The aim of the research is to identify the concept of vocational didactics and specificity of learning process along with its components in the context of global implementation of information technologies and competenceoriented educational requirements.

The research methods include the analysis and synthesis of pedagogical materials and innovative experience of vocational education, abstraction methods, and modeling.

The author specifies didactics as a subdivision of pedagogy investigating the learning process and development of personal life experience – i.e. the complex of knowledge, skills and behavior patterns. Accordingly, professional didactics deals with developing personal life experience as a complex of scientific and professional knowledge, skills and behavior patterns. The emphasis is on students’ personal learning activity, whereas a teacher is to design and implement all the didactic means (forms, methods, tools) and conditions facilitating students’ experience formation. In addition, the author identifies the essential features of learning process in the context of information technologies implementation in educational process.

The research findings can be implemented by experts in didactics while devising educational techniques oriented on developing students’ personal experience in learning process.

The research analyzes the possibility of coordinated activity of academic staff affiliated to secondary and higher educational institutions within a university complex. The applied methods integrate the analysis of regulatory documents and cooperation expertise of academic staff along with general modeling methods based on the structural and functional approach. The research outcomes reveal the spheres and types of academic staff interaction at various educational levels; the principles and conditions of the interaction in question being defined. The authors demonstrate a structural functional model, determining the organizational and professional aspects, as well as the results of academic staff interaction within the university complex. Implementation of the given model can facilitate the effective integration of split-level educational organizations into the university complex structure.

The aim of the research is to observe the existing approaches to qualifications framework development in the sphere of land management, cadastres and real estate management, as well as the qualifications framework adaptation to European system. The relevance of the issue is related to the specific professional and institutional problems facing Russian educational establishments engaged in personnel training in the given sphere. The authors demonstrate the qualifications framework development in the land management sector regarding it as a key mechanism of educational mobility and the router for knowledge acquisition and updates. The qualifications framework is referred to as a systematic and structured description of recognized qualifications. The accepted worldwide methodology of organizing the educational process and quality control system is given. The emphasis is on the need to comply the qualifications framework with the Russian State Educational Standards.

The research is devoted to theoretical substantiation, development and approbation of effective approaches, principles and conditions of in-service training at industrial enterprises. The research methods include the analysis of scientific publications and effective vocational training expertise, modeling, inclusive monitoring, questionnaires and expert assessment. The author proposes the organizational and educational principles of corporate vocational training of competitive workmen; the above principles and conditions were analyzed based on the competence, module and sociocultural approaches. The model approbation, exemplifying the effective training for the welder occupation, was carried out at plc Uralvagonzavod. The research findings can be used for developing the policy of continuing education at industrial enterprises, corporate universities and training centers; they also provide the methodology basis for further investigation of vocational training problems.

The research investigates the principles of creativity-oriented teaching (COT), substantiates its strategy based on developing the didactic structure of creative educational environment, and looks for the invariant of pedagogical activity guaranteeing the creativity development. The methodology involves a theoretical analysis and specification of COT principles, and empirical methods of identifying the creative teaching invariant.

The paper describes the content of COT principles, and provides recommendations for their implementation; the concepts of creative teaching invariant and creative potential being defined. The author supplements the theory of heuristic teaching and applies the methods of logical and graphical structuring of information to foster students’ creative activity.

The research findings can be implemented in the system of school education for developing the students’ intellectual potential and creative abilities.

The research objective is to substantiate the possibility of overcoming the pupils’ personal helplessness in educational process by stimulating the leading age-related activity. The methodology is based on the poly-system interaction. The applied methods include using various questionnaires for diagnosing the learning and communicative activities of primary and secondary school pupils. The experimental data analysis demonstrates that learning activity of primary school pupils and communicative activity of teenagers can be regarded as the ways for overcoming their personal helplessness in educational process. The research novelty implies the investigation of functional correlations between the respondents’ personal helplessness and activity. The research outcomes provide the additional options for facilitating the self-sufficiency of primary and secondary school pupils, and mitigating their helplessness in educational process.

The research is aimed at studying the dynamics specificity of intelligence development in the growing-up process.

The research methods involve the group intelligence tests for junior teens; R. Amthauer’s students test (IST) adapted by L. A. Yasyukova; longitude and cross-section methods.

The research findings demonstrate both the irregularity and conformity of intelligence development starting from the secondary school and up to the undergraduate university level. In the secondary school, there is a fast growth of quantitative characteristics of intellectual dynamics and verbal skills do minance. However in the high school, the qualitative competence-related changes prevail giving way to the non-verbal skills; and the given trend continues up to the undergraduate level.

The author emphasizes the differences in intellect dynamics depending on the student’s basic mental faculties: the school students with higher faculties demonstrate a higher intelligence dynamics, while the university students reveal quite the opposite trend of lower intelligence dynamics in groups with higher faculties. As a result, the obvious differences in students’ intellect capacities in the secondary and high school become less evident at the university level.

The author points out the novelty of differentiated analysis of intellectual indices dynamics, substantiating the assumption of individual typical patterns of intellect development.

The research outcomes make a foundation for the theory of individual and typological options (trajectories) of intellect development, and guarantee a differentiated approach to students’ education according to the rate and tempo specifics of intellectual maturity.

The research is aimed at curricula development in the system of further education based on the competence approach and integration of managerial training and practical applications. The study was carried out in accordance with the systematic approach considering the dynamics and interactions of structural elements of training system; and factorial approach identifying the optimization options of pedagogical process.

The research methods include the theoretical analysis and synthesis, experimental data analysis, personal involvement method, and interviews.

The author identifies the factors hindering the process of further managerial training; emphasizes the need for personal and professional competences development; and describes the competence matrix method, designed for balancing the requirements for the leadership training and based on the European and National Qualifications Frameworks.

The research outcomes can be used for coordinating the system of further managerial training with the labor market demands.

The research aim is to examine the functions and educational opportunities of collage as a didactic means.

The methodology and methods involve the multilateral theoretical data analysis and generalization; activity approach to pupils’ perception analysis; communicative approach to finding the interrelation between the perception and speech act; lingua-cultural approach to collage consideration as a sign, information vehicle and communication subject; and developmental teaching approach.

The author undertakes the cross-disciplinary analysis, including the scientific works on philosophy, psychology, semiotics and culture studies, and proves the collage adequacy to the cognitive specificity of modern pupils’perception and foreign-language teaching. The concept of collage is specified, its semiotic characteristics and unique features as a didactic means discussed.

The research novelty involves developing a new frame of reference to collage as a didactic tool and cultural phenomenon with educational and developmental opportunities.

The research findings, including the methodology basis for content structuring and selecting a collage type, can be used for educational problem solving.

The paper examines the evolution of qualifications frameworks across Europe. Five years ago, it was not clear if the discussions on national qualification frameworks (NQF) in Eastern Europe would lead to the new standards and qualifications development, or initiate the reforms in education and training. Now, there is evidence of more countries using the NQFs to promote a dialogue between the public and private sectors on the expected outcomes of educational process. In some countries, the private sector has even taken the lead in the NQF discussions, being increasingly involved in their implementation. This is a fundamentally new paradigm in education policies and a cornerstone of the demand driven education and training. Each country is following its own patterns while moving to the comparable results. However, this is just the initial stage of NQF implementation. The author regards learning by doing and the local expertise expansion as the key challenges of the coming years. Although the reforms take time, they increasingly tend to become a shared public and private responsibility.