Training of agrarian personnel in accordance with the requirements of the new technological order AgroTech 4.0

Introduction. In modern conditions, the growth rate of agricultural production in the Russian Federation depends on the timeliness of the transition of the traditional agricultural economy to a new economic structure based on innovative technologies. In the extreme geographical and climatic conditions typical of Russia, the production of cheap and high-quality products is possible only on the basis of an effective agricultural economy based on the development of human capital. Therefore, the transition from the agrarian sector to innovative development requires a radical change in the approach to the professional training of agricultural workers. Today, innovative agricultural enterprises face the problem of prompt provision of personnel who are ready to act productively in unforeseen situations of tomorrow. However, the agrarian vocational education organizations operating in the vocational and educational landscape in the training of workers are guided not by the competencies of the future, but at best, by today's patterns of agricultural activity. Thus, there is a contradictory personnel situation that limits the development of the agricultural economy. In this regard, new legislative initiatives are needed that would allow for deep integration of secondary vocational educational organizations and innovative agricultural enterprises. In addition, the creation of integrated vocational and educational systems should be based on modern requirements for the content, forms and methods of vocational training. Purpose setting. Therefore, in this work, first of all, scientific approaches to the development of the content of vocational training in an integrated educational and industrial environment are considered. Methodology and methods of the study. In particular, the relevance of anticipatory, activity-based, integral, competency-based, modular and educational approaches in creating an effective system of vocational training is substantiated. Results. Particular attention is paid to the formation of students' positive motivational and value attitude to agricultural activities in an integrated educational and production environment. The forms of education in which integrated vocational training is effectively organized in an educational organization and at the workplaces of an agricultural enterprise are outlined in detail. At the same time, the functions of the participants in the educational process both at the planning stage and at the stage of implementation of vocational training are described in detail. Along with this, the areas of responsibility of teachers of educational organizations and master mentors in production are indicated. Even the structural components of training days in educational and industrial organizations were not ignored. The methods of training that most fully take into account the specifics of vocational training in an integrated educational and industrial environment are described: the project method, the method of work ideas, the method of leadership, the method of learning through action, the method of developing cooperation. The use of these methods to strengthen the practical training of students is substantiated. The role of the demonstration exam in determining the level of students' proficiency in professional competencies and their components, especially practical experience, is shown. Conclusion. Taking into account the requirements of professional and educational standards, recommendations have been developed for the organization and management of the integrated process of vocational training. The following management principles are indicated: consistency and integrity; objectivity and completeness of information; orientation to the purpose and objectives of vocational training, reflecting the requirements developed by the vocational school together with the enterprise; continuous improvement of the quality of the educational process and the conditions for its organization; involvement of producers, teachers and students in the process of managing the integrated model of vocational training; multi-subjectivity of the consumer. Taking into account the above principles, the integrated vocational training management scheme has been designed and management functions for each block of this scheme have been determined