The evolution of content and forms of the dominating social relations caused the crisis of education; one of negative consequences of that crisis has become a gradual loss of the spiritual and moral bases of pedagogical culture. The possibilities of formation and realization of standards of behavior and work of teachers are discussed in the present publication based on culturological and axiological approaches to a phenomenon of this type of culture.
The aim of the article is to determine the nature of the changes in the pedagogical culture of the teacher, reflected on the content of the theoretical and practical pedagogy.
Methodology and research methods. The study is based on the philosophical-cultural analysis of the problems of formation and realization of pedagogical culture of norms in the context of the destabilization of modern axiological standards of professional teaching. We used the methods of theoretical research, including interdisciplinary analysis and synthesis of information from the philosophical, sociological, psychological and educational literature; empirical methods: the study of the experience of professional educational activities in a cultural context, questioning, interview.
Results. The pedagogical culture of the teacher is characterized as the anthropomorphous practice which is putting forward a Person as the leading carrier of content of education and the main value. Research thesis on the declared range of problems of the Russian and foreign authors are presented. The changes in cultural practice and discursive formations in education are established; the difference of classical and modern understanding of pedagogical culture is stated. The role and value of pedagogical science in formation of a new view on essence of professional culture of the teacher in the conditions of crisis of the anthropocentric absolutes are considered.
The authors set changes in cultural practices and discursive formations that distinguish the classical understanding of pedagogical culture of the modern. The role and importance of science teaching in the formation of a new look at the nature of a professional culture in the conditions of crisis anthropocentric absolutes.
Scientific novelty. The concepts affecting the nature and content of modern pedagogical culture are theoretically proved. The primary tasks that face the modern pedagogical science and require operative decision are designated.
Practical significance. According to authors of article, active development of the noted directions of a modern pedagogical thought will have a positive impact on the modern pedagogy and pedagogical culture of the teacher.

Introduction. The article is devoted to the problem of finding models of implementation of continuing education.
Aim. The article deals with the competence and context-based model of learning and education in a comprehensive school as a part of lifelong education. The structural components of the competence-context model are described. The author also presents results of the model testing.
Methodology and research methods. The competence-based approach is a methodological base of the presented research. The article carries out theoretical analysis of psychological and pedagogical literature concerning with the research problem. The author also applies such methods as: modeling of teaching objects, pedagogical experiment, quantitative and qualitative analysis.
Results. The author suggests an educational model of competence formation and development in the framework of the theory of context-based education, which supports continuing personal development in the system of lifelong education. The paper describes the essence of the components of the competence-context model of training and upbringing.
Scientific novelty. The research justifies the need to distinguish an invariant result of the continuing education. It is shown that competence as a combination of cognitive, social and reflective experience can act as an invariant.
Practical significance. The proposed results of testing of the competencecontext model of training and education in comprehensive schools of the Samara region can be in-demand among school teachers for their educational work.

Introduction. The relevance of the problem under study is caused by the contradiction between the necessity of fundamentalization of education, raising it to the level of the requirements of integral human development and the deepening disintegration of all sides of his life, including vocational education.
The aim of the present publication is philosophical and pedagogical reflection and development of mechanisms for mainstreaming integrative-holistic approach when building a hypothetical model of professional education, aimed at provision of strategic turn towards more balanced (dialectical) approach to the traditional values of education. In particular, it concerns the experience of mining schools of the Urals.
Methodology and research methods. A leading approach to the study of this problem is an integrative-holistic approach (PPI) that can identify the holistic nature of the pedagogical system in which: a) inter-transformation of cooperated parts occurs not at the expense of each other, but on behalf of each other part; b) the existence of common points of contact between the cooperated components is complemented by the coexistence of the opposite, sometimes mutually exclusive sides of life; c) the idea of the priority of the whole is in harmony with the idea of polycentrism.
Results and scientific novelty. The study shows the failure of the monopoly of the prevailing doctrine of competence-based education as a means for the successful resolution of global problems of reintegration of human existence and therefore postulated the necessity of antinomization (diversification) of education. The authors make the original hypothesis of the construction of the concept of vocational education on the basis of the reconstruction of experience of the mining schools of the Urals and prove the prospectivity of integrative-holistic strategy of reconstruction of educational experience in modern conditions. The system of technological and methodological support of the process of reconstruction of educational experience in modern conditions on the basis of an integrative-holistic approach is developed and presented.
Practical significance. The materials of this article can be useful when modeling, the design and construction of educational organizations (systems) that meet the needs of development, the formation and socialisation of a multidimensional personality and the requirements of emerging new communications reality in the relationship of education, production and social environment.

Introduction. The current stage of development of education in Russia, characterized by the continuation of reforms and intense innovation processes, require essential changes in management. It takes not only a revision of the paradigmatic foundations of such management, but also the adoption of complex measures for improving its efficiency, and reducing excessive centralization.
The aim of the present publication is to study the status and prospects of education management in the Russian Federation.
Methodology and research methods. The author used the methodology of an interdisciplinary and system-based approaches to the analysis of the considered phenomenon; methods of theoretical analysis, synthesis and generalization.
Results. Negative tendencies and contradictions in modern management of education and educational systems, including problems of differentiation of the rights, competences and powers of bodies of various levels of management are revealed. The condition of education management is considered in the context of common problems of its modernization and key innovative vectors of development of the society. Detailed analysis of paradigmatic foundations of management is carried out; its systemacity and balance are presented from the positions of management members and a specific variety of the functions realized by them. System-genetic foundations of management, its recurrence, compliance with the principles of system inheritance are analysed; effectiveness, equifinality, management efficiency in its social, economic, pedagogical and organizational measurements are studied.
Scientific novelty concludes in the reasons identification of a gap between the proper and existing management of an educational system. The perspective directions of improvement of this field are singled out.
Practical significance. The author provides the recommendations on the use of the proposed ideas concerning the revision of the current approaches to the management of education and educational systems.

The aim of the present article is to reveal system effects of the university complexes including the organizations of professional education on different levels.
Methodology and research methods. Theoretical methods: receipt of scientific information on systems, collection of data on university complexes; empirical: comparison and correlation of the obtained data.
Results and scientific novelty. A university complex is designated as a system. The system effects being the results of integration of the organizations of professional education of different levels are educed: effect of instability of the hierarchical relations when preserving a certain structure of a university complex; effect of a single educational purpose, effect of influence of the external environment. These effects cause emergence of new quality of the integrated pedagogical system which is designated as «ability to self-regulating updating».
Practical significance. The materials and results of the study can be used for further development of university complexes as organizations that integrate the establishments of vocational education on different levels.

Introduction. Achievements in various fields of modern science have an impact not only on the development of science itself, but also on the formation of human capital, including training of technical personnel needed for the transition to an information society.
The aim of the article is to show interinfluence of different sciences of engineering staff training and specific aspects of their training in modern conditions.
Methodology and research methods. The research is based on the system-based approach, experimental knowledge generalization, comparative analysis and economics methodology. We used analysis of national and foreign literature, official documents and statistic data of the Russian Federation, Global Competitiveness Index. Also, information processing was carried out using graphic methods.
Results. The influence of natural sciences on economic knowledge development as well as on perfection of engineering and engineering education is shown. Decrease in researcher numbers as well as lack of young people in engineering sciences is revealed. In particular, the following disturbing facts are established and emphasized: engineers are a fifth part among graduates and this share has been nearly constant during the last 10 years. However, the number of engineering specialists going abroad for work continues to grow.
Scientific novelty. The conclusions on the influence of natural sciences on economic theory development as well applied economics on engineering development are made. Special aspects of modern engineers training as knowledge integrator are highlighted.
Practical significance. Based on the analysis of official statistics, data the trend of engineering specialists decrease in Russia is shown. In connection with engineering staff aging and low number of engineering companies, the necessity for new engineering model implementation and new type of engineers training is emphasized.

Aim. The aim of this article is to understand the current issues of pedagogical training situation of a potential employee an experienced professional when using the internal resources of micro-enterprises. The relevance of the research problem dues to the needs of the labour market, terms of developing economy situation of micro-entrepreneurship and the demands of the subject of labour activity to vocational training without discontinuing work.
Methodology and research methods. A leading approach to the study of this problem is a system-activity one, which allows us to represent the process of professional training in terms of the micro-enterprise as a system activity of subjects for the development of professional competence of the employee. The following research methods are used to solve the set tasks: theoretical study and analysis of psychological, pedagogical, sociological, scientific-methodical and special literature on the problem under study; a systematic approach to the disclosure of the nature of the problem and the formation of conceptual-terminological apparatus of the research; study and analysis of legislative and normative-legal acts; empirical – pedagogical observation, generalization and study of teaching experience, pedagogical design, questionnaire, interview, interviews, analysis of results, method of expert evaluations and their generalization.
Results. The results of the research showed that the process of training and professional interaction of the micro-enterprise employees will be effective if training and professional interaction of the micro-enterprise employees to be considered as a productive mutual agreed actions of subjects of labour, aimed at solving the educational and professional problems in the process of joint labour activity. Developed structural-functional model of training and professional interaction of employees of micro-enterprises allows us to introduce the process of professional training as a systemic activity of subjects of labour on the development of professional competences of the employee.
Scientific novelty. The concept “training and professional interaction” of the micro-enterprise employees is specified. Structural-functional model of training and professional interaction of employees of micro-enterprises based on the principles of self-organization of subjects, motivation for success, continuity and regularity of interaction, complexity, partnerships in professional communications is developed. The model includes interrelated and interdependent diagnostic, designed, actively-productive and effective components.
Practical significance. The article can be useful to researchers of the problem of industrial education in the current social-economic terms, from a practical point of view – to the leaders of micro-enterprises, coaches and other people interested in the professional training of the employee, to increase the level of its general and professional competencies, abilities in a short time to master new knowledge and skills and quickly adjust their professional activity in accordance with the change in the content of the work.

The study is devoted to overview and analysis of V. S. Merlin’ theory of integral individuality.
The aim of the study is to reveal a system’s background of the theory of integral individuality; to designate its current issues and to put new tasks of its further advancement.
Methodology and research methods. Problematic and comparative analyses are used. A systematization of the main assumptions of the theory by V. S. Merlin shows that it is based on a general systemic approach and current ideas about integration.
Results. It is demonstrated that the system-based approach provides a multi-focus perspective to view the integral individuality. Mostly, the following system ideas are embedded in V. S. Merlin’s theory. They are the concepts of structural levels, teleology, and polymorphism. With respect to the theory of integral individuality, a human is shown as a big system. It consists of a hierarchical set not included in each other, but relatively autonomous operative multilevel subsystems. They link one to another in a polymorphic multi-valued (many-tomany) way. The main features of integral individuality are seen as the hierarchical arrangement and levels, integration and differentiation, teleology and causality, flexibility of polymorphic links (between levels) and rigidity of causal links (within levels). In spite of its maturity, this theory can be put in a further progress. This perspective has been elaborated based on three key ideas – multi-quality, commonality, and isomerism.
Scientific novelty. The routes of the phenomenon of integral individuality are uncovered. Its main properties are described: a systemic version of integrity, hierarchy, and polymorphism. Some topical problems are highlighted within the theory of integral individuality. Next tasks can be set to further develop the theory of integral individuality. They focus on shift from the systemic viewpoint to a multi-systemic outline, to combine integrity and commonality, to provide an isomerism coming from the polymorphic framework.
Practical significance. The materials and thesis stressed in this article can be useful for researchers studying holistic conceptions of human. The theory of integral individuality can guide investigations designated to test Merlin’s assumptions under various conditions.

The aim of this paper is scientific substantiation of the importance of the individual characteristics of the age specific youth development which will result in the rational modelling of students’ physical education.
Methodology and research methods. The methods involve collection of experimental data carried out by means of evaluation of motor abilities and general intelligence of students. Motor abilities of students were studied by measuring of strength (dead lift dynamometry), strength endurance (pull-up), speed and power abilities (standing jump), as well as speed ability (running 30, 60 or 100 m, depending on age), aerobic endurance (running 1000 or 3000 m, depending on age). The dynamics of integral physical preparedness (DIPP) of each student was calculated by calculation the arithmetic mean values of the growth rates of the development of motor abilities. Assessment of General Intelligence (GI) of the 8th, 10th and 11th-grades school pupils as well as the 1st to 3rd year students was carried out through the test of R. Amthauer in the adaptation of L. A. Yazykova, and school pupils of the 6th grade were assessed through the Intelligent Test (GIT).
Results. Discrepancies in the dynamics of the mental and motor areas development of maturing personality, which are interpreted as individual characteristics of the age specific development are experimentally revealed. Individual psychological differences leading to the different susceptibility to the development of motor and intellectual abilities appearing in adolescence and early adolescence are analysed. A leading role of activity in formation of the individual characteristics of the age specific development is substantiated. The conclusion of necessity to formulate to the students differing in individual characteristics of the age specific development differentiated in the complexity requirements and motor tasks in the course of physical training is made.
Scientific novelty. For the first time scientific evidence of sustained differences in the dynamics of the physical fitness of students with different levels of general intelligence is obtained on the basis of the experimental research. Scientific substantiation of factors affecting the formation of the individual characteristics of the age specific development is given.
Practical significance. The findings serve as the basis for developing of the differentiated approach to the organization of physical education, taking into account individual characteristics of the age specific development.

The aim of the work described in the article is the search for new intensive methods of training providing formation of students-ecologists readiness to conduct environmental audits and to ensure the safe living environment.
Methodology and research methods. The practice-focused and competencebased approaches to training of future environmental engineers became a basis of the method of training offered by the authors. Diagnostics of formation of readiness among students for implementation of professional activity was carried out with the use of a complex of psychological and pedagogical indicators which were established during questioning, poll and testing. The data were processed by the methods of descriptive statistics and correlation analysis with application of a package of the statistical programs SPSS 17.
Results. The experience of the Ural Federal University teachers on the implementation of the innovative project «Russian Student Socio-Environmental Seminar (RSES)» is presented. A set of psychological and pedagogical conditions for the formation of readiness to conduct environmental audits for future engineers and environmentalists based on developed in university concepts of environmental education, safe living and learning in the multiprofessional team experts are presented. The program includes a combination of practical exercises, studies in game form – an intensive educational program; students’ valuable attitude towards ecological safety raises, knowledge of technological methods of audit is acquired, communicative skills are improved. The role of practice in professional formation of future environmental engineers is disclosed; set of psychological and pedagogical conditions of transition from mainly information training to the training stimulating independence of the made decisions for transformation of sociocultural and professional experience to personal qualities is described.
Scientific novelty consists in the further development of multiprofessional approach concept in terms of interactive educational programs. In this paper the authors prove a high psycho-pedagogical effectiveness of the approach: due to training in polyprofessional team students have an opportunity to seize a large amount of competences in shorter terms.
Practical significance. The article can be interesting for organizers of environmental seminars and trainings, various ecological workshops, as well as trainers in the field of life safety.