The purpose of this article is to study the potential of a systematic approach as the basic element of the course content in system training of managers in education. 

Methods. Methods involve analysis of the theory and practice of application of the system approach to management challenges in education; positions of the general systems’ theory; synergetic approach as «the optimum control mechanism of complex systems»; adaptation of administrative technologies for an education sphere, implemented before and mainly in economy; questioning of educators of an education system of different levels. 

Results. The authors have proved the necessity of formation of managers’ systems thinking, with the specialization – a variety of educational services rendering. Managerial process characteristics of educational institution are defined. The course as training variant «Education of Managers» is proposed on the basis of the analysis of a historiography and summary results of questioning. 

Scientific novelty. Theoretical blocks of retraining and reorientation program to new paradigms of educators’ service or activities of are specified. The systematic approach to activity operations management has become the basis of the proposed program. 

Practical significance. Developed on the basis of results of research and approved course « Systematic approach in educational institution practice: technologies and management issues» helps get over some thinking and the stereotypes that generate the problems in education system development; promotes understanding of management methods in accordance with principles of systematic thinking; realizes and sets the abilities of interrelations revealing between external and internal processes and phenomena in relation to the system; develops an ability to predict the future systems behaviour and readiness to change structure of system, cohesion between its elements and functions.

The study is aimed at developing an algorithm of formation of university’s marketing strategy and the development of evaluating methods of its effectiveness realization. Despite the competitive expansion of the educational services market and the transition to a system of university self-financing, researchers have not paid due attention to the process of developing the marketing strategy of the university and the evaluation of its effectiveness yet. 

Methods. The applied methods include the method of general systems theory, and the complex of specialized marketing tools (PEST-, SNWand SWOT-analysis). 

Results. The algorithm of university’s marketing strategy formation and methodology for its effectiveness assessing is given in five fields: economic, informational, social, integration, and demand stage. The set of criteria is worked out for every field listed above. The author has developed a formula for determining the total indicator or general index of the effectiveness of university’s marketing strategy. 

Scientific novelty. The prospects of using the algorithm of formation of university’s marketing strategy and the system of monitoring and evaluating the effectiveness of marketing in higher vocational education was proved and evaluated by the author in the Ural Institute of Management of RANEPA. 

Practical significance. The research results can be used by the experts in the field of management of the higher educational institutions, and also as teaching materials while preparing the experts in marketing. 

The aim of the investigation is to reveal the essence of the educational event as a pedagogical category. The reason to study the issue is the methodological generality of the term that came into pedagogical everyday life, but which semantic content is still not clear enough. 

Methods. The methods involve a theoretical analysis of the philosophical and pedagogical literature on the study, the categorical analysis, surveys of students and teachers. 

Results. The concept content of «event» is looked upon in both historical scholarship and pedagogy, «educational event» is analyzed in unity with the «educational situation» and «educational process». The attitude of students and teachers to educational events was clarified through the surveys; emotional and rational responses of the respondents were differentiated and the peculiarities of events organization in the education system were classified. While teachers and students are considered as subjects of educational events, their goals are delineated. 

Scientific novelty. The author's own definition of is given. Educational event is defined as a specially organized and unique pedagogical fact limited, but not rigidly determined by the educational situation, and capable of changing the educational process going beyond the boundaries of its conformism. The formulation above is the result of analysis how the concepts of «event», «situation» and «process» may interact in pedagogical discourse. 

Practical significance. The results can be used while designing the educational programs and projects, as well as in the development of academic courses of innovative pedagogy. 

An increase in the importance of prediction in pedagogic activity is related to modern postindustrial economic trends which are becoming oriented primarily toward an individual and his/her personal abilities as a basic manufacturing resource. The increase in personal resource value determines the application of socio-structural approach in pedagogy which contributes to the reduction of risks connected with the results of pedagogic activity and makes prediction of social and personal evolution of a child more prominent. 

The aim of the present research is to provide an analysis of prevalence of predictive thinking in modern theoretic pedagogy as well as elaboration of methodological schemes of implementation of social and pedagogic prediction in pedagogic activity, the primary function of which is successful socialization of children. 

Methods. The content-analysis of results of the researches published in scientific and pedagogical journals during 2006–2013, has shown that in modern educational practice while implementing the measures on children socialization, projective technologies of forecasting of the future of pupils are used precious little or are not used at all. The socio-constructive approach reducing many risks of pedagogical activity is given; as an effective toolkit of prospects determination of social and personal development of the child. 

Results. The author draws readers’ attention to the advantages of the organisation of the educational process based on a teacher’s reflection of achievements and abilities of the pupil, and prolonged forecasting on the ground of possible ways of the further students’ personality development. 

Scientific novelty. The author is the first to introduce the ontological socialization scheme and the scheme of socialization process as a natural and artificial system based on positions of the concept of socio-technical systems management developed by the founder of the Moscow methodological coterie, G. P. Schedrovitskij. The necessity of using in pedagogy of two types of prediction – «pedagogic» and «social» is proved in the article on the grounds of the schemes presented by the author. 

Practical significance. The methods of forecasting activity proposed in the research will help teachers-experts to organise their professional work in a more effective, rational and qualitative way. 

The paper deals with the problem of professional education assessment that has become more serious due to competence-based model of learning implementation in higher professional education. The purpose of the article is to reveal the contradictions occurred while implementing competence-based model of learning in higher professional education, and justify rationale for professional training improvement in accordance with professional and federal state educational standards. 

Methods. The methods involve: the comparative analysis – to study educational occupational standards and federal state educational standards on pedagogical education; and prognostic analysis – to study the analysis of development of a modern educational situation. 

Results. The basic problem aspects of education quality assessment of modern vocational training are formulated. The study has revealed the following contradictions: a) in occupational and federal state educational standards; b) in educational matters approaching the career conditions and occupational behaviour pattern development mechanism, and real-time correction of occupational behaviour pattern; c) in main educational programs thematic structuring and meta-concreteness of competences content; d) in education quality improvement requirements and lack of clear quality criteria; e) in new teaching techniques and teachers’ readiness to work with them. The contradictions mentioned require some new resources for their adjustment. 

Scientific novelty. The research findings include a verification and explanation of the professional education idea and mechanism based on professional behaviour pattern and focused on gradual professional socialization. Some ways of professional education formation and quality improvement are suggested. They involve the mechanisms of coordination at all stages of professional training: occupational standards and educational standards development, main educational programmes and curriculum designing, and professional training quality assessment development. 

Practical significance. The practically tested method of competence assessment while using some interactive methods of teaching and assessing is given in the article. Quality-quantity assessment table containing indices and its assessment criteria is presented in the given article. The author points out the drawbacks of the proposed technique that require a further work and development of measure procedure of specialist training quality.

The research objective is to develop a mechanism for designing competence-oriented tasks in various academic subjects and requirements for its implementation in higher educational establishments. 

Methods. The authors conducted a theoretical analysis of philosophical, psychological and pedagogical literature sources on the research issues to implement the objectives of the study; Russian and foreign educational experience on the use of study tasks in the study process is studied and summarized; educational and syllabus documentation and training materials are analyzed (syllabi, textbooks, manuals, task and exercise books, etc.); normative documents are studied (State Educational Standards, Federal State Educational Standards, Main Syllabi, curricula, instructional acts, etc.). Empirical research methods involve observation, testing, questioning, modeling, peer review, pedagogical experiment and statistical interpretation of the study results. The study was carried out from 2007 to 2012 in the Engineering-Pedagogical Faculty of Moscow State Agroengineering Goryachkin University. 240 students were engaged in the pedagogical experiment. The following Moscow colleges provided facilities for the peer review of the list and solution frequency of vocational education tasks by secondary vocational school teachers: Colleges of Civil Engineering No 1 and No 12, Small Business College No 48, Polytechnic College No 13, Printing and Publishing College No 56, and Electromechanical College No 55. 

Results. The research findings demonstrate that the competence-oriented tasks are shown as an integrative didactic unit of professional competence development. Its functions, classification, and structural components are given. The mechanism of designing competence-oriented tasks in various academic subjects is developed and tested. The proposed mechanism is an invariant for academic and teaching staff of educational establishments at all levels of professional education, including both higher and secondary specialized educational establishments. Currently, the mechanism is implemented in academic and teaching staff’s methodical and teaching activities in RSAU-MAA named after K. A. Timiryazev, and the system of training and criterion competence-oriented tasks is included in educational and methodical packages for different subjects and applied in the University study process. 

Scientific novelty. The authors have systemized and extended general theoretical didactical views on the need for competence-oriented tasks as the educational ones (as a component of the teaching content and technology) and the criterion ones (as a method and means of monitoring the process and the result of developing students’ professional competence in the process of studying of different subjects); have specified the structure of the competence-oriented tasks (the structure elements: a condition, a requirement, and a construct) and determined the functions of the competence-oriented tasks in the modern university study process (gnostic, subject-and-activity, educational, axiological, creative, managing, motivation and incentive, control and assessment). The grounds for the classification of the competence-oriented tasks are considered: its position in the hierarchy of the formed competencies, professional activities stated in the State Educational Standard, types of the formed skills, the content of tasks and its intended purposes, the mode of learning and cognitive activity of students, the study forms implying the use of the tasks, and the number of students involved in the problem solving. The criteria for constructing a system of competence-oriented tasks (completeness, reliability and validity) and indicators (the system completeness coefficient, the didactic capacity coefficient, the overload factor of students, the degree of mastering the activities) are identified. The model of competenceoriented tasks, including regulatory, informative, technological, diagnostic, organizational and administrative units in their integrity and unity ensuring the effectiveness of the development of students’ professional competencies is worked out. The authors show the mechanism of designing a system of competence-oriented tasks in a subject matter, including the following stages: analytical and constructive, verification and implementation, control and correction. 

Practical significance. Much attention is given to the implementation of the model of a system of competence-oriented tasks in the study process in the Engineering-Pedagogical Faculty of Goryachkin University (MSAU) contributed to improve the quality of training students in General and Professional Pedagogy, the development of their subject, subject-cycle (the psychological-pedagogical cycle), as well as a certain set of general cultural and professional competencies. The proposed mechanism of designing competence-oriented tasks is invariant and can be used to elaborate a system of competence-oriented tasks in other academic subjects taught in higher educational establishments. 

The obtained research results contribute to the implementation of the competence-based approach in the study process of modern higher educational establishments and can be used in further training of university academic and teaching staff. 

The current situation in Russia is characterized by rapid modernization and development of various spheres of activity. Intense pace of social and economic development of some countries, the processes of globalization, increasing competition due to the open labor market, act as a call to the level of personal and professional specialist development, to its ability for properly planning activities, mobility reconstructed in a rapidly changing professional situation, develop innovative technology and build their professional career. 

The aim of this paper is a theoretical justification of continuing education as a resource for overcoming the psychological barriers in the process of professional development of the individual. Career stagnation objectively arising in the process of professionalization, the reduction of professional expectations and values mismatch personal and professional characteristics with the requirements of current professional situation are considered by the authors as psychological barriers to the professional development of an individual. 

Methods. The authors used theoretical methods of research – analysis of the literature on the study, the synthesis of the conceptual issues of the classification. The paper presents an analysis of the Russian and foreign theories on the origin and development of psychological barriers. 

Results. The terms «psychological barrier» and «overcoming the behavior» are specified. The psychological professional-development barriers of the person are highlighted and classified: professional degradation, deterioration of professional and psychological health of individuals. The resources for overcoming the psychological barriers are defined; the integral role is assigned to continuing education and self-education. As both Russian and international experience shows, adult education is becoming one of the leading forms of social activity having a wide array of technologies, methods and approaches; it is one of the principle forms of human social activities that provide an opportunity for constructive designing of successful professional individual trajectory of the human development. 

Practical significance. The research implications and results of the study can be used as the teaching and learning packages while the process of training and retraining, the professional development of corporate staff, and training on career planning. 

The research aim is to find out adaptation conditions of migrants to the new environment and their adoption by aboriginal inhabitants. 

Methods. The methods include questioning of migrants on awareness of public services activity; the analysis of the migration reasons; examination interview about documents knowledge regulating international and interethnic relations. 

Results. The research outcomes include the investigation and analyses of the migrants’ knowledge level on public services that take up problems of their living environment creation, opinions of the voluntary and forced migrants on activity of the given services and the organizations, and also local residents’ knowledge of the normative legal documents maintenance that regulate interethnic relations. 

Scientific novelty. The author draws out the migration policy gaps and justifies the need of the necessity of special educational work among migrants and host country. It is especially important to take measures and do this work among studying youth. Conversance with the normative legal basis of migrant processes, migrants’ preliminary instructions and preparation to new ethnocultural environment can essentially facilitate adaptation of migrants and provide adequate local residents’ perception where the migrants decide to locate. 

Practical significance. The research data and results are the central point for creation and realization of the educational program directed to development of tolerance, respect and the positive attitude to other cultures, representatives of other nationalities; formation of conflict free coexistence in multi-ethnic society, increase of empathy and ethnocultural competence. 

The aim of the research is to investigate the readiness of the university teachers to apply the modern educational technologies. 

Methods. The methods include theoretical: analysis of existing modern educational technologies, the concept «readiness» and its components, abstraction of signs and kinds of modern educational technologies based on the scientific literature and in the Federal State Educational Standards (FSES); empirical: questionnaires and testing methods for detecting levels of university teachers’ skills and readiness to use modern educational technology. 

Results. The main features of modern educational technologies are identified and justified that are to comply with modern methodology of the theory and practice of education study and the latest FSES requirements; the level of science, manufacturing, and modern rules of human relations. The components of readiness of university teachers to use modern educational technology are structured. The linguistic component is included along with the cognitive, psychological, operational, connotative components; its necessity is proved. The average level of readiness for the use of modern educational technology by university teachers is identified. 

Scientific novelty. The author specifies the features of the modern educational technology. The most significant components of higher-education teaching personnel readiness to use technological innovations are identified. As a whole, these results form the indicative framework for the development and measurement of readiness of the university teachers to use the modern educational technology. The development of the readiness of the university teachers to apply the modern educational technologies is proved to be an issue of current interest. 

Practical significance. The research findings can be used as the basis of techniques and methods designing for its further development and measurement of the training, retraining and advanced training of the teaching staff of universities. 

The paper deals with the issue of working out and introduction in educational process of higher educational institutions of the innovative technology for developing skills of critical thinking skills of the future specialists. 

Research is aimed at revealing of the factors promoting formation of students’ critical thinking in high schools; the search of strategy and the receptions actualizing creative abilities of students and helping to formation of an active, independent person. The author gives the reasoned proving that it’s necessary to set up the creative educational environment and adjustment of positive dialogue between the teacher and the trainee for education of such person, development of abilities of an objective reflection, interpretation of the phenomena, formulations of adequate conclusions, well-founded evaluating. 

Methods. The methods involve the analysis of the philosophical, psychology-pedagogical, methodical literature and the scientific periodical publications; generalisation of the Russian and foreign background, classification and arrangement of the considered issues, supervision. 

Results. Current approaches to the rendering of critical thinking and a problem of its formation in the scientific literature are considered; the concept «the creative educational environment» is specified; the ways of increasing the educational process efficiency are shown. 

Scientific novelty. The complex of procedures and the conditions promoting effective development of critical thinking skills is theoretically proved on the basis of the analysis of various information sources. 

Practical significance. The research outcomes and the recommended methods of critical thinking skills formation can be useful for the professors and lecturers of higher education institutions to optimize subject matter selection, techniques and methods of education under the conditions of dynamically updated educational process. 

The aim of the research is to check the efficiency of use of logicalstructural graph format while studying material in the form of informative-communicative maps (IC-maps) in formation of informative-communicative skills of pupils. 

Methods. Theoretical: analysis of means of pupils’ informative-communicative skills formation in the process of learning activity, comparison of their possibilities for the study of school course of History; empirical: expert assessment of IC-maps (teachers of History are experts), experimental work on pupils’ informative-communicative skills formation (forming experiment), supervising of the pupils’ team work (work in groups) and assessment of the degree of importance and activity of their communicative interaction, surveying of pupils (self-assessment of received results), testing (success evaluation of studying material understanding); mathematical: statistical processing of surveying and testing results. 

Results. The efficiency of IC-maps use in the studying process is proved. More than 80% of pupils consider that the work with maps allow them to understand and memorize studying material better, communication culture increases due to the joint work with the map, skills of information structuring and generalizing are formed. Recommendations on IC-maps development and its use for humanitarian subjects are given for school teachers. Criteria of assessment of pupils’ work with IC-map are developed. 

Scientific novelty. The new definition of «informative-communicative map» is introduced; own author interpretation as didactic means, having the form of structuring graph analogue of studying text and helping informative-communicative skills formation, creative thinking development and learning big amount of studying information are given. Methodological peculiarities of IC-maps use in the studying process and its possibilities of building on the basis of pedagogic technology of informative-communicative skills formation and creative thinking development are shown (mainly critical thinking). 

Practical significance. The research outcomes and results found in the process of experimental work can be used in the system of school education on its senior stage. Developed and proposed methodological recommendations and technological approach on the basis of IC-maps allow reaching significant results for informative-communicative skills formation of senior pupils and systematical learning of big amounts of studying information; its understanding within variety of scientific-historical interpretations and subjective opinions of pupils, appeared during their team work on IC-map. Proposed materials are included in the program «Methods of teaching History at school» for the History teachers’ qualification improvement in the Tyumen State University. 

Leading role in the process of development and improvement of modern Russian education plays an additional professional education, which, to the greatest extent, responds to the qualitative changes in the socio-economic relations in a rapidly changing world. The aim of this paper is to identify the organizational and legal problems of professional and public accreditation of additional professional education programs in Russia and the opportunities development of this institution in modern conditions. 

The scientific research problem was to justify the need for professional and public accreditation of additional professional education programs of modern universities on the basis of delegation of procedures for evaluating the quality of education by public authorities to the public expert organizations, which ensure the independence and objectivity of the decisions made by qualified experts using a standardized assessment tools and tech to meet the needs of all parties concerned for highly qualified professionals. 

Methods. Empirical and theoretical methods were applied in the process of solving the problems in the scientific work to achieve the objectives of the study and test the hypothesis of an integrated methodology. Theoretical research methods involve: analysis of different literary sources (including legislative and regulatory enactments of the Higher Authorities of the Russian Federation, regulatory enactments of the Ministry of General and Vocational Education of the Russian Federation), compilation, synthesis of empirical data, comparative analysis, and others. Empirical research methods include: observation, testing, interview, questionnaire, ranking, pedagogical experiment, analysis of the products of activity, method of expert evaluations, methods of mathematical statistics, and other. 

Results. The expediency of independent accreditation procedures is proved. The goals that need to be solved to enhance the competitiveness of additional professional education objects in the new economic paradigm are indentified. 

Scientific novelty. The research findings include the following conclusions: the main tendencies in the development of accreditation procedures for assessing the quality of educational services in system of additional professional education in modern Russia are revealed; the fundamentals of professional public accreditation of additional professional education programs organization are justified; the gaps in the legal regulation of accreditation of additional educational programs are identified, and the necessity of professional public accreditation for improvement the competitiveness of additional educational programs is justified. 

Practical significance. Proposed and developed evaluation system of educational programs provides objectivity, credibility and transparency of the evaluation procedures; defines guidelines for accreditation institutions, expert committees, education authorities, managers and employees of educational institutions implementing programs of additional professional education. Systematic experience in evaluation of additional professional education institutions can be used in the career development system of senior executives. 

The aim of this paper is to describe the experience of careeroriented activities carried out with students of schools in developed and developing countries. Career Guidance in Russia, despite the vast experience of its implementation, is experiencing serious difficulties. In this regard, it is important to take into account the international experience career-oriented activities, such as in the developed countries of North America and the European Union as well as in several Asian countries with rapidly growing economies and a large demographic potential, taking into account the best variants for the Russian education system. 

Methods. The experience of career-oriented work undertaken with pupils of the USA, Canada, Israel, France, UK, Germany, Denmark, Sweden, Japan, Singapore, China and India is shown on the basis of the comparative analysis of different publications and information sources. The author has made an attempt to generalize the principles of psycho-pedagogical and administrative assistance in professional self-determination of senior pupils abroad. 

Scientific novelty. The approaches to career-oriented activities in countries with different levels of economic development are compared for the first time. Some principles are revealed. Firstly, the higher the income level per capita in the country, the greater attention is given to vocational guidance. The politics in the developed countries is based on interests of the individual: children’s acquaintance with the world of professions begins already at younger school and the moment of definitive selfdetermination is postponed till the end of their senior stage of education; the possibility of direction change of professional preparation in case of detection of discrepancy of qualities of the pupil to originally selected profile is provided. Career-oriented activity in developing countries, on the contrary, is rigidly coordinated to requirements of economy and a labour market; earlier fixing of professional preferences and less flexible relation to an unsuccessful choice of a speciality or profession of the youth is marked there. The most typical characteristics of foreign career-oriented schemes are the following: the organisation of continuous training lasting throughout all school; supervision over students’ achievements, propensities and hobbies; portfolio or cumulative files drafting and recording data of all pupil’s results while professional consulting and selection of entrants for vocational training continuation in colleges or high schools. The author points out the general characteristic: the economy requirement for high quality experts on the basis of selection of the pupils who are able to master high-end technologies and have an obvious potential of professional growth and personal development. 

Practical significance. The research materials and implementations can be useful to Russian career-and professional specialists, and the experts who are engaged in education management. 

The aim of the investigation is a verification of new model necessity of vocational training within the graduates of technical branches of study in high schools. Expert’s activity unlike educational activity is not structured-indetail. Knowledge from the diversified areas and based on it skills to find out appropriate, uncommon decisions of current problems and arising problems are required for effective work on present-day production with constantly improved and becoming complicated technologies. The traditional reproductive training focused on presentation of a set of information and given algorithms for completing different activities presented by the teacher does not allow forming properly creative research way of thinking, abilities to master professional innovations and readiness for regular self-education of trainees. The author notes that it is necessary to work out and introduce essentially alternate methods of preparation that would provide systematic integrity of the systematised theoretical knowledge with acquirable practical skills and its application. The author considers the contextual model of training as one of the most appropriate and reasoned. 

Methods. The core theory of contextual training is the statute of sensemaking influence of professional work context on educational activity of the student. Theoretically training is to be carried out in the closest field and in forms to real activity; as a peculiar kind of immersion to the future professional sphere. The proposed model of contextual training is installed on the basis of activity approach. The activity approach in contrast to traditional system preparation isn’t broken up to two stages (firstly, overlearning, then its practical application), but is posed to be indivisible: mastery to theoretical readiness and required practical skills acquisition refer a concurrent process under the performance of any tutorial activity or task at the training subject. 

Results. The principles of contextual training model are pointed out. The performance technique of the practical tasks which logic is close to logic of real professional work is considered. 

Scientific novelty. The novelty of contextual training model in relation to designing of academic and didactic materials consists in updating of practical training, corresponding coherence of theory and practice as the essential formation of professional skill and competency. The solution algorithms under the reduced or formerly known formula and functional connections are organized in such a way as to motivate the student for regular appeal to educational sources of information (such as textbooks, study guides, reference books). The author states that the uselessness and unreliability perception of theory mastering is avoided due to the proposed training; problem solving is not confined to simple mathematical calculations. Physical sense of conception and phenomenon essence occurs while performing the task. 

Practical significance. The research outcomes can be used while academic teaching packages designing and its implementation into educational process of high school. The research findings can help to form sustained professional competencies, students’ interest upgrading to studied disciplines, establishment of intersubject communication between the training courses provided by educational program.