Polysectoral interactions of pedagogical colleges for the development of students’ human capital

Domestic secondary vocational pedagogical education in strategic regulations is considered today as a sphere of human capital development, which predetermines the need to resolve a wide range of problems. In particular, the problems of creating effective multi-sector interactions of teacher training colleges for the development of human capital of students. Its relevance, theoretical and practical significance, insufficient scientific development determined the purpose of the study - empirical and theoretical understanding of the essence of multi-sector interactions of teacher training colleges for the development of human capital of students, development of principles, mechanisms, forms and conditions for their harmonization. The theoretical and methodological foundations of the study were: epistemology and logic, philosophy of education, theory of vocational education, theories of personality, its development and socialization, theory of human capital. The study was carried out using methods of analysis, synthesis, observation, sociometry, pedagogical experiment, expert assessment, mathematical statistics, etc. and covered 1106 respondents. Its experimental base was 6 pedagogical colleges of the Kemerovo region - Kuzbass and their 75 cluster partners from various sectors of the national economy. As a result of the study: the degree of development of the problems under study in pedagogical science was determined; the essential characteristics of the phenomenon under study are revealed, its principles, mechanisms, forms and conditions of harmonization are proposed, and their experimental testing is carried out. The scientific novelty of the results obtained lies in the fact that for the first time the phenomenon under study has become the subject of scientific understanding, the author’s interpretation of its definition is given, its essence (signs, generic characteristics, functional vector directions, system-forming factor), an innovative set of principles, mechanisms, forms is illuminated and substantiated and conditions of harmonization. Their theoretical significance lies in the fact that the obtained results represent a contribution to the theory of secondary vocational pedagogical education with knowledge about the essence of this phenomenon, and their practical significance lies in the fact that they can be used to modulate domestic secondary vocational pedagogical education as a sphere of human capital development, for designing special socio-pedagogical tools.