Social prerequisites and consequences of youth employment in the labor market. The problem of employment of graduates after universities Problems with the employment of graduates of vocational educational institutions

Problems of employment of graduates

V. I. Marmyshev

Deputy Head of the Department - Head of the Department of Vocational Training and Career Guidance of the Federal State Social Protection Service in the Nizhny Novgorod region

N. L. Potemina

Chief specialist of the research department of the Federal State Social Protection Service for the Nizhny Novgorod region, Nizhny Novgorod

It is well known that one of the main problems of all levels of vocational education is its insufficient adequacy to the needs of the labor market. As a number of experts note, due to poor labor mobility and the relative isolation of regional labor markets, this problem will only worsen in the future. This applies to a particular extent to higher education. Universities, as a rule, train specialists in traditional specialties for each educational institution, satisfying the growing needs of the population, rather than the economy. A consequence of this is the fact that in the country as a whole, about 30% of university graduates work outside their specialty. Up to 250 billion rubles are spent annually on retraining specialists/

At the same time, in 2003, Russia joined the Bologna Declaration, one of the important provisions of which is the orientation of higher education institutions towards the final result: the knowledge of graduates should be applicable and practically used. In this regard, the problems of the quality of training of highly qualified specialists and their further employment are of particular importance.

The Nizhny Novgorod region is one of the leading educational centers in Russia, including 17 state higher educational institutions (5 universities, 6 academies, 6 institutes), 19 branches and 20 non-state universities.

As in the country as a whole, the number of students in universities in the region is constantly growing; from 1999 to 2005, the number of applicants for all forms of education increased by 1.6 times (in 2005 by 3.6%) (Fig. 1) .

Rice. 1.

At the beginning of the 2004/2005 academic year, the number of students studying at universities in the Nizhny Novgorod region was 161.8 thousand, of which 152.4 thousand were students at state universities (94.2% of the total number of students).

The number of university students per 10 thousand population of the Nizhny Novgorod region in 2005 was 528 people, of which 178 people studied on a budgetary basis, which corresponds to the level determined by Russian legislation.

And in terms of the share of students in the total number of young people aged 17-25 (32.51%), we even exceed the indicators of the Volga Federal District and the Russian average.

The distribution of students by department in state and non-state universities is shown in Table 1.

It should be noted that, as in other regions of Russia, the training of specialists in commercial universities was focused mainly on economic specialties - 36%, jurisprudence - 22%, management - 22%. The distribution of students at non-state universities by industry group (admission in 2005) is shown in Figure 2.

Table 1

Distribution of students by departments

Rice. 2.

The reasons for the “overproduction” of the total number of graduates, regardless of in-demand professions and specialties, often lie in insufficient control over the process of opening and maintaining the work of non-state educational institutions. The distribution of students at state universities by industry group (admission in 2005) is shown in Figure 3.

Rice. 3.

Compared to 1995, the training of specialists in humanitarian, social, natural science, engineering and technical specialties, as well as specialties in the fields of education, culture and art, economics and management, agriculture and fisheries, has noticeably increased. At the same time, the number of students studying specialties in the field of health decreased by 2.7%.

At the same time, an interesting fact is noted: an increase in the scale of training at universities in the region leads to a reduction in the employment of graduates in the specialties received. Based on the results of the research, less than half of the graduates realize their professional opportunities in their chosen specialty. The rest either choose a job unrelated to their specialty (about 45%) or register as unemployed (annually from 6 to 8%). At the same time, most organizations in all sectors of the economy experience serious problems with personnel renewal.

The share of young people in the total number of unemployed citizens of the region over the past 5 years has consistently fluctuated between 20-25%, of which more than 60% are young people aged 18-24 years.

Factors currently aggravating youth employment problems include: low wages for young professionals; the futility of solving their social needs, first of all, the possibility of purchasing housing; lack of practical skills and insufficient qualifications, discrepancy between the profile of the acquired profession and specialty and the needs of the labor market; the prevailing orientation of graduates towards employment in the non-productive sector, with a focus on high wages and insufficient awareness of trends in the labor market and behavioral skills in it.

The fact that a young man begins his career with the status of unemployed requires deep reflection and adequate measures. Every 5th university graduate who received unemployed status underwent vocational training in the direction of the employment service for further employment.

The dynamics of applications from university graduates to the employment service is shown in Figure 4.

Rice. 4.

The professional composition of university graduates in 2005 who applied to the employment service is reflected in Table 2.

table 2

As can be seen from Table 2, among graduates of Nizhny Novgorod universities registered as unemployed, 37% are engineers, 15% are economists and accountants, and 14% are teachers. At the same time, according to students, the most prestigious professions are still considered to be those of an accountant, economist, lawyer, and manager. Thus, one of the key problems of youth employment is the lack of clear mechanisms regulating the relationship between the labor market and the market for educational services.

In modern conditions, the problem of quality of education is of particular importance. It should be assessed not only by the degree of mastery of educational programs, but also by their relevance and the successful implementation of acquired professional knowledge in practice. According to V. Senashenko, G. Tkach, the quality of education is perceived as a comprehensive integral characteristic of educational activity and its results. It is difficult to achieve results in conditions where the university is not directly interested in selling its product - high-quality employment of its graduates in their specialty. At the same time, the dynamic transition to the production of new types of products leads to a limitation of labor market needs in some professions and an increase in demand for new ones with higher requirements for the level of professional training.

According to Skachkov Yu.P., Danilov A.M., Garkina I.A., the traditional approach to education should be replaced by a broader strategic approach - a person-oriented one. The student must not only have knowledge and be able to apply it in the chosen field of future activity, but also be a person capable of solving the tasks posed by life: research, design, organizational, entrepreneurial, etc. The student’s readiness for self-education must also be formed.

The choice of the correct long-term strategy for training specialists by each university is essential. A well-founded choice of such a strategy allows you to timely change both the range and number of graduates in various training specialties, introduce new disciplines and training technologies into training programs and, as a result, feel confident in the conditions of fierce competition in the educational services market. Pokholkov Yu. in his article cites 7 principles of an innovative university, which reflects such an important criterion in the space of criterion assessments: the demand and employment of graduates in enterprises. So far, in practice, this criterion is rarely used among evaluations of a university’s activities.

At the All-Russian conference held by the Committee on Social and Labor Relations of the Russian Union of Industrialists and Entrepreneurs (RSPP), Rector of the Higher School of Economics Y. Kuzminov presented data from economic monitoring of education conducted on the instructions of the Ministry of Education and Science of the Russian Federation. An extensive survey of employers made it possible to identify the share of costs for additional training within enterprises. These expenses amounted to up to 40% of education costs (private, public). In other countries this share is 15-20%. The losses of enterprises due to the fact that they initially do not participate in the education system, but are then forced to invest in additional education, reach significant figures today. Thus, reciprocal steps and participation are needed on the part of enterprises both in the formation of curricula and in the training itself.

In the Nizhny Novgorod region, there are examples of effective cooperation between the system of higher professional education and industrial enterprises in training general specialists in accordance with the requirements of a market economy, expanding targeted contract training, and introducing changes agreed with employers into the curriculum. Particularly noteworthy here is the Zavolzhsky Motor Plant OJSC, which is developing its training center and investing in the development of young personnel, Nizhpharm OJSC, and Nizhny Novgorod Oil and Fat Plant OJSC.

In order to ensure quality education and attract young specialists to educational and healthcare institutions of the Nizhny Novgorod region, in 2006 the region began implementing the program “Socio-economic support for young specialists working in educational and healthcare institutions” for 2006-2020 (approved by the Law of the Nizhny Novgorod region from May 3, 2006 No. 38-З). To date, the program participants include 200 young specialists who, on September 1, began working in educational and healthcare institutions in rural areas of the region. In order to secure them in jobs on the terms of a preferential and long-term loan, they were provided with comfortable housing and cars.

In connection with the identified problems, the question naturally arises about the role of the employment service in solving them, about improving interaction with all subjects of the labor market (Fig. 5).

The employment service, being an active subject of the labor market, is involved in solving problems of employment of young people, including university graduates. There are 4 main aspects of the activities of the Nizhny Novgorod Regional Employment Service in this direction:

1. Adjustment of volumes and profiles of training in vocational educational institutions.

2. Development and improvement of the career guidance system.

3. Monitoring applications from graduates of vocational educational institutions, informing about the situation on the labor market, about in-demand and promising professions.

4. Assistance in the creation of employment centers in universities and the development of optimal schemes for cooperation with them.

Rice. 5.

First of all, the employment service seeks to use the available opportunities to influence the elimination of the supply-demand imbalance for university graduates. But our conclusions on the volumes and profiles of personnel training in accordance with the needs of the regional labor market in the absence of regulatory powers are rather advisory in nature and, as practice shows, are not always taken into account by the Ministry of Education and Science of the Russian Federation. And this is one of the reasons why in recent years the network of universities, their branches and representative offices has unjustifiably expanded.

Taking into account the mobility and instability of supply and demand, not only in terms of professional qualifications, but also in changing the requirements of employers for the personality of a young specialist, it is necessary to take into account many not only objective factors - economic, social, demographic, but also subjective - the choice of school graduates themselves and their parents.

In the current situation, one of the ways to promote the employment of graduates is employment centers at universities, created with the assistance of the employment service. It is these structures that are called upon to establish interaction between universities and enterprises of various sectors of the economy, including through their graduates, to increase the adequacy of the educational services market to the labor market. As a positive example, we can cite the activities of the employment center at the Nizhny Novgorod State University. UNN is one of the large (more than 10,000 students) universities with a large number of faculties and departments. The University successfully trains competitive specialists in a wide range of specialties. The tasks of the employment center at UNN are concentrated in two main areas: tactical tasks related to direct assistance in the employment of graduates, temporary employment of students and their adaptation to the labor market, and strategic tasks aimed at solving the problem of effective employment of graduates.

Thus, the trends emerging in the regional labor markets and the prospects for their development require a qualitative update of the system of vocational education, especially in terms of the formation of new professional training standards that are linked to the needs of the labor market and the prospects for the economic development of the region.

Early career guidance work with young people, primarily in schools, is of particular importance today (line 1 in Figure 5). The practice of the employment service has firmly included preventive services for the entire population, and especially for schoolchildren. At the same time, often in rural areas, the employment service is the only structure capable of assisting schoolchildren in choosing a professional path, including in choosing a university with a focus on higher education. Career guidance discussions, business games, and fairs of educational services are held with schoolchildren.

For university students and graduates (line 2), the course “Employment Strategy” is being introduced into the educational process. Events such as “Graduate Day” and group classes “Looking for a Job” have become a practice. Fairs of vacancies, working and educational places, televised job fairs, and career days in vocational schools are regularly held. It was possible to significantly increase the efficiency of these areas of activity thanks to the creation of Youth Information Agencies.

In 2003, the employment service created the Youth Information Agency (MIA) at the employment center of the Sovetsky district of Nizhny Novgorod, which became a new resource for young people in the labor market. The main task of the agency is to inform and assist in the employment of young people for vacant positions in enterprises of all forms of ownership. In addition, the MIA took upon itself the task of coordinating the activities of structures to promote the employment of graduates of vocational educational institutions, conducting vocational guidance, and providing psychological support to youth.

Over the three years of operation, about 12,000 people contacted the agency. Of these, 7,800 young people aged 18 to 22 are university students, which is 65% of the number of applicants, as well as 1,600 people are university graduates.

As part of the implementation of the Russian-British project “Economic recovery and job creation,” 3 more MIAs were opened this year - in the Balakhninsky, Gorodetsky and Pavlovsky districts. Young people turn to the MIA more readily than directly to employment centers. A much larger number of young people, especially students and university graduates, began to receive informational preventive services.

MIA interacts with existing employment centers at universities: experience is exchanged, projects are developed, and teaching materials are provided.

The Employment Service of the Nizhny Novgorod Region annually monitors applying graduates of higher, secondary and primary vocational education. Monitoring data is published in the media and discussed at joint events of the employment service and social partners in order to inform and make joint efforts to eliminate the disproportion between the structure of vacancies and the structure of professions that university graduates receive.

As part of the implementation of the Russian-British project, we became convinced that modern youth do not strive to go into business. Interesting data is provided by M. Agranovich in Rossiyskaya Gazeta: while, for example, in China every third young person thinks about creating his own company, in Russia only a few percent strive for this. Motivation for entrepreneurship within the framework of the “Start your own business” seminars and assistance to young people in self-employment have become quite an effective tool in the hands of employment service specialists. And publications in the press about the successes of those who opened their own business, incl. young people, make many people think.

Established partnerships between the employment service and employers are important for solving problems of employment of university graduates. At the request of employers, the employment service (line 3) selects personnel from among young specialists, arranges guaranteed interviews, and, as part of job fairs, presents presentations of young specialists (as a rule, almost everyone gets a job, and many receive several offers from different employers).

The effectiveness of the employment centers is facilitated by: agreements on joint activities with educational institutions for the employment of graduates, the formation of training programs in accordance with the needs of the region’s economy, the creation and activities of regional and district interdepartmental commissions to promote the development of personnel in production, discussion of personnel training issues at coordination meetings committees, partner councils, support in solving these problems from the regional Association of Industrialists and Entrepreneurs, etc.

To solve the problems of balancing the needs of the labor market and the employment of university graduates, we consider it necessary to give the authority to adjust the volumes and profiles of training to an interdepartmental group created for these purposes, which would include both the employment service and marketing services in the education sector. The current advisory nature of the employment service does not give the desired effect.

The future plans of the Nizhny Novgorod Regional Employment Service to solve problems of employment of university graduates:

· systematic analysis of supply and demand for specialists with higher education using data from the employment service on vacancies and applications from graduates, data from recruiting agencies, employment centers at universities, data collected by the MIA;

· assistance in concluding agreements between the university and city enterprises on organizing internships and work placements for students;

· strengthening the information block (publishing a regular newsletter “Labor Market for Students”, stands in universities, updating information on the Internet, systematically collecting and distributing information on vacancies, informing about young people who have achieved success in business, etc.);

· expand and develop a scheme of interaction between the employment service and educational authorities and educational institutions to implement specific measures aimed at improving the quality of vocational education.

The experience of past years has shown that a more educated and active population quickly adapts to new conditions. As M. M. Graybeel emphasizes, education has a positive impact on the success of finding a job in the labor market not only in itself, but also through skills in using information, the ability to obtain information and establish the necessary connections and contacts.

There is no doubt that regions with a higher quality of education for the population, with a developed network of universities, such as the Nizhny Novgorod region, are capable of adapting to modern conditions. The Employment Service will have to find ways of closer interaction with education authorities and employers to determine the profiles, volumes and quality of personnel training, and develop interaction schemes for all social partners interested in solving youth employment problems, including MIA at employment centers and Employment Centers at universities.

Bibliography

1. Agranovich M. Businessman from a school desk M. Agranovich Russian newspaper. 2006. No. 142.

2. Graybil M. M. Social and human capital as factors of well-being and development: Abstract of thesis. M. M. Graybeal. M., 2003.

3. Pokholkov Yu. Criteria for an innovative university from the point of view of higher education professionals. Vol. 1 Comp. Y. B. Zenitskaya; Ural State University. Yekaterinburg, 2006.

5. Senashenko V. Bologna process and quality of education / V. Senashenko, G. Tkach // Bulletin of Higher School. 2003. No. 8.

6. Skachkov Yu. P. Development of methodological principles, structure and content of the system for training and retraining of engineering personnel / Yu. P. Skachkov, A. M. Danilov, I. A. Garkina // Network electronic scientific journal “System Engineering”. 2003. No. 1.

7. Smirnov S. N. Preparation of a program to support social reforms / S. N. Smirnov, I. I. Isaev // Social support of economic reforms. IET, 2002, p. 20.

8. Labor potential and economic growth. Discussion club // Man and labor. 2005. No. 12.

• Anisimova Victoria Sergeevna, Candidate of Sciences, Associate Professor, Associate Professor
• Russian State Social University

• EMPLOYMENT PROBLEMS
• GRADUATE
• LABOR MARKET
• YOUNG SPECIALIST
• EMPLOYMENT

• Corporate culture as the most important element of fitness services organizations
• Professional training and level of education of personnel at the LLC “Clean City” enterprise in the city of Barnaul
• Features of online communication in small groups in networking
• Formation of ecological culture of modern youth using the example of the city of Belgorod

The problem of employment of graduates of universities and secondary educational institutions today has gained additional relevance due to the increased need not only for the practical implementation of acquired knowledge and skills, but also for providing themselves with the means for normal life activities and meeting their own needs. Moreover, the system of state distribution of graduates is a thing of the past.

In modern conditions, young professionals face rather tough market conditions. It should be noted that currently young people represent the largest social group of the unemployed (more than 30% of the total number of officially registered unemployed, and graduates of educational institutions of higher and secondary vocational education of this number represent 25-28%). Therefore, identifying the causes of difficulties in employing graduates and finding ways to solve this problem is a task that requires an early solution.

Graduates are in a difficult situation, primarily due to their low competitiveness in the labor market due to factors such as lack of work experience, insufficient knowledge, the need for mentoring, etc.

According to Rosstat, 22.6% of the unemployed are people with no work experience. In February 2015 their number was 1 million people. Among the unemployed who have no work experience, 16.7% are young people aged 15 to 19 years, 47.3% are from 20 to 24 years old, 16.6% are from 25 to 29 years old.

Experts believe that there are already five times more unemployed people aged 15–24 in Russia than unemployed people aged 30–49. In September, 31.6% of Russians aged 15–24 were among the unemployed urban residents, according to Rosstat. In 20-24-year-olds, this figure is 13.5%, and by the age of 25-29 it drops to 4.6%.

Let us turn to the diagnosis of the causes of this situation. Of course, as noted above, the key reasons for employers’ reluctance to hire “yesterday’s students” are the latter’s lack of experience, insufficient knowledge in the field of future work, etc. Also not least in the ranking of reasons is high competitiveness in the labor market, especially among, so-called common and popular professions.

By the way, studies have shown that the professions in greatest demand among graduates are economist, accountant, manager, lawyer, programmer, web designer, telecommunications specialist, bank employees, advertisers, marketers, and brand managers.

One of the reasons for youth unemployment is the discrepancy between the aspirations of graduates and reality. Many people want to be high-flying specialists, lawyers, bankers, but mainly couriers, salesmen, locksmiths and insurance agents are required. This is the type of job that is most often offered to young people.

Also, within the framework of this study, it makes sense to present the main identified reasons for the difficulty of finding employment for young professionals at the present stage:

• lack of knowledge of applicants about labor market trends and in-demand professions, so there are cases when the acquired specialty actually turns out to be simply unclaimed;
• poor awareness of graduates about the state of the modern labor market and the requirements for employees;
• low level of interaction between the “educational organization-employer” system, as well as poorly established communication between the university and the employment service authorities, as well as other important structures in the field of employment;
• underestimation by employers of such inherent qualities of young people as learning ability, mobility, stress resistance, communication skills, etc.;
• graduates’ heightened perceptions of their knowledge, skills and abilities, the prestige of the profession they have received, therefore, their desires for remuneration are inflated, which leads to employers’ disinterest in this candidate, etc.

In conclusion of the study, we note that the current situation on the labor market for young people is unsatisfactory. Graduates experience enormous difficulties in finding employment. Most of the graduates noted that the surest way to find a job today is to have the “necessary” acquaintances and connections.

Thus, we see that it is impossible to do without radical transformations in the labor market. To solve this problem, it is necessary to increase the interaction of the educational organization with representatives of employers, and even at the level of industrial and pre-graduate internships, to orient graduates and employers towards each other. In this regard, an increase in the volume of hours of practical training in universities will increase the skills and practical mastery of graduates. Systematic holding of job fairs also, of course, contributes to a favorable resolution of existing barriers to the employment of graduates.

An important factor is state support: pursuing an active policy, developing and implementing relevant legislation, allocating jobs specifically for graduates, organizing active support for employers hiring young specialists, etc. .

Thus, to solve the problems of employment of graduates of educational organizations, it is necessary, first of all, to improve the regulatory framework of state youth policy, develop a mechanism for career guidance and professional training to increase the competitiveness of graduates in the labor market in modern conditions with the active involvement of executive authorities, local government, employment services, state and public organizations, as well as the introduction of a state order mechanism for the training of specialists in educational organizations of higher and secondary vocational education.

Bibliography

1. Afinogenova I.N. Problems of personal and professional development of a student in a higher educational institution // Professional and personal development of teachers and students: traditions, problems, prospects Proceedings of the III All-Russian scientific and practical conference (with international participation). 2015. pp. 427-430.
2. Akhmedov A.E., Smolyaninova I.V., Shatalov M.A. Formation of a system for training highly qualified personnel in the conditions of continuous education // Territory of Science. 2015. No. 5. P. 7-11.
3. Godovnikova A.M. A specialist must be trained from school // Territory of Science. 2013. No. 1.S. 11-13.
4. Zhilnikov A.Yu. Formation of a health care system for students in an educational organization // Synergy. 2016. No. 3. P. 31-36.
5. Zaitsev I.S. Higher education and advanced training of pedagogical specialists: issues of continuity // Territory of Science. 2016. No. 3. P. 28-32.
6. Zaitseva V.A.. 2016. T. 2. No. 51. P. 259-263.
7. Mychka S.Yu., Shatalov M.A. Marketing of educational services as a tool for attracting applicants to higher educational institutions // Strategy 2015: education throughout life. Traditions and innovations Collection of articles of the scientific and practical conference. Udmurt State University, Institute of Additional Professional Education. 2016. pp. 59-63.
8. Nikitina A.V. Characteristics of the system of infocommunication interaction between subjects of the educational process // Synergy. 2015. No. 1. P. 21-25.
9. Sas N.N. Ensuring the interconnection of the fundamentals of theory, standards of professional activity, methodological support and learning outcomes in innovative management of educational institutions based on the competency-based approach and modular organization of the learning process // Synergy. 2015. No. 1. P. 8-20.
10. Sviridova G.F.. 2016. T. 2. No. 48. P. 258-262.
11. Smolyaninova I.V., Shatalov M.A. Directions of modernization of higher professional education // Socio-economic policy of Russia in the transition to an innovative path of development Proceedings of the 7th international scientific and practical conference. 2015. pp. 146-148.
12. Shatalov M.A., Akhmedov A.E., Smolyaninova I.V. Formation of the system of professional mobility in conditions of continuous education // Territory of Science. 2015. No. 6. P. 74-78.

In modern conditions, the requirements for the level of qualification of personnel in the labor market are increasing. Therefore, the issues of competitiveness and employment of young professionals are of particular relevance. In economic theory, the labor market refers to the factor market . The structure of the labor market is determined by the ratio of various categories of labor (specialties, professions) that form supply and demand. Therefore, the real labor market appears to be a market of professions, i.e. a set of specialized markets. For example, there is a labor market for professions such as turner, electrician, or civil engineer, design engineer, etc.

Each such market may have a certain segmentation, i.e. grouping according to a certain criterion, which forms a category of employed. The specialized labor market, as a rule, is grouped according to the level of qualification, level of education, sex and age characteristics;

Sociological studies of the Russian labor market show that young people under 25 experience the greatest difficulties in finding employment. Young people make up 27.1% of the unemployed, including 5.8% of those aged 15-19 and 21.4% of those aged 20-24. Every year, graduates of the system of primary, secondary and higher vocational education enter the labor market. The total number of this category is about 1.5 million people. in year. This number does not include graduates drafted into the ranks of the Armed Forces, as well as those who continued their education at other levels of professional education.

Students of higher educational institutions are a representative group of Russian youth. More than 7.5 million students study at the universities of our country. Despite the annual decrease in unemployment in our country, the problem of youth employment does not lose its urgency: more than 2.5 million young people are unemployed, only 50% of university graduates are employed. The data of sociological surveys show that even graduates of prestigious universities are unemployed. In concept « Federal target education development program for 2006-2010” noted that more than a quarter of graduates of institutions of higher professional education are not employed in the specialty received at the educational institution. In the case of entering a job in their specialty, they do not know modern and effective ways of working in production.

As you know, our labor market is oversaturated with economists, lawyers and managers who have great difficulty finding work in their profession, while engineering and blue-collar jobs are most in demand. In Moscow and St. Petersburg, specialties include mechanics, electricians, mechanics, etc. There are already more vacancies than offers. The coefficient of excess of the youth unemployment rate on average by age group among the urban population is 3.1 times, the rural population is 2.4 times.

The role of the state in solving the problem of employment of young people, including university graduates, is incredibly large. A sound policy in the field of youth employment will certainly help the vocational education system to adequately respond to the needs of the labor market, channel labor resources into the necessary channels that require qualified personnel, and increase the share of graduates finding employment in their specialty.

An important direction of this policy is career guidance work among schoolchildren in specialties that are in demand in the labor market. Administrative measures include the introduction of a certain period of compulsory service in specialties prepared for state enterprises and budgetary institutions, for example, for students of pedagogical universities. This will reduce the shortage of teaching staff in schools.

Along with these measures within the framework of the youth employment program, the application of such an area of ​​regulating supply and demand in the labor market as the rational use of flexible forms of employment and flexible working hours at Russian enterprises is of great socio-economic importance. Foreign experience shows that in developed countries there is a tendency to adopt laws on temporary work, part-time work, and remote work. This approach is more effective than forced vacations or part-time work for all workers. In turn, work in a specialty that requires certain professional training, knowledge and experience allows you to maintain the qualifications of young specialists. From a personal point of view, flexible working hours allow employees to increase personal independence in the workplace, as well as to better satisfy their needs regarding professional activities and advanced training on the job. It seems important to promote part-time employment for young people based on flexible schedules, studying this experience and adapting it to the conditions of our country.

Employment policy cannot be reduced only to helping the unemployed; it must reflect the interests of a person in the world of work. In world science and practice, an understanding of employment policy as a tool for the fullest realization and development of the labor potential of the population has long been formed and found real embodiment. Measures aimed at helping the unemployed are only an organic part of this broader context. One cannot but agree with experts that the state needs to allocate funds to retraining programs and increasing professional competitiveness among young people. Young specialists should not be paid unemployment benefits, but should be involved in active activities and taught to ensure that graduates are competitive in the labor market. This will reduce tension in the youth sector of the labor market. The implementation of such measures is a direct investment of the state and regions in the future and will help ensure social security not only for young people, but for other categories of the unemployed.

THE PROBLEM OF EMPLOYMENT OF GRADUATES AFTER UNIVERSITY

Shilina Evgenia Borisovna

Department of Legal Disciplines,

Branch of the Federal State Budgetary Educational Institution of Higher Professional Education "KubGU"

in Armavir

Yarmonova E.N.

Scientific supervisor: Candidate of Legal Sciences, Associate Professor, Head. Department of Legal Disciplines,

Branch of the Federal State Budgetary Educational Institution of Higher Professional Education "KubSU" in Armavir

The problem of employing graduates after graduating from universities is extremely relevant today. The public distribution system is a thing of the past. Today, a young specialist is faced with rather tough market conditions, from which he does not always emerge victorious. Currently, young people represent the largest group of unemployed - more than 30% of the total number of registered unemployed. In addition, 25–28% of the total population of unemployed youth are graduates of educational institutions.

Identifying the reasons for the difficulty of this process and developing effective mechanisms to overcome them is a task that requires prompt resolution.

Today, sociologists express the opinion that “the fact that the majority of students remain for a long time “in a serene state” and do not think about the fact that the student years exist not to spend time in peace, but, above all, to gain knowledge, needed in subsequent practical work is the result of the influence of stereotypes that were ingrained in the minds of both students and their parents back in the Soviet period.”

It is difficult to agree with this unambiguously. Of course, the phenomenon described above is present and, of course, it is necessary to overcome certain attitudes that do not correspond to reality, but along with this there are a large number of young people, students who today take a rather responsible approach to both the choice of specialty and the learning process, and are trying to prove themselves in various scientific and research competitions, thereby declaring that they are committed to acquiring knowledge.

It is worth turning to history and seeing how this issue was resolved, and perhaps borrowing successful mechanisms and methods by introducing them to modern realities. Previously, when the Soviet Union existed, the practice of so-called “distribution work” was introduced everywhere - the practice of employing a graduate of a higher educational institution, mandatory for a certain period, both for the graduate himself and for the employer.

This process also took place in some educational institutions of the Russian Empire (for example, at the School of Law). Later he moved to the USSR, where the term "distribution" itself appears.

The distribution was carried out in the last months of study at the university - a special commission distributed graduates to jobs in enterprises and organizations that needed, according to the regulations of the relevant departments, specialists in this profile.

The graduate was obliged to work “as assigned” for three years, and only after that could he change his place of work at his own request. An assigned worker had a special legal status as a “young specialist” - such an employee could not be fired without special permission from the ministry. In some cases (when an enterprise or organization was interested in retaining this employee), he could receive benefits in providing housing, placing children, if any, in preschool institutions, and so on. Those allocated to work outside their place of residence were provided with non-refundable relocation benefits (“lifting allowances”), cheap housing in dormitories (while maintaining registration at their main place of residence) and other social guarantees. For graduates who completed military service in the army, the time spent on assignment was reduced by the amount of their service life.

So, it is clear that the distribution, in fact, was partly a repayment of the money that the state spent on the student’s education. After graduating from university, a student could be sent anywhere in the country to an enterprise or to one or another organization.

In our opinion, it seems possible to partially introduce the practice of distribution. In modern conditions, it would be possible to do a similar procedure, only not for three years, as it was before, but for example, within one year. It is better to offer distribution at will, that is, not necessarily, but at the young specialist’s own request. With this distribution, take into account academic performance, creative achievements. This measure will be designed to guarantee a short, but still necessary and useful period of work in the specialty.

What problems do graduates face today? One of the main obstacles to finding a job after graduating from university for many “yesterday’s” students is the lack of work experience. In the context of the functioning of the labor market, the main criterion in assessing graduates of professional educational institutions becomes their real professional qualifications and competence, ensuring the competitiveness and professional mobility of a specialist. It would seem, what kind of work experience might a former student have in his specialty by the end of his studies? After all, he did not yet have a diploma, and if he had work experience, then, most likely, it was the experience of a courier, delivery man, waiter and other specialties usually offered to students by employment services as additional income during the training period. A paradox arises, but, unfortunately, this circumstance often leaves many certified specialists without work and forces them to urgently change their field of activity and work outside their specialty.

Today, employers set a fairly high bar for applicants, including young professionals. Each company or business has different requirements, but they often present a long list of desirable qualities for their potential employee. The most basic: work experience, professionalism, the ability to apply acquired theoretical knowledge in practice, the ability to make decisions. It is natural and understandable for employers to want to have a competent, competent and responsible employee at work, but the question arises: how can a very young specialist, a “yesterday’s” student, gain experience and, accordingly, develop professionalism, if without work experience they will not hire him practically anywhere?

Moreover, one of the problems is that many university graduates who received a good theoretical foundation in their educational institution are not able to apply them in practice. This is not a question only of a particular specialty or university, but a general problem. This fact is confirmed by the materials of the online conference: “... more than 50% of employer managers consider the level of training of graduates of the branch and other Russian universities to be approximately the same. Among the qualities that graduates lack, managers identified, first of all, professional knowledge. This contradiction can most likely be explained by the fact that by lack of professional knowledge, managers mean a lack of practical skills, i.e. work experience."

The problem under consideration requires a systematic approach. Moreover, the topic of education itself cannot be considered in isolation from, firstly, the entire system of work with the younger generation, starting from the lower grades, and secondly, in isolation from how the economy is developing and what conditions are created for self-realization young guys.

To solve the problem associated with the employment of graduates after higher education, it is possible and even necessary to pay special attention to the experience of the Russian capital - the city of Moscow. As you know, the number of universities in the capital is huge, and, therefore, every year various services, including government ones, are faced with the problem of a large number of job applications. The head of the capital's Department of Labor and Employment, Oleg Neterebsky, commented on this issue and said that the Moscow authorities intend to develop a special program in the near future. According to it, “...a graduate of a capital university will be able to get a job where he had an internship during his student period.”

Moreover, it was also noted that “the internship program for graduates of educational institutions has been increased by an order of magnitude, as well as the volume of temporary employment of students has been increased. As a result, out of the total number of young people who applied to the employment service this year, 24 thousand people found temporary work in their free time from school.”

So, the general conclusion from the above, as the head of the capital’s Department of Labor and Employment himself explained, is the desire and idea to combine two directions - the search for part-time work during study and work for graduates, so that temporary work becomes an internship for a future specialist.

This idea seems quite promising and especially important for current graduates. The opportunity to come as an employee to the place of your internship is a good help for a “newly minted” specialist. Everyone can benefit from it: both employers and “yesterday’s” students.

Firstly, while undergoing an internship in a particular company, the student, while still studying, begins to put into practice the acquired theoretical knowledge.

Secondly, he has the opportunity to plunge into the direct work process and thereby understand the principles of his future specialty, which seems very problematic through only the presentation and learning of academic disciplines.

Thirdly, the student has a chance to prove himself. A responsible approach to work, creative thinking, communication skills and many other qualities are undeniable arguments for such a young specialist to later, after receiving his diploma, receive an invitation and join the same company or organization in which he has proven himself.

And finally, such an important criterion for a job seeker today, which is indicated by many employers - the ability to make decisions and navigate in sometimes quite rapidly changing circumstances - is also acquired during practice and internships.

As for the employers themselves, they will certainly benefit from this project.

By providing internship opportunities in their companies or organizations, they will be able to select future employees in advance.

In addition, during the internship, the employer, while training the student, shows what requirements of his organization, theoretical skills and qualities are most needed by him. That is, the employer, as it were, prepares for himself an employee already adapted to his requirements.

On this issue, I would like to outline proposals for solving the problems of employment of graduates after university.

Firstly, Universities should establish closer cooperation with various enterprises and organizations, namely, negotiate internships for their students in these organizations. The theoretical basis provided by a higher education institution, supported by an abundance of practice, is the key to the successful preparation of a competent young specialist.

Secondly, Similar to the capital’s experience, universities need to develop a practice in which the student’s internship place can later become his place of work upon graduation. To achieve this, in our opinion, it is worthwhile, first of all, to encourage students with good academic performance and those who have shown themselves to be positive during an internship in a particular organization.

Third, To increase the interest of both large and medium-sized and small private companies in hiring young specialists, preferential taxation should be introduced. It’s no secret that many employers do not want to hire “yesterday’s” graduates, arguing that they have no experience and need to be taught everything “from scratch.” But they contradict themselves, since they deprive graduates of gaining that invaluable and necessary work experience. And with a mechanism such as preferential tax rates in place, most likely there will be many campaigns willing to hire young professionals, thereby satisfying their campaigns for new personnel and ensuring the employment of young people.

Fourthly, A law should be adopted on job quotas for those who are looking for work in their specialty for the first time. This proposal was made by the Russian Student Union. According to information posted on its website, the Union proposes to improve legislation and adopt the Federal Law “On quotas for the first job.” It is proposed to establish the following quota for youth employment: 1% - when the payroll number of employees of the organization is up to 100 people; 2% - if the organization’s payroll number is from 100 to 300 people; 3% - with a payroll of 300 or more employees." It is difficult not to support this proposal, since, in our opinion, this will really help in resolving the employment problem. The Russian Student Union itself believes that “job quotas should apply primarily to enterprises and organizations that are financed from the federal, regional or local government budgets or in the capital of which at least 25% is the state share or the share of municipalities, or in which 50% receive their revenue from the implementation of state or municipal orders."

Fifthly, It would be advisable to encourage the scientific development of students at various universities in our country and their implementation in production. For example, if students of a particular university put forward a certain development that improves the work of some production, then those organizations, enterprises or campaigns that undertake the implementation of this idea and get results should also be provided with certain preferential conditions in the tax sphere. And students who have developed one or another already implemented idea should be provided with work either at the enterprise where their innovation operates or in the company that was involved in the financial support of this project. This proposal should also be enshrined at the legislative level by adopting an appropriate regulatory legal act.

Of course, nothing can be fully realized without the active participation of universities on the one hand, and private or public campaigns and enterprises on the other. Universities should adjust the curriculum more to the real skills and abilities of a particular specialty that they teach their students. Along with fundamental disciplines, it is advisable to also introduce applied ones, directly related to the future profession of a young specialist. This does not mean that it is necessary to introduce practical classes or internships at the expense of studies and thorough knowledge. On the contrary, the curriculum should be structured in the most balanced way so that the theoretical base is continuously supplemented with practical skills. After all, this is how you can get a real idea of ​​the profession and in practice understand the significance and value of the seemingly “boring terms” taught in lectures.

Employers should abandon the stereotype that “yesterday’s” student is not the best employee. Yes, he has no experience. Yes, at first he will have to be taught what may seem to be simple things in one area or another. But along with this, there is a large number of young certified specialists, “yesterday’s students” who really want to work and are ready to “learn” to work. Many students, even during their studies, are actively involved in research projects conducted by their universities and others, developing scientific ideas and introducing innovations. Moreover, we should not forget that the younger generation is a potential that in no case should be left to the mercy of fate or ignored due to its little experience or lack thereof. You need to be given a chance to acquire a profession and subsequently find a job in your specialty.

Noskova Elena Ivanovna
Job title: teacher of the academic discipline "Effective behavior in the labor market"
Educational institution: GOU SPO YaO Pereslavl Film and Photochemistry College
Locality: Yaroslavl region, Pereslavl-Zalessky
Name of material: methodological development
Subject: Study of the problem of graduate employment
Publication date: 20.11.2015
Chapter: secondary vocational

GOU SPO YaO PERESLAVSK CINEMA PHOTOCHEMISTRY COLLEGE
METHODOLOGICAL DEVELOPMENT

On the topic of:
Study of the problem of employment of graduates in the labor market Pereslavl-Zalessky 2014 1
Organization-developer: State Educational Establishment of Secondary Professional Education YaO Pereslavl Film and Photochemistry College Developer: Noskova E.I.., teacher of State Educational Establishment of Secondary Professional Education YaO Pereslavl Film and Photochemistry College Considered at a meeting of the Department of Economic Disciplines and Law Reviewed by the scientific and methodological council of the college Approved by Deputy Director for SD Minutes No.__from_____2014 Head Department___________ /_____Solovieva N.V..__/ Protocol No.__from____2014 Art. methodologist / Boldyrev E.P./ _________E. V. Belova “____”____________201, Protocol No.__from_____201, Head. Department___________ /_____________________/ Protocol No.__from____201 Art. methodologist____________ /______________________/ _________ /___________/ “____”____________201 2
Contents Introduction______________________________________________________________3 1. Conditions for employment of graduates in the labor market _______________5 2. Study of problems of employment of graduates in the labor market and analysis of experience_____________ ____________________________________ 11 3. Analysis of the labor market using the example of the Yaroslavl region______________16 4. Requirements and tasks for preparing graduates for activities in the conditions of the existing labor market ___________________________19 Conclusion _____________________________________________________28 References ________________________________30 Appendices _____________________________________________________32 3

Introduction
In a market economy, one of the most important areas of activity of modern educational institutions is the adaptation of graduates to the labor market, which includes: the formation of personal maturity, the readiness of young people for self-realization in professional activities, as well as the ability of young specialists to act effectively in the labor market. What is happening now can be called the process of natural selection. Companies are primarily focused not on the future, but on surviving today. Therefore, experienced people are needed - those who will benefit the organization right now. At the same time, it is important that a person adequately evaluates himself. Therefore, modern senior students and graduates need an understanding of changes in the market situation and the ability to adapt to them. Reduce your ambitions. It is also important to look around and monitor changes in the labor market. In other words, flexibility and willingness to work, for example, in a related profession, and sometimes not in your specialty at all, are important. If there is no work in your profession, look for yourself in more in-demand industries. In the current situation, the labor market places particularly stringent demands on graduates. And in order to meet them and find “your place,” you need to actively work on making plans to develop your career while still a student. The issue of professional self-determination is the most important and decisive in the future prospects of finding a job. Given that work is such a big part of a person's life, the realization that you're doing something that's not your job can have devastating consequences. An important stage in building a future career for a graduate should be a real and sober analysis of their capabilities, potential, as well as areas in which they can advantageously present themselves to an employer. The time of dry resumes listing the facts of the work history has passed and is now 4
the employee needs nothing more than to “sell himself profitably.” But supply is falling, and employers are being picky. That is why it is necessary to realize the value of the education you receive. .
The relevance of research.
In modern Russian society, which is experiencing profound social transformations, young people have turned out to be one of the most socially vulnerable groups of the population. After receiving professional education, young people often cannot find a job and achieve social recognition in society.
Purpose of the study
– theoretically substantiate and test the pedagogical conditions that contribute to the adaptation of college graduates to labor market conditions in the process of continuous teacher education.
Object of study
– the process of adaptation of graduates of secondary vocational education to labor market conditions.
Subject of study
– pedagogical conditions for graduates of secondary vocational education to the conditions of the labor market, in the process of continuous professional education. 5

1. Conditions for employment of graduates in the labor market
Today, the employer is interested in an employee who has equally professional competencies corresponding to the main types of professional activity, and general competencies, including the ability to understand the essence and social significance of his future profession, show a sustainable interest in it, organize his own activities, analyze the work situation, bear responsibility for the results of their work, use information and communication technologies in professional activities. Employment of graduates is not only a problem for graduates, but also a problem for educational institutions themselves. Each educational institution is the subject of two markets: the market of educational services and the labor market of specialists, the work on which is closely interconnected. Therefore, increasing the guarantee of employment after receiving education is an important competitive advantage of an educational institution in the educational services market, which attracts more applicants. This is especially important in recent years, when the number of commercial educational institutions has increased significantly. In such conditions, it is necessary to constantly analyze the demand for certain specialties and forecast changes in demand for them, which will allow the educational institution to flexibly change its training policy. The issues of employment of graduates, the realization of their professional and personal potential over the past years not only have not lost their relevance, but, on the contrary, have become more significant in the conditions of the financial and economic crisis. Entering the labor market, young professionals inevitably face a number of problems, most of which are “rooted” as early as 6 years ago.
pre-student time. There are several reasons that aggravate the employment situation for young professionals. 1 Firstly, there is a serious imbalance between the labor market and the market for educational services, aggravated by shortcomings in career guidance work during school. Secondly, an important condition for competitiveness is the level of training in an educational institution, which does not always correspond to the demands of the time. Thirdly, many graduates do not imagine what requirements employers place on specialists in their field, do not have information about how much such specialists are in demand, what working conditions and wages can be offered to them. In conditions of professional imbalances in the demand for labor and its supply, it is very important to choose the right future profession. Unfortunately, this does not always happen. Another important point: a little more than half of applicants choose both a profession and an educational institution at the same time, forgetting (or not thinking) that diplomas from different educational institutions have different values ​​in the eyes of employers. Indeed, in an increasingly competitive labor market (many qualified specialists have lost their jobs due to the crisis), employers are making high demands and paying attention to where the applicant studied. There are cases when, when applying for a job, not only the educational institution and grades in the diploma, but also the topics of coursework and thesis project were taken into account. Education should be viewed as a long-term investment, and any investment requires a balanced approach. Rash actions are fraught with consequences. In our case, they lead to the fact that every second graduate does not intend to work in the specialty they received. In the best 1 Gurtov V.A. Supply and demand in the labor market and the educational services market in the regions of Russia. PetrSU Publishing House 2012 BBK 65.9 (2Р) 24. S 744.UDK 338 (470).S 65. 7
In this case, such a certified specialist will get a job where “education is mandatory,” without specifying where and in what specialty it was obtained: as a salesperson (“sales floor manager”), as an agent... At worst, he will begin his work history with the status of unemployed. High quality of training upon completion of education is to a large extent the key to successful employment. In this regard, it is significant that senior students’ assessment of the level of theoretical knowledge acquired has been increasing in recent years, while practical knowledge has been decreasing; the share of graduates who consider it sufficient to one degree or another has decreased over 7 years from 68 to 49%. It is paradoxical that many students do not take educational and practical training seriously. Although where else, if not in practice, can you gain skills and experience in your specialty! Often, graduates' expectations do not coincide with what the labor market offers them. A young specialist wants to receive a high salary. And right away. The employer is ready to pay it. But only after the new employee “proves himself in business.” The young specialist assumes that he will be immediately hired as a manager. The employer believes that good bosses come from those who have climbed all the steps of the career ladder. The young specialist is focused on working in an office. An employer needs a mobile employee who is not afraid of business trips. One cannot help but mention the increasing demands of employers. Today, a graduate without work experience has virtually no chance of finding a good job. It is desirable that the diploma contain only excellent and good grades. If a senior student gets a job, he begins to miss classes, which immediately affects his academic performance. If he studies hard, but does not work, then he has no opportunity to gain “experience.” It turns out to be a vicious circle, the search for a way out of which is still a headache for the student himself. As a result, senior students generally rate their professional relevance in the labor market low. Only every fourth believes that he is competitive in modern conditions. Moreover, in recent years 8
there is a significant increase (up to 18%) in the proportion of graduates who do not have information about the situation on the labor market. On the other hand, an analysis of young professionals' appeals to the employment service shows that in their student years they underestimated its complexity. If the professional qualification of a graduate in each specific case is assessed differently, based on the direction of education, then the personal qualities demanded by employers remain approximately the same. Desirable qualities: Activity, willingness to learn, initiative, sociability, mobility, responsibility, efficiency, diligence, professionalism, purposefulness, etc. The competencies of graduates are related to their desire to develop, work well and invest in their work activities. Based on what, we can assume the presence of an existing agreed-upon base of personal qualities that are important in the professional activity of a graduate. Undesirable qualities: Laziness, irresponsibility, passivity, lack of loyalty, high self-esteem, ambition, low level of culture, etc. And among the undesirable qualities of graduates, we can see a high degree of consistency of views over time. Basically, undesirable aspects affect labor and moral qualities, some of which can also be attributed to competencies, which can also be used for assessment and developmental activities, thereby preparing graduates for employment not only in terms of qualification requirements, but also in terms of personal competence employers' requests. Labor adaptation is a social process of a person’s mastering a new work situation, in which, unlike the biological one, both the person and the work environment actively influence each other and are adaptive - 9
adapting systems
. In this situation, there are 3 possible development paths

events:
* the personality will have a greater impact on the work environment, and the influence of the work environment will be insignificant; * the environment will have a greater impact on the individual, and a change in the individual’s behavior is possible; * comparable mutual influence of personality and environment on each other. When entering a job, a person actively becomes involved in the system of professional and socio-psychological relations of a particular labor organization, assimilates new social roles, values, norms, and coordinates his individual position with the goals and objectives of the work collective. However, upon entering a job, a person already has certain goals and value orientations of behavior, in accordance with which he forms his requirements for the labor organization of a given enterprise. The labor organization, based on its goals and objectives, makes its demands on the employee and his work behavior. In realizing their requirements, the employee and the labor organization interact and adapt to each other, resulting in the process of labor adaptation. Thus, work adaptation is a two-way process between an individual and a new social environment.
A person’s adaptation to a specific work environment is manifested by:
* in his behavior, * in indicators of labor activity, labor efficiency (its quantity, quality); * in the assimilation of social information and its practical implementation; * in the growth of all types of activity (labor, social-political, cognitive); * satisfaction with various aspects of work activity (content of work, wages, work organization, working conditions, moral and psychological climate in the organization, opportunity for general educational and professional growth, etc.). 10
Knowledge and intelligence are always valuable. No one has yet canceled the “headhunt” in the labor market; the demand for highly qualified specialists has always exceeded supply. “A good specialist will never be left without work. And also someone who knows how to look for this job. You need to learn the basics - how to conduct an interview correctly and leave the best impression about yourself. Then the likelihood that you will be invited to a second interview will be much higher. You can develop a whole system - for example, register on all job search sites. You need your resume to be everywhere.”
2
2 Gurtov V.A. Supply and demand in the labor market and the educational services market in the regions of Russia. PetrSU Publishing House 2012 BBK 65.9 (2Р) 24. С 744.УДК 338 (470).С 74 11

Research into graduate employment problems

and experience analysis
The transition from the mandatory distribution of graduates of educational institutions to the almost complete absence of job security leads young people to the need to solve employment problems on their own. In the current situation, educational institutions can and should assist their graduates in finding employment, and this task can be solved in various ways. In our opinion, one of the most effective ways for graduates to adapt to the tinder market is to teach students how to achieve success in employment and professional careers. The results of sociological research show that the system of professional values ​​of modern students includes, firstly, a promising job in the specialty and, secondly, the possibility of career growth. However, ignorance of the real situation on the labor market, the inability to analyze its changes and take them into account in building one's own labor activity, and the lack of ideas about employment services cause a number of difficulties for graduates. In the curricula of educational institutions, the State Educational Standard does not provide for special training for students in the adaptation of graduates in the labor market and career building skills, although the requirements for the level of training of specialists in the modern world are not only high professionalism, but also the ability of a young specialist to realize his labor potential. As observations show, one of the first difficulties that modern graduates face is job search and successful employment. Lack of self-presentation skills, ignorance of basic requirements at 12
employment, growing self-doubt provokes problems for most young people, even those who successfully graduated from an educational institution. It is important not only to prepare a highly qualified specialist, but also to form his psychological readiness for an adequate perception of the employment situation, to teach him to offer himself on the labor market, based on his capabilities, to develop the ability to communicate with the employer. (Appendix No. 2) Relevance of the study. In modern Russian society, which is undergoing profound social transformations, young people have turned out to be one of the most socially unprotected groups of the population. Young people after receiving a professional education often cannot find a job for themselves and achieve social recognition in society.
3.

Analysis of the labor market using the example of the Yaroslavl region

Labor market
- this is the sphere of formation of demand and supply of labor (labor services). The situation on the labor market of the Russian Federation is the result of the objective logic of the development of society in the context of macroeconomic transformation. At the beginning of the analysis of the Russian labor market, it should be said about the total population of the Russian Federation, the natural increase (decrease) of the population, and the migration increase (decrease) of the population, in general, about the main socio-economic indicators characterizing the labor market. The total population of the country in 2013 is 143,347,059. This means that, if we take 2007 as an example, the population decreased by 2.8% million people). Also, the population under working age and the population over working age decreased by 19.97, respectively. The number of people of working age, on the contrary, increased by 2.1 million people (or by 2.4%). As a result of the ongoing socio-demographic processes, the number of economically active population increased in the period from 2007 to 2013 13
by 2714 thousand people. Of these, the number of men increased by 468 thousand people, and women - by 2246 thousand people. Let's consider an analysis of the labor market using the example of the Yaroslavl region. The permanent population of the Yaroslavl region at the beginning of November 2012 was 1267.3 thousand people (at the beginning of November 2011 there were 1268.7 thousand people). The population decline continued due to natural population decline. Migration growth compensated for natural population losses by 28.2%. The average monthly nominal accrued wages increased by 12.8% compared to last year and amounted to 20,291 rubles in November 2012. The number of people employed in the regional economy was 677.0 thousand people. Among the eighteen regions included in the Central Federal District, the Yaroslavl region ranks sixth in terms of employment (66.1%). According to monitoring data, in 2012, the number of workers declared by employers for redundancy decreased by more than 1.5 times compared to 2011; 4.0 times - the total number of citizens working part-time, on leave without pay or downtime due to the fault of the employer. At the end of 2012, 2,318 people worked part-time at regional enterprises, and 157 people were on leave without pay. Since the end of February 2012, the regional labor market has seen a positive trend in reducing the number of unemployed citizens registered with the employment service. As of January 1, 2013, 14.7 thousand people were registered in the Yaroslavl region, which is 5.6 thousand people less than at the beginning of 2012. The level of registered unemployment amounted to 2.1 percent of the economically active population and, compared to the same period last year, decreased by 0.6 percentage points. 14
The situation prevailing in the registered labor market of the region in 2012 is characterized by significant changes in the main indicators compared to the corresponding period of the previous year. During 2012, 57.4 thousand people applied to the regional employment services for employment assistance, or 16.1% less than in 2011. The gradual recovery of the economy from the crisis resulted not only in a general decrease in the number of citizens who applied for assistance in finding a suitable job, but also in a change in the structural composition of the citizens who applied. The highest unemployment rate was registered in the following municipal districts: Breytovsky - 5.5%. Danilovsky - 4.6%, Borisoglebsky - 4.4%, Gavrilov-Yamsky - 4.3%, Tutaevsky - 4.2%; the lowest value is in the cities of Pereslavl-Zalessky - 0.7% and Yaroslavl - 1.1%. The largest proportion among citizens recognized as unemployed are those who left of their own accord (49.4%), of which workers of industrial enterprises - 27.4%, employees of wholesale and retail trade enterprises - 22.0%, agricultural workers - 9, 6%. Working professions are still in the greatest demand among employers: driver, bricklayer, painter, plasterer, tiler, concrete worker, fitter, turner, carpenter, repairman, cook, seamstress, salesman, janitor, kitchen worker, nurse, cleaner, loader , auxiliary worker. Also required are engineers, doctors, educators, and nurses. The least demanded are: 1. Civil servants (policemen, inspectors) 2. Insurance agents 3. Installation engineers 4. Personnel managers 5. Lawyers 6. Graphic designers 15
Assessing the structure of vacancies in general, it can be noted that the professions of skilled workers were the most in demand among employers. There is also a rating of prestigious and non-prestigious professions. The idea of ​​the prestige of the profession is formed by social institutions and the media, it is made up of various factors - income, power, social status, etc. But prestigious professions are not always in demand on the labor market. (Appendix No. 3) 16

4. Requirements and tasks for preparing graduates for activities in

conditions of the existing labor market

At present, in the context of the modernization of the economy, the development of civil society and its active inclusion in innovation processes, the role of vocational education institutions, as a kind of initial stage, in the formation of a socially moral and socially active personality of a teenager is becoming especially important. The "Concept for the Modernization of Russian Education" notes that "... the modernization of a general education school involves the orientation of education not only towards the assimilation of a certain amount of knowledge by students, but also towards the development of their personality, their cognitive and creative abilities. A general education school should form an integral system of universal knowledge, skills and skills, as well as the experience of independent activity and personal responsibility of students, i.e. key competencies" 3 Ensuring conditions for the formation of students' independence, activity, mobility, efficiency of knowledge is impossible in the context of the priority of the knowledge approach, an authoritarian model of teaching. The “knowledge” approach to learning and reproductive forms of organizing cognitive activity lead to an increase in students’ academic load, a deterioration in their physical health, an increase in the level of tension, and psychological discomfort. Therefore, a transition is necessary from subject-oriented learning, the main goal of which is the transfer of the content of a given subject area to learning focused on the development of the student, on the formation of his motivational sphere, independent thinking style, general educational skills. That is, the main task of a modern school should not be to put a certain amount of knowledge into the student’s head, but to assist him in mastering cultural (and self-developed) methods of activity, 3 Stepanov S. Components of a career. - M., 2010. 17
allowing him to act with an orientation towards another position (the position of another person, society, subject area). Without mastering these methods of activity, achieving success at the next stage of a person’s chosen path will be impossible. This is especially important in the context of the specialization of high school, which confronts adolescents with the need for an increasingly earlier life orientation. It is necessary to introduce introductory courses in the profession, focused on the search, organization and implementation of conditions for self-knowledge, self-expression, self-determination by students of their own abilities, awareness of themselves as a subject of activity, on which its result depends. One can note the general positive dynamics in the field of career guidance activities in educational institutions. Often, many students are interested in career guidance, especially of the career type (where and who to go to work and where to study for this), but for various reasons they do not actively demonstrate this need. The presence of such an opportunity gives them a chance for a more competent and targeted choice of profession and further employment. The question remains open about the tools and technologies that educational institutions should use in career guidance work. Students who graduate from secondary school and come to a vocational educational institution, be it a university or a secondary vocational education institution, are shown by experience that they do not have abilities, interests and subsequent life plans. A survey of the newly arrived contingent in secondary vocational education institutions shows that a significant part of modern teenagers are characterized by changes in value orientations, social passivity, and the presence of bad habits (smoking, drinking alcohol, foul language). Young people have no experience of participating in social and public life. (Appendix No. 4) 18
In vocational education institutions, the training of a specialist who meets the needs of modern society is ensured in the course of an inextricable educational and educational process using the principle “Teaching - educating, educating - teaching.” All this causes teachers to carry out purposeful work to gradually transfer the child from the position of an object of educational aspirations of teachers to the position of a subject of his own education. It is obvious that the priority condition for achieving this educational goal is to build a modern school based on the multiplicity of child activities. Therefore, a transition is necessary from subject-oriented learning, the main goal of which is the transfer of the content of a given subject area to learning focused on the development of the student, on the formation of his motivational sphere, independent thinking style, general educational skills. That is, the main task of a modern school should not be to put a certain amount of knowledge into the student’s head, but to assist him in mastering cultural (and self-developed) ways of activity that allow him to act with an orientation towards another position (the position of another person, society, subject area ). Without mastering these methods of activity (which distinguish primary school from primary and secondary school), achieving success at the next stage of a person’s chosen path will be impossible. Modern development of society requires qualitative changes in the education system, where the main directions of development should be a turn towards the individual, creating conditions for his effective self-development. The pedagogical community is increasingly coming to understand the promise of the paradigm of student-centered education. The reason for such attention is that the most important value of modern society is a person capable of searching for and mastering new knowledge and making non-standard decisions in life situations. Hence the position about the essence of education as “an activity that protects and supports childhood and the child, preserves, transmits and develops culture, creates creative environments 19
development of the child, stimulates individual and collective creativity "(E.V. Bondarevskaya). Acceptance of the position of education as a personal value acquires a personally significant meaning for the teacher and student in their educational space. The transformation of society's needs in the functional and structural change of the school has become one of the conditions formation of directions for the modernization of the Russian education system.Education has come to be regarded as one of the national strategic resources for the development of the country.This trend reflects not only national priorities, but also the global orientation of education systems.However, one cannot but recognize the growing demands of society.Modern social order in in the field of education requires schools to create conditions for a more conscious and high-quality self-determination of students; to adapt the education system to the labor market, to overcome the gap between Russian schoolchildren and the level of education of students in developed countries, especially in the field of profile education. Modern society expects schools to create conditions for the formation of the child's ability to take personal responsibility for their own well-being and the well-being of society, the formation of social mobility and adaptation. With regard to school, this goal of education is concretized in the need to form the ability to make a responsible choice of one's own individual educational trajectory (or professional trajectory). The minimum skills that students should have after graduating from school and coming to a vocational school: 1. be able to learn. 2. Be able to communicate. 3. be able to create comfort and benefit for yourself and others. 4. be able to use information. 20
The priority is the mastery of operational intellectual general educational skills that determine the formation of competencies, and not the acquisition of knowledge as such. The ability of students to transform, to carry out the transfer of knowledge in new conditions to a greater extent determine the meaning of the new concept of “competence”, which appeared in the school with the beginning of modernization. The formation and development of a person competent in various activities is considered the goal of the educational process in the Establishment. Thus, personal orientation means "a new style of professional behavior, a different line of thought and, in general, the image of a teacher" (V.V. Serikov). But the implementation of this approach is largely constrained by the insufficient level of general and pedagogical culture, the psychological and pedagogical competence of most teachers, who are formed by the traditional paradigm of pedagogical education, which is distinguished by a focus on knowledge, when "knowledge, skills and abilities become an absolute value and obscure a person" ( E.V. Bondarevskaya). The basis of ideas about the personality are the ideas that have developed in humanistic pedagogy and psychology: - it has huge internal resources for self-knowledge and changing the I-concept (K. Rogers); - needs for creativity, self-change and self-actualization (A. Maslow); - purposefulness and value-oriented behavior, striving for integrity, freedom of choice, responsibility (N.A. Berdyaev, V.S. Bibler, L.N. Kulikova, V.V. Serikov, I.S. Yakimanskaya). The work of the school in the paradigm of personal orientation will resolve a number of
contradictions:
- between the proclaimed orientation towards the development of the personality of the student and the real orientation towards the development of the greatest possible amount of knowledge; 21
- between the increasing requirements for the personality and professional activity of the teacher and the actual level of his methodological readiness; - between the need to track the personal development of the student and the personal and professional growth of the teacher and the lack of a monitoring system. And, the task of the SPO will be to make a competitive personality out of this student. Model of the development process of a competitive personality (Appendix No. 3) 22

Conclusion
Today's Russian education system is characterized by a virtual lack of responsibility of educational institutions for the final results of educational activities. Getting a diploma is a big event in the biography of every person, but on the path of life it is half the battle. It is very important to apply your diploma, your knowledge in practice. Considering the fact that a large percentage of students after graduating from a general education school and coming to a vocational educational institution are not capable, have no interests and subsequent life plans. Teachers of professional educational institutions have to identify from the very beginning the life position of a student who is practically not prepared for adaptation in the modern labor market, the question of helping them in this has always been on the agenda. This position is justified because in today's complex and sometimes confusing labor market, without the help of seniors, without the participation of an educational institution, it is very difficult for young specialists themselves to figure it out. The conclusions obtained cannot be considered final for this topic; in a market economy, the labor market imposes particularly stringent requirements on graduates. And in order to comply with it and find “their place”, it is necessary to actively work on the creation of methodological recommendations to help students build career development plans while still being college students. 23

Bibliography
1. Abrosimov V. A. How to find a job. - M.: 2010. 2. Andreev V.I. Conflictology: the art of argument, negotiation, conflict resolution. – Kazan, 2011. 3. Avramova E., Kulagina E., Verpakhovskaya Y. Behavior of young specialists in the labor market: new trends // Man and labor. - 2007. - N 9. - pp. 41-47. 4. Artyushina I. Tool of communication between universities and the labor market // Sociological Research. – 2010. - N 4. - P. 28-32. 5. Borozdina G.V. Psychology of business communication. - M., 2009. 6. Gurtov V.A. Supply and demand in the labor market and the educational services market in the regions of Russia. PetrSU Publishing House 2012 BBK 65.9 (2Р) 24. S 744.UDK 338 (470).S 744 7. Zhigadlo A., Puzikov V. Quality of training and employment of young specialists: sociological aspect // Higher education in Russia. - 2009. - N 10. - P. 108-112. 8.Career navigator. Official publication of the Russian Economic Olympiad “Career in Russia”, 2011. 9. Lobanov O. How to get a job. - M.: Eliot, 2012. 10. Markov I., Markova E. How to sell yourself. - M.: Fire Press, 2010. 11. Petrushin V.I. Careerist's Handbook: Textbook. allowance. – St. Petersburg, 2010. 12. Polyakov V.A. Career Technology: A Practical Guide. – M., 2009. 13. Rykova E. A., Voloshina I. A., Prozherina L. N. Job search technology. - M.: ProfObrIzdat, 2010. 14. Svergun O.Yu. Psychology of success, or How to become the master of your life: A practical guide. – M., 2011. 15. Silber L. Career for a creative person: A course for survival in the jungle of modern business. A tool for a highly effective life. – M., 2011. 24
16. Sotnikova S.I. Career management: Proc. allowance. – Novosibirsk: INFRA, 2011. 17. Stepanov S. Components of quarries. – M., 2011. 18. Savina M. S. Job search technology. - M., 2010. 19. Formation of skills of competent behavior of young people in the labor market. Collection of teaching materials / Ed. M. I. Kokhanovskaya; Center “Youth for Freedom of Speech”. - Kaliningrad, 2011. – 48 p. 20. Savenkova T.I. Competition between universities and the competitiveness of specialists as a vector for the movement of education on the path to progress // Audit and financial analysis. - 2010. - N 1. - P. 407-414. 21. Chistyakov A.V., Tkacheva O.A. Ensuring the competitiveness of university graduates // Problems of modern economics. - 2009. - N 3/4 (15, 16). - S. 46-51. 25
Appendix No. 4 26
Goal: development of individual competitiveness in the education system

Result: competitive personality of a citizen, specialist
Structural and content components of competitiveness Patterns of development of competitiveness and principles of their implementation in the educational process Determinants Mechanisms of development of competitiveness
Consistent development of competitiveness in the education system
Levels of education Educational results General education Professional education Postgraduate education education, self-image. Formation of the foundations of social competitiveness of a school graduate. Formation of the foundations of professional excellence. social competitiveness of the individual Formation of professional and social competitiveness of the individual
Educational conditions for the development of competitiveness
Conceptual-methodological: individual-personal, systemic, activity-based approaches. Specific-methodological: nature-conformity, contextuality, problematic nature, competitiveness, variability of educational content, etc. Content-methodological: forms, means, methods of development of determinants of competitiveness. Organizational technological: psi-hol.- ped. accompanied development of competitiveness, competitive development content. theory, practice, psychological training
Diagnostic software
process of development of a competitive personality: (1) criteria of competitiveness (general, specific), (2) levels of competitiveness, (3) diagnostic methods (questioning, testing, expert assessment, etc.) Educational: familiarization with the content of social/professional interaction, with the requirements to the personality of a citizen, specialist Orientation: self-analysis by students of interests and abilities, determination of individual educational routes Developmental: stage-by-stage development of structural components of competitiveness and their integration Stages of development of KL KOLK ANL Control: diagnostics of stage and final results
Stages of competitiveness development in the process

general/vocational education/self-education

Annex 1
How are you able to interact with other people?
West German doctor of psychology K. Palmer offers the following test to determine if you know how to get along with people. Geometric shapes are drawn on the board: triangle, ball, polyhedron. A: 1. Which definition, in your opinion, is more suitable for this geometric body: a) it is pointed; b) is it stable, c) is it in a state of equilibrium? 2. What does it look like most: a) an iceberg; b) on a piece of glass; c) to a tourist tent? To fig. B: 3. In what direction can this ball roll: a) forward; b) back; c) either side? 4. What is this ball made of: a) transparent plastic; b) made of glass; c) from ice? To fig. Q: 5. How to describe this figure more accurately: 27
a) faceted; b) uncertain”; c) sparkling with many facets? 6. What feeling does it evoke in you: a) pleasant; b) unpleasant; c) none? Calculate the points scored: a b c 1A 0 4 7 2A 0 3 7 3B 7 0 4 4B 7 4 0 5B 4 0 7 6B 7 0 3 0-16 points. You have a hard time communicating with others, because in everyone you see a possible competitor or even an enemy and immediately take a belligerent position. You yourself notice that this does not arouse sympathy for you, and worry about this. But if someone likes you, then you become sociable and cordial, which causes a response. Try to disarm with your friendliness even a person who is not very nice to you, and for sure, if not him, then others will treat you with sympathy. 17-27 points. You are a happy person: there are no problems in communicating with others. Even in critical situations, you know how to find the right tone to defuse the situation. But your softness has its limits. If you think that you are being treated unfairly, then directly declare it, without thinking about the consequences. This may scare some people away, but the determination with which you 28
defending your position shows that your usual courtesy is not a mask, but a natural trait. Smart people appreciate you a lot. 28-42 points. You are amazingly flexible in communication. No one manages to unbalance you, you do not waste your nerves. But many perceive your flexibility as unprincipled, and hence the result: smart people do not take you seriously. Therefore, do not try at all costs to avoid sharp corners: sometimes it is useful to show thorns, defending your point of view. 29
Application No. 2
ARE YOU SURE IN YOURSELF?
This test will help you answer the question - are you a confident person or just making such an impression? Select one of the proposed answer options. Questions
1. What is your preferred handshake?
a) short but strong; b) long and intense; c) light touch.
2. What is your zodiac sign?
a) Leo, Aries, Capricorn, Taurus; b) Gemini, Scorpio, Aquarius, Sagittarius; c) Vyby, Cancer, Virgo, Libra.
3. What kind of skin do you have?
a) normal, not requiring special care; b) insensitive; c) dry and sensitive. thirty

4. A woman is sitting on a bench in the park, immersed in her thoughts. It seems to you,

What…
a) she willingly stays alone; b) she wants to be pitied; c) she has some problems.
5. What is typical for you?
a) quickly forget troubles and sorrows; b) think not only about yourself; c) if I deceive someone, I feel pangs of conscience.
6. Which figure do you like best?
a) a triangle; b) rhombus; c) circle.
7. What sport would you most like to do?
a) parachuting; b) jumping into the water; c) climbing.
Instructions
Count the answers to which letter you have more. 31
Test results
If more replies to

the letter "a"
- you are confident enough in yourself, but you, naturally, are not alien to situations in which you feel insecure. However, you can admit it because you are a strong person. You don't have to put in a lot of effort; you usually get what you want anyway.
If there are more answers "b"
- your self-confidence is somewhat unstable. If you are supported by many years of experience, you can assume that everything is in order. But unfamiliar people and new tasks irritate you more than is objectively necessary. In such cases, you easily lose confidence in your abilities. Then, depending on your mood, you either withdraw into yourself or become overly self-confident.
If more answers are "in"
You clearly lack positive self-esteem. You are probably not used to trusting others. You torture yourself with reproaches and memories, while depriving yourself of the joy of life. Try to take the time to analyze the cause of your self-doubt. If you can't, seek help from a psychologist. 32
Application №3
Rating of prestigious and non-prestigious professions
Prestigious professions Non-prestigious professions 1. Lawyer 2. Economist 3. Programmer 4. Doctor 5. Manager 6. Designer 7. Banker 8. Entrepreneur 9. Translator 10. Businessman 1. Technician 2. Janitor 3. Teacher 4. Miner 5. Plumber 6. Medic 7. Cook 8. Seller 9. Teacher 10. Driver 33