Mismatches between the competences formed in technical and vocational education and those required at the workplace remain a structural obstacle to workforce development, and the obstacle is sharpest for high-risk manual trades whose occupational standards are still being elaborated. This thesis presents an organizational-pedagogical model that aligns the content of training for the profession 30710502 “Electrician” with authentic labour functions and qualification requirements. Constructed through a design-based logic, the model couples eight functional blocks, five auditable implementation conditions, four integrated teaching methods, and a two-circuit assessment system that appraises programme quality and learner readiness on separate registers. A monitoring-corrective feedback loop converts the architecture from a static curriculum into a self-correcting system. The work contributes a transferable, standard-anchored content-design template for technical professions and a methodological basis for raising the quality of electrician training; empirical validation is identified as the next stage.