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The purpose of the paper is to determine the specifics of scientific discourse in the sphere of managing professional mobility of the Russian youth and to develop a cognitive scheme of sociological research of this problem.

The authors use the potential of the stratification and activity approaches, the theory of multiplicity of professionalization, and multidimensional analysis as the most perspective method for sociological measuring of phenomena and processes in the professional sphere in the conditions of society's transformation.

The authors determine and study the key directions in the sphere of studying the professional mobility of the Russian youth and managing this process; substantiate the conceptual and methodological underdevelopment of this problem and offer the proprietary methodological strategy of its sociological study through distinguishing three stages of professional development of youth; substantiate the perspectives of its usage in studying the professional mobility of youth and constructing the effective policy of managing this process; outline the role of state and education in overcoming crisis factors of professional development of youth in the context of domination in the modern world and among the Russian youth.

Importance of this research is predetermined by the need for theoretical consideration of top-priority directions in studying professional mobility of youth and the means of managing this process in view of the factors of crisis professionalization, unpreparedness of youth to adapt in spontaneous and quickly changing conditions of the labor market and absence of the conceptual sociological developments in this sphere.

The materials of the research and the offered cognitive scheme are aimed at formation of the methodological basis of studying the problem of managing the professional mobility of the Russian youth for the purpose of overcoming the crisis trajectory of professionalization of the Russian youth and increasing the effectiveness of its professional mobility in the conditions of increased mobility of the whole modern world.

This chapter explores the idea of Masters-level Initial Teacher Education (ITE), beginning by looking at the wider global context which reflects a drive towards increasing Masters-level ITE, but with limited empirical evidence as to its effectiveness and a variety of claims as to its potential impact. It then goes on to examine aspects of the policy context in Scotland that influence a growing move towards increased Masters-level ITE. This is followed by an overview of current practices, identifying three broad approaches: credits in courses, integrated Masters and full Masters. This chapter concludes by suggesting that while the direction of travel is clear, the underpinning rationale is much less so.

The purpose of this paper is to develop new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia.

An overview and a critical analysis of the expert and analytical report of the research institute “Higher School of Economics” on the results of digital modernization of the modern Russian economy entitled “Indicators of the digital economy” in the part “Human resources of the digital economy” is performed.

It is proved that formation of the personnel infrastructure for digital modernization of economy requires standardization of the process of training of digital personnel. The new state standards of higher education for training digital personnel in the conditions of Industry 4.0 by the example of modern Russia are created on the basis of the existing directions of the master’s program.

An authors’ classification of digital personnel according to the criterion of performed functions for application of digital technologies is offered, and two categories of them are distinguished: technical specialists and narrow sectorial specialists – which allowed specifying the scientific and methodological provision of the process of training and statistical accounting of digital personnel in Russia. The authors determine the perspective directions of training of digital personnel within the directions of the master’s program, which are implemented in modern Russia, and the corresponding categories of digital personnel. The authors also offer additional requirements to the results of mastering of the main educational programs of the master’s program, the structure of the main educational programs of the master’s program and the conditions of implementation of the main educational programs of training of masters within training of digital personnel. The authors’ conclusions and recommendations ensure the information support for training of digital personnel of modern Russian universities, as well as monitoring and control of this process of state regulators.

Purpose – This chapter will utilize the apprenticeship model developed by the Carnegie Foundation for the Advancement of Teaching in their Preparation for the Professions series to study how American Library Association (ALA)-accredited Master of Library Science (MLS) programs could be reformed to better integrate the interests of educators with those of the practicing profession and the public they serve.

Design/Methodology/Approach – The Carnegie model uses three “apprenticeships” to distinguish the three areas professional education must address, labeled in this chapter as knowledge, practice, and identity. Each of these three areas is explored as it relates to the education of librarians, with an emphasis on what constitutes the general knowledge, skills, and identity of librarianship. Examples of how these three components could be integrated into an MLS program are given.

Findings – Current ALA-accredited MLS programs differ widely on the number and content of required courses. Applying the model developed in the other Carnegie studies to the field of library education yields a clearer vision for the professional education of librarians and to a reorienting of the educational experience students encounter in their MLS studies.

Originality/Value – Using examples from other professional education programs allows library educators to see the means by which a holistic education is achieved in other professions. The novelty of this approach is in the breakdown of the various components of a professional education program. The tripartite approach to professional education also provides a useful framework around which to build an MLS program.