Social and pedagogical support strategies for university graduates job placement assistance

the article presents theoretical and methodological grounds that update the development and implementation of strategies for socio-pedagogical assistance for university graduates job placement. Meaningful characteristics of this type of strategies are justified from the standpoint of using concepts of the value-meaning field of key installations of teacher-facilitators. Within the framework of the strategy «Updating the professional and personal potential of young specialists», the following concepts are significant: «Advance and anticipating assessment», «Growth mindset». The strategy «Socio-pedagogical orientation of students to successful self-presentation» is imple-mented using the key attitude concept of teacher-facilitators: «Challenges are an opportunity to develop». For the strategy «Intensifying professional self-determination and granting the right to choose», the use of the following concepts is effective: «Assistance in developing an individual trajectory for the formation of a graduate employment culture», «Contextual interaction». The Scaf-folding strategy is implemented within the framework of the well-reasoned concepts, such as «Joint analysis and decision-making» and «Initiation of achievements». It was established that the mean-ingful concepts of the value-meaning field of key installations of facilitator teachers presented in the study provide a qualitatively new, more effective level of solving the problems of implementing strategies for socio-pedagogical assistance to the employment of university graduates to prepare young people for new employment patterns and new conditions of competitive realities of the labor market. Keywords: job placement, educational organizations of higher education, graduates of universities, social and pedagogical assistance, strategies, concepts of the value-meaning field of key installations of teacher-facilitators.