Building Educational Programs for Additional Professional Education Based on a Client-Oriented Approach

Today, the educational services market is undergoing major changes, and this fully applies to both higher or secondary vocational education programs and additional vocational education programs. The nature of this lies primarily in the active introduction of professional standards into the real sector of the economy. Increasingly, starting from the 4th level of qualification, they require the performance of a sufficiently large and wide range of work functions that were not previously included in the range of professional tasks of these employees. For example, according to the professional standard 31.004 "Specialist in maintenance and repair of mechatronic systems of motor vehicles and their components in the automotive industry" approved by the order of the Ministry of Labor and Social Protection of the Russian Federation dated 04/02/2024 No.170n, which entered into force on September 1, 2024 and is valid until September 1, 2030 a generalized labor function was added to the functionality of purely technical personnel: "Interaction with consumers in the process of performing maintenance and repair of vehicles and their components in the automotive industry" In this regard, the article attempts to identify generalized approaches to the process of building customer-oriented educational programs and trace the dynamics of their demand in the educational services market. After all, today it is necessary to understand that the competitiveness of such specific products largely depends on the ability to meet the target needs of the student, in terms of achieving a specific and understandable result for him. Indeed, in the example given, an employee is required to have an absolutely specific ability, if necessary, to competently build and implement the process of interaction with the client, perhaps even in an extremely difficult, one might say, stressful situation.