The article is devoted to the problem of value-semantic foundations of vocational education as significant components of professionalization in the conditions of social transformation. Based on the results of the study, the authors reveal contradictions in the formation and development of values among the younger generation. On the back of diagnostics, the article discusses the specificity of value representations of students, university teachers, school teachers. The results of the study

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... m that university teachers do not believe in the development of the student as a citizen and do not work on it. Also, by graduation from the university, students experience a crisis in acceptance of the values of the professional community, that is, they are not only unprepared to form a system of values in other people, but they themselves have not understood their system of values. At the same time, school teachers recognize that they need additional knowledge for development of schoolchildren's values. Consequently, to increase the level of professional identity of university graduates, the process of forming the values of the professional pedagogical community among students should be accelerated, and the special role in this aspect belongs to the university teacher. To solve this problem, systematic organization of the process of lifelong education using the whole arsenal of tools of the competency-based approach is necessary.