The formation of professional retraining areas in Khmelnytskyi RCRE is based on the needs of the regional labor market, has a preventive nature, includes new functional components, is different from traditional training in content, forms and methods of teaching, bringing educational resources closer to consumers.

Applicants for retraining programs are interviewed to match the quality of training and motivation to study. Meetings are held with employers of promising companies and organizations to select candidates for vacant positions. Teachers of the retraining program provide advice to former servicemen in setting up and running a business.

Khmelnytskyi RCRE managers and program teachers work according to the quality standards of educational services in accordance with current legislation. Teachers are selected on a competitive basis to match the main selection criteria, which includes professionalism and practical experience in the real sector of the economy. Teachers work on the terms of competitive payment, which foresees continuous improvement of teaching materials and teaching methods.

After the course completion, the students of the program are anonymously interviewed on the topic of teachers’ work evaluation to establish the level of its effectiveness to decide on their further participation in the programs.

The higher employment of program graduates is achieved by continuous improvement of Khmelnytskyi RCRE retraining programs. Innovative approaches are used in the processes of the center: in monitoring the needs of the labor market and identifying both risks and challenges, the alternatives to mitigate them, in establishing partnerships with employers, in designing training resources and practices, in attracting qualified and experienced managers and training coordinators, teachers-developers of educational materials.

The introduction of quarantine during the pandemic made adjustments to the retraining process. Training of students is organized in two directions:

– online: through lectures and practical classes in the form of video conferences with the help of Zoom Video Communications, which allowed teachers to communicate with students in real time;

– offline: through the involvement of students in a special platform “Modular learning environment – MOODLE” –, where they were able to independently develop basic and additional learning material for each discipline. Since students are not entered into a single electronic database of the university, they were provided with a single login and password to log in; a community in the popular Vider messenger was created to coordinate the educational process and organize the final control activities (tests, exams); An e-mail was created to control the success of mastering each discipline.

Such organization of education is not new for Khmelnytskyi National University. After all, in 2001 the Khmelnytskyi National University (KhNU) decided to deploy its own distance learning program, which is being implemented so far. Under the project, up to 2,000 students receive higher education in 11 areas and specialties of full, reduced terms of study and obtaining a second higher education.

Within the information system of the university since 2006 there is a subsystem “Modular object-oriented dynamic learning environment” (MOODLE), which is focused on full-time and part-time students, and today during quarantine it is a platform for organizing the distance learning educational process.