THE ROLE OF SOCIAL PARTNERSHIP IN THE DEVELOPMENT OF VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION

Relevance: of this article is determined by the need to justify the role of social partnership in the development of vocational (vocational-technical) education through the establishment of collaborative interactions in modernizing the content, forms, methods, and technologies of vocational training for future skilled workers according to labor market demands. Objective: to characterize the directions of development of vocational (vocational-technical) education on the basis of social partnership. Methods: studying scientific sources, legislative and normative-legal documents, empirical data - to determine the impact of social partnership on the development of vocational (vocational-technical) education; theoretical analysis and synthesis, summarization of views regarding the researched problem. Results: based on the analysis of modern educational concepts, legislative and normative-legal documents, scientific sources, empirical data, the directions of development of vocational (vocational-technical) education on the basis of social partnership have been identified through the cooperation between employers and their associations, representatives of state bodies and local self-government, work collectives and trade unions, pedagogical staff of vocational (vocational-technical) education institutions. Conclusions: the directions of development of vocational (vocational-technical) education based on social partnership have been delineated: joint responsibility and fulfillment of obligations to ensure the relevance of curricula and programs to labor market needs; ensuring active participation of partners in shaping modern professional qualifications and providing workplaces for organizing production training; legal regulation of social partnership; funding educational initiatives and infrastructure modernization; implementation of innovative forms, methods, and tools of learning to adapt the educational process to rapidly changing technical and technological processes in various economic sectors; professional orientation and informing youth about the prospects of different professions, labor market needs, and opportunities for professional and career development; conclusion of long-term agreements for graduates' employment; enhancement of pedagogical staff qualifications; monitoring and evaluation of the quality of vocational (vocational-technical) education.