YESENINA E., SERGEEV I., SHARIPOVA E. THE METHODOLOGIST’S POSITION AND FUNCTIONALITY IN THE VOCATIONAL EDUCATION AND TRAINING SYSTEM: HOW TO OVERCOME CONTRADICTIONS?. LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 3. DOI: 10.15393/j5.art.2026.13092


Vol. 14. No. 3.

Education Management in an open global society
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THE METHODOLOGIST’S POSITION AND FUNCTIONALITY IN THE VOCATIONAL EDUCATION AND TRAINING SYSTEM: HOW TO OVERCOME CONTRADICTIONS?

YESENINA Ekaterina Yu.
Doctor of Pedagogical Sciences, Leading Researcher, Scientific and Educational Center for Education Development, Higher School of Public Administration
Russian Presidential Academy of National Economy and Public Administration
(Moscow, Russian Federation)
esenina-ey@ranepa.ru
SERGEEV Igor S.
Doctor of Pedagogical Sciences, Leading Researcher, Scientific and Educational Center for Education Development, Higher School of Public Administration
Russian Presidential Academy of National Economy and Public Administration
(Moscow, Russian Federation)
sergeev-is@ranepa.ru
SHARIPOVA Elvira I
PhD in Pedagogical Sciences, Leading Researcher, Scientific and Educational Center for Education Development, Higher School of Public Administration
Russian Presidential Academy of National Economy and Public Administration
(Moscow, Russian Federation)
sharipova-ei@ranepa.ru
Keywords:
vocational education and training
methodological activities
methodological support
methodological assistance
methodologist
professional standard
labor functions
job responsibilities.		 Abstract: current trends in Russian vocational education and training system, including the introduction of new educational technologies, particularly within the framework of the federal project «Professionalitet» and the national project «Youth and Children», and consequently changing requirements for the qualifications of teaching staff, require prompt decisions regarding the methodological support for such changes and the strengthening of the methodologists role in vocational educational organizations. The article’s purpose is to present the results of the analysis of approaches to the methods of organizing and formalizing methodological activities, to the substantive and functional filling of the methodologist’s position in professional educational organizations, to identify existing contradictions and propose promising models for the institutionalization of the methodologist’s position in the vocational education and training system. Methods of studying various sources (scientific publications, regulatory documents), observation, interviewing management and teaching staff of vocational educational organizations, generalization and systematization of the obtained data, analysis and synthesis, and modeling were used. A set of problems associated with the ambiguity of theoretical and practical approaches to the allocation and distribution of methodological functionality among teaching staff positions in vocational educational organizations is identified and characterized. Number of promising models for the institutionalization of the «methodologist» position in the vocational education and training system is proposed as a possible solution. The framework for resolving the existing problems is the development and adoption of the professional standard for methodological activity in vocational education and training. The research results presented in this article are interim results within the framework of the research work defined by the state assignment of the Presidential Academy in 2026 and will be supplemented and refined in the course of further work.
Keywords: vocational education and training, methodological activities, methodological support, methodological assistance, methodologist, professional standard, labor functions, job responsibilities.
Paper submitted on: 03/03/2026; Accepted on: 08/24/2026; Published online on: 09/26/2026.

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DOI: http://dx.doi.org/10.15393/j5.art.2026.13092