general and specific abilities. The study provided the examples of drawing contextual and comprehensive occupation referred assignments for different subjects (for students majored in "construction and maintenance of buildings and structures").