The aim of the investigation is to disclose the content of a symmetry principle; to show system hierarchy of its forms, developed in the course of evolution of scientific knowledge, a society and development of individual consciousness of the person. 

Methods. Based on the analysis of existing scientific sources, comparison, synthesis and generalisation of its content, the role of symmetry was found out in the course of historical formation of scientific disciplines, arrangement of an empirical set of the facts and its subsequent registration in the form of strict deductive systems. 

Results. It is proved that the concept «a symmetry principle» (V. I. Vernadsky was the first to coin this concept into the circulation) objectifies now the highest level of scientific knowledge. Following E. Vigner’s works, it is said that set of forms of symmetry determines structure of scientific knowledge. On the one hand, these forms have got a deep empirical basis and a close connection with figurative perception of the validity; on the other – they have strict mathematical definitions and generate particular principles of symmetry of Mathematics and Physics based on axiomatic constructions of exact disciplines. 

Stages of formation and development of a number of scientific disciplines such as Mathematics, Physics, Chemistry and Biology are compared; the peculiarities and common features of its evolution are designated. Invariants and corresponding symmetries in formation of individual consciousness of the person are allocated. 

Scientific novelty. Developing V. I. Vernadsky’s idea, as he used only the short characteristic of a general scientific principle of symmetry, the authors of the present study consider symmetry forms in various branches of knowledge as particular displays of the given principle. Based on the principle of symmetry as a set of symmetry forms, this principle allows the authors to take a fresh look at the decision of methodological problems of a science, in particular problems of a correlation of scientific and religious knowledge, and as a whole – forming of hierarchy of scientific disciplines that will include not only all existing scientific directions from strict deductive to empirical, but even those directions that are not recognised as scientific disciplines. Such possibilities are given by reason of the double logic status of concept «symmetry» – as the general inductive and as primary deductive phenomenon. 

Practical significance. Research outcomes can be useful and form a basis for optimisation of structure of the educational content – designing of a new throughline of the training providing formation of a complete picture of scientific knowledge. The necessity of such throughline is connected with education crisis in the conditions of continuously growing scope of information and as a result redundancy of curriculums. The disciplines of the general natural-science courses, such as «Natural-science World View» and «Concept of Modern Natural Sciences» can be independent elements of similar training under the condition of selection of its content according to a fundamental principle of symmetry. 

The aim of the study is to define potential of modern educational complexes in the field of formation of national system of qualifications on the basis of interpretation of procedures changes in regulation of social and labour relations. 

Methods. The methods involve analysis, generalisation, ordering and a technique of modelling of processes.

Results. The authors describe key positions of the theory of the continuous education that provides rapprochement of requirements of employers with quality of vocational training and the content of educational process in the branch educational institutions. The possible contribution of educational complexes to creation of national system of qualifications and professional standards is considered. In this connection various forms of partnership of the given complexes with public authorities, public structures, and also employers are described.

Scientific novelty. The concept of business competence characterising ability of system of vocational training is offered to satisfy the requirement of a labour market by means of active integration of educational, innovative and labour processes.

Practical significance. The presented model of interaction of educational complexes and subjects of a labour market can be realised by working out of professional standards, creation of the expert centers and the innovative platforms intended to realisation of advisory activity on the basis of high schools; and also organizational-methodical support of processes of professional certification system formation. According to authors, this model will help to co-ordinate the content of professional and Federal State Educational Standards (FSES). 

The purpose of this article is to study the relevance of the use of sensory branding in higher education and the development of an algorithm for educational brand, based on the use of the senses of the consumer: hearing, sight, touch, smell and taste.

Methods. As a methodological basis author uses methods of scientific abstraction, modeling, analysis and synthesis, as well as the method of system analysis. 

Results. This article discusses the main directions of methodology for higher educational brand formation through the involvement of educational services’ consumers by using different sensory organs. The author presents the main advantages of the sensory branding over conventional not focused on the senses of consumers.

Scientific novelty. The author proves the need for innovative approaches to educational branding in economy of values. Market congestion with advertising messages and information noises makes it impossible to win the commitment of consumers of educational services on the basis of the functional characteristics (high-quality education), focusing only on the vision or hearing of consumers (video and print advertising). It is necessary to focus on other senses of the consumer, such as touch, smell, taste. This will enhance the emotional connection with the consumer, make it possible to expand the range of services using an existing brand, and also allow defending against competitors. Multi-sensory branding creates a strong link with the consumer, since emotional commitment is stronger than functional. In other words, a sense of interaction with the brand persists much longer than simple physical satisfaction of needs.

Practical significance. The author proposes a system of sensory perception channels of educational brand and their influence on the formation of the image of the higher education institution in the minds of consumers. The author also offers the algorithm of creation the educational brand, based on the five senses of consumers, consisting of six interrelated stages: audit of the sensory elements of brand, the search for ideas, the choice of scenario, creating an image, the implementation of something intended, and the results evaluation. Stage of realization also consists of a series of interrelated steps: creating a brand touch points of contact with the consumer, testing each sensor element of the brand, the integration of different sensory elements of the brand, testing of the system of sensory elements of the brand with the prototype, and testing the sensory elements of the brand in the real world. 

The purpose of this paper is a development of approaches and recommendations on the selection of quantitative and qualitative component structure of disciplinary competencies, as well as ways of its formal description. One of the main problems, which it is necessary to decide while developing a studying and methodical discipline complex (for example, a discipline program, a fund of estimation tools, etc.) of competence-oriented educational program, is designing of a component structure of each part of competence (a disciplinary competence), that is involved in the formation of the discipline. In this case, a significant impact on this process has not only the content of thematic plan and selected kinds of class and self works of students, but proposed control tools and diagnosing methods of learning outcomes specified in the competency format. 

Methods. It is proposed to use joint (testable) design component structure of disciplinary competencies and control tools (tests, test materials), check the level of development of their constituent elements described in the triad of «to know», «to be able to», «to master». Requirements to the basic quantitative and qualitative properties of disciplinary competence component structure are formulated and substantiated. A structure of diagnostic table that makes it possible to set a correspondence between disciplinary competence elements and components and their control tests, and also to fix outcomes of current control of development level (test reactions in the binary and not binary alphabets) is proposed and analyzed. A classification of diagnostic tests is given; their impact on format and properties of diagnostic table is shown. 

Scientific novelty. The approach to designing of a testable component structure of disciplinary competence is proposed; it allows setting some properties of control object, which can increase procedure effective and decoding precision of diagnosis of learning outcomes specified in the competency format. The sub product of using some methods of technical diagnosis for their application in the learning outcomes quality control on the competence-oriented educational programs is given. 

Practical significance. The research implications can be useful while designing of component structure with showing properties, and will allow teachers to make a test procedure more effectively and qualitatively; it is possible for student to estimate more adequately current level of training that is most significantly under a size and role of student self-work increase. The recommendations and guidelines for selection of a diagnostic table format may be used for designing disciplinary programs and estimating of tools funds in educational programs, wherein learning outcomes are specified in the competency format. 

The aim of the investigation is to study the interest to future professional activity of students of higher education institution of physical culture. 

Methods. The methods involve theoretical analysis of psychology and pedagogical literature; a method of the system description. 

Results. The various points of view concerning a phenomenon of interest and different lines of thought to definition of essence and structurization of interest to professional work are considered. 

Scientific novelty. The concept «interest in future professional activity» as important component of a professional orientation of the identity of the student is defined; it includes three components: cognitive, emotional and behavioural. 

Practical significance. The research implications can be useful while developing of pedagogical conditions on formation of students’ interest in future professional activity. 

The aim of the investigation is to designate a problem of formation of creative communicative behaviour of graduates mastering at “Creative Economics” through the system of vocational training. 

Methods. The research is constructed on the review and the comparative analysis of works of the foreign and Russian scientists dealing with the subject of creativeness, psychology of creativity and studying of communicative behaviour.

Results and scientific novelty. The article explains the need to prepare students for the development of creativity. Concept definition «creative formation» is given; the system of requirements shown to educational process corresponding to it is designated. Research positions in the field of creativeness studying, different lines of thought to its interpretation and directions of scientific search of the decision of a problem of formation of creative communicative behaviour are considered. Complexity of a problem is connected with the crudity of theories and techniques of the system, and complex description of communicative behaviour of this or that generality and absence of a common opinion concerning the issue that it is still uncertain, which scientific representatives should be engaged in this field. The authors suppose that studying of communicative behaviour is a synthetic philological and socially-anthropological perspective scientific direction. On the one hand, the description of communicative behaviour is a component of the description of any language as cultural-historical phenomenon; on the other, the given behaviour is based on the certain developed and standard social norms. This behaviour can be implemented in oral and written speech of participants of process of communications, and also in nonverbal displays of dialogue, and may serve as a means of self-realisation of the person. The problem of vocational training system is to create conditions for development of skills of such behaviour. The future experts as potential members of the general creative process should be ready to observance of available norms and traditions of dialogue and at the same time should possess ability to refuse the fixed, trivial representations while analysing and making decisions of actual workplace issues.

Practical significance. The research materials can be useful for teachers of the higher school, experts in the field of creativity psychology, post-graduate students, and facilitators of independent activity of trainees at high schools. 

The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. 

Methods. «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. 

Results. It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of education – individual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. 

The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular, the purpose of tutor guiding is maintenance of personal and professional development of trainees with due consideration of their individual psychological features and socially-professional specificity. 

Scientific novelty. The authors single out and summarize the methodological background necessity of psychological guiding process of the development and implementation of individually-oriented professional education. The semantic value of such guiding implementation developed by the authors performs structural and substantial model of the process. The requirement for the new methodology of vocational training based on network interaction of members of education is highlighted. The new network is considered as a platform technology of multidimensional professional of a specialist. 

Practical significance. The authors believe that the research findings will promote the approval of foresight technology through designing of individual educational trajectories; also the research implementations can be helpful for the tutors supervising process of professional development of trainees. 

The aim of the investigation is to study the problem of efficiency of work experience internship in a technical university and its role in the education of future professionals (problem has been investigated in the framework of the research project «Monitoring of social well-being and problems of professional adaptation of ISPEU students»).

Methods. While carrying out of sociological research, selection of respondents was occurred on the multistage combined (serially-nested) model of sample among students I, III and V courses of six faculties of full-time course of ISPEU. The complex of questions (its answers show features of professional identity of the future experts on initial (I course), intermediate (III course) and finishing (V course) stages of their professional formation) has been developed to find out the dynamics of process of professional adaptation of students from the first to the fifth year. The information was processed with application of program and analytical complex SPSS. The comparative analysis to a gender sign of degree of satisfaction/dissatisfaction has been undertaken by the work experience internship organization on the side of high school and the accepting enterprises.

Results. The level of graduates’ satisfaction with the work experience internship is revealed that works on an estimation by students of quality of preparation in high school, the relation to a received speciality and success in the future profession. The data on a self-estimation of readiness of students to work experience internship is cited. Criteria of successful work experience internship are formulated.

Scientific novelty. The given researches carried out by the authors, prove that work experience internship positively influences professional consciousness of students and promote formation of steady positive installations for professional job. However, work experience internship in its institutional forms is functional and appears to be the effective tool of professional socialisation of the future experts (it allows trainees to approve the knowledge received in high school in a practical field, and actual working conditions; to estimate own professional and personal potential; to adapt for the requirements shown by the future profession; to prove on a possible place of the future work), but in practice it turns out to have only theoretical positions of the organisation of educational process in high schools. The results show that a third of fifth-year students are not satisfied with the work experience internship organization by the university and host company actions, more than a quarter of students are not ready to practical work, 40% feel the clear lack of practical skills in their future profession. As a result, there is a commonplace opinion that internship is a waste of time. These data show that universities today have a reserve of unused potential to increase internship efficiency.

Practical significance. The authors, based on the results of the survey, suggest the following ways to improve the practical training of future professionals (in order of priority). Firstly, it is necessary to increase the interest of employers in student practical work. Secondly, in the course of practice students should realize specific production targets relevant to their future profession, be engaged in real work, not just visit the company and certainly not distracted by extraneous work. It is necessary to increase the number of enterprises, institutions and organizations for student practical work, modify university theoretical courses, provide connection between theory and practice of real production and management, as well as increase time for work experience internship. 

The aim of this article is to consider psychological and pedagogical mechanisms of personal language development and formation of humanitarian culture of schoolchildren as part of their general culture by means of language as a symbolic and cultural phenomenon.

Methods. Theoretical analysis, synthesis, generalization, specification, comparison, classification are the methods applied in this research. Conclusions are made on the basis of contemporary socio-cultural and linguistic situation analysis of fundamental psycho-pedagogical and linguistic theories and generalization of experience of the network project «Language personality development in the system of general education at schools of the Tyumen region».

Results. It is proved that effective language education in the context of contemporary socio-cultural situation and new educational standard requirements is possible on the basis of updating axiological humanitarian approaches, which are linguistic and culturological, semiotic, hermeneutic; and help to design the metalanguage educational space as a space of intersection of different languages, subject-specific and interdisciplinary, cognitive and linguistic pictures of the world, between different speech practices. The article considers the nature and content of the metalanguage, based on mental corpus of individuals, including cultural, linguistic, semiotic concepts, metaphorical layer of language, cognitive metaphors, idioms, phraseological units, etc. It is proved that reading and understanding of text, its analysis and personal interpretation, production of «secondary» and «counter» texts are the main types of metalanguage activities in the process of general personality development, when metalanguage is a mechanism of conceptualization of individual consciousness, the formation of individual linguistic picture of the world and individual concept sphere, enrichment of personal worldviews and sensitive experience, and value development of metatext of culture.

Scientific novelty. The article reveals the author’s concept of language development and metalanguage as a pedagogical phenomenon, which in the educational semiotics is systemic. The concept of metalanguage, which is a universal language, the language of culture is a broad way to build meta-scientific concepts, a tool of mastering all subject areas and different «subject» languages at school.

Practical significance. The materials provided in this article will help teachers, heads of educational institutions in the implementation of new language policies and organization of the process of language development of personality based on humanitarian approaches. 

The purpose of this article is to identify the role of civil society in the establishment of the higher educational institutions in the Urals, and to determine the importance and activeness of the Ural intelligentsia in the process of transformation of regional education. 

Methods. The study is based on the methodological approaches inherent in the modernization paradigm. The methods used in the analysis and systematization of the factual material are historical-comparative, historical-genetic, and historical-systematic methods. 

Results. It is revealed that in the pre-revolutionary period the local authorities were active actors of modernization of regional education. Using projects, prepared with the help of intelligentsia forces, Zemstvo (Russian local assembly) and municipal councils of towns in the Urals were able to defend their interests at the highest level. The decision to open the first higher educational institutions in Yekaterinburg and Perm were carried in 1914 and 1916. 

Scientific novelty. It’s the first time that the projects of Ural intelligentsia, which initiated the development of higher education in the Ural region, are summarized and analyzed. 

Practical significance. The results of the study and the facts put into scientific use can be applied in the preparation of general and specialized courses on the history of pedagogy. 

The aim of the investigation is to assess the relevance or otherwise of the Validation of Non formal and Informal (VNIL) for Russian universities. VNIL practices have been in existence since the 1930s and are in use around the world but not in Russia. The paper defines VNIL and the practices associated with it. It discusses why policy makers in UNESCO, the OECD and the EU believe there should be more widespread adoption of such practices, to meet the needs of citizens and organisations in a globalised economy.

Methods. The paper reviews leading literature in the subject including extensive international reviews of practice. A case study is included to illustrate how VNIL is used in one university in England.

Results. The paper concludes that VNIL is as relevant for pedagogic practice in Russia as elsewhere.

Scientific novelty. The subject is a new one for a Russian readership, with few if any papers published in Russian.

Practical significance. The paper briefly outlines the main uses of VNIL and its main practical significance is to spread ideas in respect of contemporary pedagogical practice in higher education. 

The aim of the present investigation is to discuss and study the general structure of the course of Physics at the high school in an extended sense. In a narrower sense, the author wonders about the necessity for inclusion of the section «Theory of Relativity» in the General Physics course, and discusses the possible site of this issue in the order of presentation.

Methods. A method for designing Physics course in modern conditions requires certain sophistication from a lecturer. This is due to the strong reduction of Physics course occurred in recent years, and due to a number of objective and subjective reasons. Planning the course structure, one has to make the selection of most significant questions sacrificing minor and less significant issues. This process is particularly exacerbated by severe restrictions on the time allowed for the subject. It is necessary to re-examine the content of the course due to the recent reduction in lecture hours on Physics. In this case, it would be undesirable to neglect the substantial parts of the subject content which are important conceptually or in its applications, e.g. the Relativity Theory. The author discusses two ways of disposition of the relevant material in the course structure, and correlates them with the required level of Physics teaching. In the first approach the Relativity Theory course is considered as a part of Modern Mechanics and is placed in the first semester immediately following Kinematics. In the second approach, Relativistic Physics is presented as a result of deduction, as a generalized theory explaining the unity of the world and the objective existence of physical laws; in this case, the section is better to locate after Optics, immediately before Atomic Physics.

Results. As a result of consideration, the author proves the conclusion that the inclusion of the Relativistic Theory course in a number of sections of General Physics is necessary. The author offers a list of questions for each of the anticipated levels of development of the subject and associates the place and depth of teaching relativism with these levels.

Scientific novelty. Based on long-term teaching experience, the author summarizes and presents own research findings and results. The results of the investigation are presented in its original form, suitable for use as charts and tables.

Practical significance. The author hopes that his results will be useful for a wide range of Physics teachers, mostly for the leading lecturers and trainers admitted to planning lectures and to the development of concepts in Physics teaching in higher education.