Профессиональное самоопределение старшеклассников в условиях освоения дополнительной образовательной программы «Краевая агрошкола»

Statement of the problem. Professional self-determination and choice of profession by high school students are becoming especially relevant in the era of ongoing changes in the development of the world and modern Russia. The importance of human capital and its improvement is increasing. The problem solved in this article is related to the state request for: - implementation of the Federal State Educational Standard aimed at the formation of professional orientation of high school students in specific fields of activity; - implementation of the All-Russian project of early professional orientation of students from grades 6-11 of the Ticket to the Future general education organizations of the Success of Every Child federal project of the Education national project, aimed at development of awareness and readiness for professional self-determination of students of grades 6-11; - the need to train future competent specialists and nature users with systemic and environmental thinking, functional literacy, knowledge in the field of IT and biotechnology; - the use of new most effective methods for professional self-determination of high school students in the field of agriculture. The purpose of the article is to develop an educational program in an institution of additional education in the field of agriculture aimed at professional self-determination of high school students. The research methodology (materials and methods) includes systematic approach and scientific, pedagogical, and psychological approaches, cartographic, empirical, and statistical methods. Research results. The results of the study indicate the following: the implementation of a new educational program is associated with the development of students’ interest in agricultural professions, through their involvement in solving agroecological problems of sustainable development of the Russian Federation and the Krasnoyarsk Territory. When implementing an educational program in the field of agriculture, students are maximally immersed in theory and practice (a modular form of organizing an educational process), with inclusion in various roles: analyst, researcher, expert, manager, developer, and PR. This allows students not only to understand their role in the future production process, but also to develop systemic and environmental thinking, the basics of major competencies, the ability to set a goal and achieve it, plan, organize, and perform appropriate work, take responsibility for decisionmaking, bring the work started to the end. Conclusions. The article deals with the issues of professional self-determination and choice of profession by high school students of the basic school. Methodological and organizational measures have been carried out to develop and implement an educational program in the field of agriculture on the basis of an additional education institution. The outcome of the implementation of the educational program in the field of agriculture are metasubject and personal results of students.