The aim of the study is the analysis of causes of the problems of modern Russian upbringing and the search for solutions to these problems through regulation of categories correlation «individual» and «collective» in education of rising generations.

Methods. Axiological and anthropological approaches put in the basis of methodology of the research have revealed the value and meaning and a focus on the person as the basic value and goal of upbringing. Theoretical analysis of government regulations and scientific literature on the study, and the empirical methods involving interview, observation, questioning are used in the research.

Results. The article gives the general characteristic of the problems of modern Russian education and identifies the factors which have become their causes. The positive developments in this priority field of education; in particular, recently increased attention from the state and society to the issues of education and raising it to the rank of one of the key instruments of progressive socio-cultural development of the country.

Scientific novelty. It is shown that «individual» and «collective» categories have the social importance and historical significance to meet the challenges of modern education and play the role in the formation of emotional and cognitive unity of the individual representations, own place in the world, in the system of interpersonal relations; approval of the social significance of the individual for conservation, reproduction and development of modern Russian society is pointed out.

Practical significance. Perspective directions of the upbringing content that meet modern requirements of society, the state and the individual, are emphasized.

The aim of the investigation is to show possible variants of audit in the higher educational institution while processes of internationalisation (procedures of definition of its level); to find out an estimation method of the received results in the given sphere.

Methods. The methods involve comparative analysis, synthesis, range and systematization of information concerning the discussed problem.

Results and scientific novelty. The necessity of universities participating in internationalization processes is proved. Existing approaches to internationalization evaluation levels are reviewed, as well as best practices for each criterion. Level indicators of considered process are proposed due to summarising the results of the given review, and also as a result of the coordination of criteria NAFSA and authors’ system of indicators: international programs supporting by a university administration, curricular changes, faculty involving into international research, faculty involving into teaching process, students participation, abroad study support, international students and teachers support. The research demonstrates that to improve the adequacy the system of indicators has to be supplemented with some indicators to evaluate the conformity of a university’s internationalization to its mission; the conformity of a university’s internationalization to the government geopolitics; extracurricular activities of students; cultural aspects of internationalization including communication with local ethnical groups; attractiongetting mechanisms for international students.

Practical significance. The proposed system of indicators can be used for an estimation of high school development in internationalisation sphere, and under certain correction and improvement for efficiency definition of development of its academic divisions in the given field.

The aim of the investigation is to justify urgency and efficiency of teachers’ collective work of the chair on formation of integrated special professional competences of trainees.

Methods. Teamwork is considered as a leading method of aim realisation; it is suggested to carry this method in practice on the basis of a situational technique of intra-chair structure formation – composite staff-clusters, whose activity is based on synergetic interaction of educational process participants.

Results. Described innovations will give the chance to carry out necessary integration of educational processes content; will promote natural interaction of teachers on the basis of the generated complete integrated subsystem – composite staff-clusters. The innovation vector can be connected with more dimensional field of integration, i.e. generating not only special professional competences, but also general professional and common cultural ones.

Scientific novelty. Activity of pedagogical composite staff-clusters is offered to consider in the complete block of scientific-theoretical and practice-pedagogical aspects: scientifically-organizational, academic, practice-organizational, educational, etc. Scientific novelty of article is connected with expansion of some content positions which are based on scientific-theoretical conclusions of researches pedagogic-collective (by V. A. Suhomlinsky, etc.) and organizational-psychological (by K. Rogers, etc.) processes, and also ideas of synergetics extrapolated into organizational-pedagogical processes. It is shown that efficiency of educational process can be reached under a condition of organizational and methodical work interrelatedness; synthesis of administrative and performing activity on the basis of the whole educational process interaction. Necessity of composite pedagogical creativity is proved by synergetic processes and motivation-emotional characteristics.

Practical significance. Authors give specific proposals concerning actual problems solution in higher school: problem overcoming of “disciplinary step-type behaviour” of chair work, a stereotype of “formal interdisciplinary interaction” by re-structuring of chairs on a scientific basis of staff creativity. The authors suggest that creation of similar new (innovative) pedagogical working conditions of high school chairs is necessary in the nearest future. Such organisation will give the chance to carry out real communication of a science with practice and as a whole will raise quality and productivity of educational processes in higher educational institutions.

The aim of the investigation is to describe the authors’ approach to the assessment of the professional competence of the future teacher of mathematics.

Methods. The methods involve comparative analysis of the Professional Standard of the teacher and the Federal State Educational Standards in teacher education, as well as the method of predictive analysis of modern educational situation.

Results. Qualimetric approach to the structuring of the professional competencies of students is described; it allows concretizing the assessment object, to select the criteria and levels of its formedness, to trace the dynamics of development in the medium of profile preparation of a bachelor. The methodology of assessment a professional-profile competence of the future mathematics teachers is proposed; examples of the competence-assessment tools are provided.

Scientific novelty. The study gives a detailed analysis of developing the innovative approach to competencies assessment as metasubject learning outcomes.

Practical significance. The proposed method of competencies assessment can be used in the mathematical preparation of the future mathematics teacher, and can serve as a basis for monitoring the professional competencies of students.

The aim of the article is to review and study the significance of an axiological component and its mechanisms implementation for bachelor vocational training in the field of designing garment industry products.

Methods. The methods involve theoretical analysis of philosophical, psychological and pedagogical literature, as well as modeling and classification methods.

Scientific novelty and results. An independent axiological component based on structural and content analysis of a clothes designer’s professional work is identified; the content of this component is justified and determined. The substantive characteristics of clothes designer professional competencies are determined in terms of the axiological component. The education objectives aimed at forming the axiological component of Bachelors’ of garment design competencies are classified in correlation with the functions of training. Activity-related information and specifications necessary for values related to actual practice are identified, including channels and mechanisms of translation values in the vocational education process. A model of the educational situation is elaborated, which is proposed to be used as an orientation basis for designing specific educational situations, adequate to this or that kind of value experience. The dialogue activity is shown as the most favorable environment and a form of student activities organization in the development of emotionally-valuable experience.

Practical significance. The article is supposed to be used while the training process for the garment industry and the fashion industry staff.

The aim of the study is to consider network cooperation as a resource of the renewal and innovative development of education.

Methods. Systemization of existing practices of network partnership in the sphere of education for decision of pupils’ health protection problems; monitoring of health and physical readiness of the trainees of general educational establishments; modelling of network interaction.

Results and scientific novelty. It is shown that network cooperation in the field of building a culture of healthy and safe lifestyle of pupils has a considerable potential. If educational organizations are closed to cooperation, isolated on the infrastructure in their district, city, region, the task of building a healthy lifestyle of pupils can not be solved. In general, teaching staff is unprepared for this activity and require additional preparation, methodological and methodical information materials on its realisation. The author theoretically proves and describes substantive provisions of network interaction of the educational establishments with social partners aimed at pupils’ health culture formation, which is presented as one of socialisation directions, i.e. realisation of social function of education – especially organized educational activity that is directed on development of pupils’ social competence. Thus, the model of network cooperation of educational organizations for building a culture of healthy and safe lifestyle (as one of the areas of socialization of pupils) is presented in the presented study. It is considered as a theoretical and methodological basis for the development of process of establishing partnerships of educational organizations not only with other organizations of the education system (basic, professional and additional), but also with organizations of health care, physical culture and sport, culture and recreation, and other social spheres.

Practical significance. Results of research will help the pedagogical staff carrying out network interaction to present and describe own activity in a consistent manner; teachers with insufficient readiness to designing and realisation of partner communications with other organisations can use the proposed materials for vocational development; it also serves as theoretical base for formation of cognitive component of readiness for realisation of health protection function with use of network interaction resources.

The study is devoted to the problem of the professional education organization of future engineers in the conditions of introduction of higher education institution of modern information and communication technologies (ICT) into educational process.

Methods. The methodological basis of research is based on ideas of personal, activity, system, resource approaches, and the concept of the developing environment. For the purpose of efficiency check of the developed model diagnostic questionnaires, supervision over educational activity of students, methods of statistical data processing are used.

Scientific novelty. The essence of an individualization of educational activity of the student of technical university as one of mechanisms of efficiency increase of professional education of future engineer is specified. The pedagogical model of application of modern ICT in professional education of future engineers is developed. Efficiency of the revealed pedagogical conditions of the organization of educational activity of future engineer with application of modern ICT is proved.

Practical significance. Didactic materials and a complex of software on the basis of ICT for the purpose of providing an individualization of educational activity of future engineer are created and introduced into educational process of technical university.

The purpose of the study is to identify possible psychological and educational facilitation ways among high school students to get their values shaped in the framework of self-determination.

Methods. The analysis and generalization of the Russian and foreign sources on methodology, theory and practice of psychological and pedagogical facilitation are used in the present study. The technique of valuable orientations by M. Rokich is involved in psychological and pedagogical experiment. Essays, discussions, consultations, non-directive trainings, methods of value orientations are used as means of facilitation.

Results. The need of psychological and pedagogical process maintenance of personality formation of youthful age is proved; it is based on humanistic approach and idea of the facilitation which was proposed by K. Rogers as opposed to authoritative, directive methods of influence. The data show a positive impact of facilitation on the formation of self-determination process at high school age: the individual values structure has become relatively stable, characterized by a more active position in relation to the world and students’ future. Scientific novelty. The concept of psycho-pedagogical facilitation in relation to the issue of self-determination of high school pupils is clarified. It is suggested that there is a direct link between psychological/educational support and mental processes, which is confirmed by statistically significant results in the values hierarchy survey of senior students.

Practical significance. The research findings can be used while designing special programs as for educational organizations and supplementary education.

The aim of the study is to discuss an urgent problem of legislative consolidation of wide spectrum for socio-pedagogical services; to demonstrate to reveal the importance of the problem decision and significance of professional work of social teachers for construction of the social state and a safe society.

Methods. The research methods involve theoretical analysis of philosophical and pedagogical literature, dissertations, analysis of legislative and normative acts, system-oriented analysis of practical work of social teachers of various specializations.

Results. Specifics of social teacher’s work are disclosed. Lacks of the existing standard positions regulating this activity are specified. Necessity of legislative base strengthening for a wide spectrum of socially-pedagogical services as the major measure of social policy of the state directed on support of the childhood and institute of a family is proved.

Scientific novelty. The research states the problem that underlines the existing disconnection between socio-pedagogical practice and law; in formulation of a key idea of the strategic reformation in the field of the state social policy which is seen in creation of some system of guaranteed socio-pedagogical services for children and families, for other population categories that will harmonize the state social policy, as well as promote children and youth social education, overcoming family and children ill-being.

Practical significance. The research findings can be used while designing legislative and regulatory acts of federal and regional levels concerning children and families protection rights, education, upbringing; developing Professional standard of social teachers by the Union of Social Teachers and Social Workers of regional divisions, and other institutions of social orientations.

The purpose of the article is to review foreign experience of teacher certification according to requirements of the Teacher Professional Standards.

Methods. The authors use analysis and generalization of official documents and methodical recommendations of the European Commission on introduction of a system of professional competences (standards) of the teacher; guides for certification of teachers in the EU countries, the USA and Australia according to standards of the teacher; regulations of Russian centers for certification of pedagogical workers using in their activities overseas experience of similar centers and the international standard of personnel certification.

Results. Various options for the use of a system of the teacher professional competencies (standards), as well as models of independent certification of teachers in terms of approaches, goals, objectives and organizational forms used in the EU, the USA and Australia are considered and analysed.

Scientific novelty. As a result of the analysis of teacher certification experience in a number of foreign countries some general tendencies are identified and taken into account in the recommendations on the establishment of the system of Russian teachers certification as consistent with the Professional Standard «Teacher (pedagogical activity in the field of pre-school, primary general, basic general, secondary general education) (educator, teacher)».

Practical significance. The results can be used while developing of regional centres for teachers’ independent certification.

The aim of the investigation is to denote the necessity of strengthening of the Russian language position as one of the strategic humanitarian priorities of the Russian Federation.

Methods. The methods involve the analysis and generalisation of the documents’ content in the last two years, concerning problems of the Russian language and the Russian literature.

Results. Since the beginning of the 21st century, Russia takes active and comprehensive measures to support the Russian language and its spread around the world. At the same time, the Russian Government has approved a number of relevant documents, established the Council on the Russian language under the Government of the Russian Federation, as well as established the Council on the Russian language under the President of the Russian Federation. The large-scale package of measures aimed at promotion of the Russian language as an official language and as a language of international communication, as well as at supporting the Russian language abroad, has been implemented in the framework of the three federal target Russian language programs. However, the analysis of implementation of the mentioned above programs, as well as received social effects and current practice does not provide relevant solutions for the major problems and does not always correspond to the rapidly changing realities.

Practical significance. The perspective directions of the state language policy in the field of the Russian language and literature are specified and formulated: the analysis of the programs and projects aimed at the development, distribution and support of the Russian language; providing coordination of actions of executive authorities in the presented study; improvement of the Russian language studying quality in schools in accordance with features of the general education in the national republics; professional level improvement of teachers of the Russian language; preservation of national languages of Russia; scientific studying and codification of the modern language, promoting of scientific knowledge of Russian and languages of the people of the Russian Federation; support expansion of the private initiatives connected with preservation and development of Russian in neighboring countries; creation of base for studying of Russian by foreign experts and labor migrants; cooperation with foreign specialists in the Russian philology, translators of the Russian literature and teachers of Russian.

The aim of the study is to find the ways to adapt the content of Academic Writing course to Russian educational needs.

Methods. The methods involve both – theoretical and empirical. Theoretical methods: the analysis of the teaching materials by English-speaking and Russianspeaking researchers in the field of EAP (English for Academic Purposes) writing, modeling, systematisation. Empirical methods: observation, interview, questioning, students’ needs analysis; longitudinal pedagogical experiment; methods of mathematical statistics.

Results. Syllabus design starts with the course objectives that are quite specific with reference to writing academically in English in Russia. The author examines cultural factors that make motivation to use English for academic purposes (EAP) wane. One of them is teaching the subject which has application different from that in English-speaking countries. The author concludes that the experimental results of students’ expectations may contribute to the Academic Writing course design. They may alter both content and sequencing the material. Two main areas of academic writing application are writing for science and teaching others to write in English. The article provides a list of possible genres that vary depending on students’ professional needs.

Scientific novelty. Further, developing the idea the researcher discusses three basic sources for the choice of the course material, i.e. foreign teaching EFL writing sources, printed works of Russian scholars devoted to teaching academic writing and, finally, needs analysis conducted with the Russian language students. The article provides an overview of these three sources and illustrates the main positions with the examples.

Practical significance. Theoretical framework and findings may serve as a basis for organising a course of Academic Writing. For instance, a specially developed set of lectures is strongly recommended as the introduction to practice. Firstly, a lecturer obtains an opportunity to develop students’ professional motivation through the real life examples of EAP writing application in Russia. Additionally, there should be presented basic information that Russian «non-academic» students had no possibility to learn at early stages of their language education.