Humanities & Social Sciences 1 (2015 8) 106-113 ~ ~ ~ УДК 331.586 Signifi cance of Further Professional Education in Continuing Vocational Education System Dmitry L. Matukhin* National Research Tomsk Polytechnic University 30 Lenin, Tomsk, 634050, Russia Received 04.10.2014, received in revised form 30.11.2014, accepted 21.12.2014 Article deals with problems of further professional education which is regarded from the perspective of domestic and western understanding of the concept of lifelong education. <...> This is due to conjunctural changes of personnel policy in the labor market, dynamic changes in the educational market, computerization of society and Russia’s desire to turn to innovative way of development. <...> Keywords: further professional education, continuing vocational education, human capital, labor market, retraining. <...> Introduction When developing human capital, dominant role refers to educational institution. <...> However, one should take into account the fact that human capital is subject to obsolescence. <...> Quick change of investigation forms and methods, sharp reduction in terms of introduction new scientifi c discoveries and technological inventions pose actual problem of obsolescence of knowledge received by graduates of all educational institutions and, consequently, human capital. <...> In the U.S., for example, there is the term “half-life © Siberian Federal University. <...> In this regard, education system should be as mobile. <...> Mobility of education system assumes control of retraining process to meet ever-expanding fi eld of scientifi c knowledge. <...> Signifi cance of Further Professional Education in Continuing Vocational Education System infl uence on overfl ow process of human capital from traditional industries to new ones. <...> This explains the need for lifelong learning. <...> Diploma and working life are not the end of learning process but, as a rule, the end of its basic, preliminary stage and the beginning of a more specialized and lengthy process of acquiring professional development” (Dobrynin, 1993: 5). <...> Analysis of the literature allowed us to identify the following conditions and reasons for the development of lifelong learning concept: • scientifi c, technical and social progress, which enhanced prestige of basic and vocational education; • rapid growth of scientifi c information • continuous and its equally rapid aging, as a result it’s <...>