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Abstract: The authors refer to the important problem of the formation of the teachers of secondary vocational education perspective competencies, which are viewed as a result of advanced education, and as a willingness to conduct themselves teachers of vocational education advanced and synchronized education. On the basis of the lists of competencies offered in the Foresight researches, we identified five major groups of perspective competences. The pedagogical research has revealed that the level of development of the teacher’s perspective competencies is insufficient. We propose forms of pedagogical support of teachers to develop perspective competencies, as well as the directions of the necessary changes at the level of both: at the level of system of secondary vocational education in general, and at the level of vocational education institutions.