Introduction. High school students are expected to  define themselves in  terms of vocational preference. Having estimated their readiness for self-determination, it is possible to allocate different groups, with specific psychological and pedagogical support for each group. 

Aim. To identify differences in readiness for professional self-determination between finalists of professionally-oriented contests and their peers not participating in analogous events. 

Methods. Quantitative data analysis on  the basis of  the test kit “Professional readiness” (or “How I  Choose a  Profession”) developed by  the team of  researchers of  the Center for Testing and Development “Humanitarian Technologies” was applied. 

Results. The level of psychological readiness for professional self-determination among adolescents-finalists of the WorldSkills contests of professional competence and among the adolescents-finalists of The National Technology Initiative Contest by many indicators is higher compared to their peers, students of 8–11th grades of secondary school, who did not participate in these contests. 

Scientific novelty. The adolescents, finalists of professionally-oriented contests, compared with their peers who did not take part in such competitions have higher scores on self-esteem and independence scales; they know more about professions and the Russian education system; they have fewer stereotypes and misconceptions about choosing a profession; they took more steps towards professional self-determination. 

Practical significance. The results of the study can be applied by psychologists, class teachers, tutors, teachers of additional education in career guidance, consulting and educational work with schoolchildren and their parents.

Introduction. The purpose of this article is to examine the need for a career guidance minimum for organising career guidance systems for students in grades 6-11. It discusses the concept of professional self-determination support, challenges in implementing pedagogical support for professional self-determination, and the aims and principles of  the career guidance minimum. The article also establishes organisational and methodical conditions and possible work formats, as well as a model for career guidance with students in grades 6-11. 

The aim of the article is to justify the methodology of the career guidance minimum, its key organisational and methodical elements, and to  initiate academic discussions on the introduction of the career guidance minimum. 

Methods. The research methodology involved analysing factual sources and conceptual bases of the Federal Project “Career Guidance Minimum” through generalisation of current trends, concept analysis, and academic publications on career guidance counselling. 

Results. The article argues for the need to  introduce a  career guidance model that provides a set of career guidance events available to every child in Russian Federation. It  justifies the forms and contents of  this set and assesses the viability of  implementation of  career guidance model within school frameworks. The article also assesses an approach called “educational career guidance,” analyses risks of implementation, and provides methodological recommendations for implementing the career guidance minimum in schools.

Practical relevance. The article draws attention to the concept of introducing a career guidance minimum as  a uniform approach to  career guidance counselling in  Russia. It  benefits vocational and higher education establishments, employer undertakings, students and their families, and educational establishments that implement primary general and secondary general educational programmes.