Introduction. The main objective of the professional standard, systematizing the work function of a teacher, is to describe not personal qualities of teachers but the process and outcome of their activities. The logic of the development of the professional standard involves the analysis of teaching activities and evaluation of its results, which should possess the properties of measurability and diagnosability.
The aim of the present publication is to identify praxiological foundations of the professional standard of the teacher via a comparative analysis of the requirements
and fundamental concepts of praxeology – a General theory of successful activities developed by domestic and foreign authors and reflected in monographic and dissertation researches.
Methodology and methods of research. Methodological basis of research is the ideas of system, activity and praxiological approaches.
Results. The authors prove that pedagogical praxeology as the science and practice of effective organization of pedagogical activity is a new mechanism to describe the characteristics of pedagogical activity and formation of complex of professional portrait of the teacher. Pedagogical praxeology as the mechanism: establishes the framework of competences of the teacher; defines the requirements for structured content, conditions and quality of work of the teacher, their qualifications and competences in the field of professional activity; provides the necessary compliance awareness of teacher’s requirements; describes methods of assessing the development of competencies of teachers; promotes the involvement of the teacher in the task of improving the quality of education; serves as the basis for constructing a continuous trajectory of increasing level of professional training of each teacher.
Scientific novelty. The content of professional standards from the standpoint of the praxiological approach is investigated; conceptual ideas of praxeology, defining role and position of praxiocentralism in the professional standard are highlighted; criteria and indicators of an estimation of labour activity of the teacher from the point of view of its efficiency and effectiveness are given.
Practical significance. This study contributes to the solution of theoretical and practical problems of correlation existing Federal educational state standards (FESS) and professional standards. This is especially important due to the possibility of subsequent approval and implementation into the pedagogical practices of the next generation of FESS developed on the basis of professional standards.

The aim of the publication is the justification of the approach to assessing the degree of formation of special competencies.
Methodology and research methods. The methods of analysis and synthesis are used in the work.
Results and scientific novelty. Various interpretations of special competence due to their compliance with the actual contents of the Federal State Educational Standards (FSES) are considered. The requirements to the characteristic are determined, adequately reflecting the formation of the special competence. The compossibility of the level of assimilation to these requirements is justified. The features of the level of assimilation as a measurement object are considered. The correspondence between levels of assimilation and those kinds of tasks that can be used for their assessment (identification) is established. The model of measurement of special competences is proved. The types of tasks corresponding to the diagnosed levels of assimilation of professional abilities, skills and abilities are  emphasized.
Practical significance. The approach to the choice and development of tools for identification of formation of special competences is offered.

Introduction. Achievement of educational outcomes designated in the Federal State Educational Standards (FSES) of the system of general education is an urgent problem of public schools. The analysis of the existing guidelines of their realization in the course of the lesson shows that they are often declarative or imperative in nature, which makes it impossible for teachers to use them in their practical activity. What is changed is the rhetoric and terminology, but the essence remains the same, or the changes are hasty, premature and are implemented without taking into account the concrete situation. As a result, they do not lead to the accomplishment of the goal set in the new educational standards. The aims of the article consist in presenting a generalized practically realizable construct of a lesson which would provide the teacher with an algorithm of lesson planning in accordance with the goal of the Federal State Educational Standards. Methodology and research methods. The article offers analysis and synthesis of the normative documentation (Federal State Educational Standards), and of the content of scientific-methodological works and scientific publications dealing with practical lesson constructing. Results and scientific novelty. The article analyzes various lesson constructs suggested by theoretical and practical educationalists aimed at accomplishment of the goals designated in the Federal State Educational Standards. The authors come to the conclusion that in their practical activity, teachers often set inadequate lesson aims and thus fail to achieve the subject outcomes, which is in princi pal contrary to the systemic activity-oriented approach upon which these standards are based. The article describes a general algorithm of a lesson constructing which will allow the teacher to algorythmize and optimize the process of lesson preparation according to the requirements of the FSES of the system of general education. Practical significance. It is shown that such constructing makes it possible to achieve not only subject but also meta-subject and personal results.

The aim of the study is to test new approaches to the management of professional and personal development of students of pedagogical university. Methodology and research methods. The theoretical analysis of the following information sources was carried out: psychological, pedagogical and methodological literature on the researched topic; teaching-program documentation and teaching materials (work programs of studying disciplines, textbooks, manuals, collections of tasks, guidelines, etc.); normative documents (Federal State Educational Standards (FSES), General Educational Programs (GEP), curricula, instructional acts, etc.). The methods of modeling and expert evaluation were used. Results and scientific novelty. The features of integrative activities of the multidisciplinary department of pedagogical university for formation of professional competences of future elementary school teachers are revealed. The diagnostics of the competences mastered by pupils at the level of a bachelor degree was carried out during deployment period, carrying out mini-researches and performing of the combined analytic-constructive and diagnostic tasks at lessons. Practical significance. The diagnostic approach to formation of professional competences of future teachers of primary school (undergraduate level) under conditions of multidisciplinary department work may be of interest to teachers of other pedagogical universities and colleges.

Introduction. Nowadays, in Russia the system of interaction between educational institutions and enterprises-employers in training of specialists is being built again after more than a twenty-year period of dissociation. Sharing experiences with other countries on networking and strengthening of education relations with production is very useful for establishing this process. The aim of the publication is to present the results of the Russian-German cooperation in the field of preparation of the qualified pedagogical staff for the system of vocational education as one of the key conditions for ensuring the proper quality of vocational education. Methodology and research methods. The methods involve the methodology of comparative research; methods of collecting empirical information; conceptual and terminological analysis, interpretation, modeling, and problem method. Results. The approaches to preparation of pedagogical staff of the VET system in Germany and Russia are revealed and compared. Specifics of the German model are shown: existence of several skill levels of teachers of vocational education, distribution of zones of their responsibility, variability of providers of additional education, its market nature and minimum participation in its regulation of the state. Features of the modern Russian theory and training experience of instructors of vocational training are described. Despite the existing distinctions of systems of professional education of two countries, the similarity of the Russian and German methods of vocational education is observed. The conclusion is drawn on a community of requirements imposed in Germany and Russia to category of the workers who are carrying out staff training for manufacturing sectors. It is confirmed by the German experts on the basis of the analysis of the standard «Teacher of Vocational Education, Professional Education and Additional Professional Education». Also, the standard was checked and compared to AEVO (the regulatory base defining federal requirements to instructors-teachers in Germany). Scientific novelty consists in justification of modern model of training for VET teachers and trainers. The model provides implementation of variable modular curricula of additional vocational education for VET teachers and trainers. The most fruitful Russian and German experience is integrated; the international requirements and advanced technologies are considered when creating the model of training. Practical significance. Except the model of training for VET teachers and trainers, the education guidance «Methods of Vocational Education» is worked out. The education guidance summary is outlined in the present article.

Introduction. The search of the unified tools of competences measurement of vocational training institutions graduates and identification of mechanisms of interrelation of these competences with requirements of professional standards imposed to workers of various levels are brought into focus in the context of formation of National system of qualifications of the Russian Federation, introduction of the Third-generation Federal State Educational Standards and transition of professional education to the modular, and competence-based model of the organization of training. The aim of the article is to justify the content, structure and technology of competency-based assessment, as a set of interrelated activities and regulated procedures performed on the basis of the standardized interdisciplinary evaluation materials. Methodology and research methods. The present investigation is based on systematic-activity and competency-based approaches, analysis, systematization, and generalization. Results. The place of competencies, as a part of educational outcomes of vocational education programs, is justified. Critical analysis of typical methodological solutions that are typical for the modern pedagogical practices of the competency-based assessment is performed. The content and organizational design of the process of competency-based assessment is described. Scientific novelty. The conceptual apparatus of competency-based assessment is supplemented with the «sub-competence» category - component of competence, which retains all of its properties due to human activities. Factors of objects choice and methods of assessment in identifying the professional competences are proved. Practical significance. Results of the study can be used by researchers involved with assessment procedures; methodologists and teachers of professional educational organizations, training institutes, independent centers of the qualifications evaluation for the organization of professional competences and qualifications assessment.

Introduction. Leading ranking positions of the Russian higher education institutions in the world university rankings is designated as one of the priorities of the Russian universities in the concept of modernization of the Russian higher professional education. The aim of the present investigation is to examine the questions about the possibility of medical universities to enter world university rankings. Methodology and research methods. The methods involve comparative analysis of indicators of publication academic activity of higher education institutions realizing programs of training of students for medical specialties. The methods of synthesis and generalization are applied. Results and scientific novelty. A set of indicators determined by the characteristics of global rankings of universities THE, QS, ARWU helped to find out the potential and recourses of the leading Moscow medical universities to enter these rankings in terms of the volume of scientific publications in Scopus and WoS. Practical significance. The article may have practical value for the management of universities, specialists and researchers in the field of scientometrics, and students and teachers having been interested in academic mobility.

The aim of the study is the analysis of the problems faced by heads and staff of IT departments in medical universities. Methodology and research methods. The methods involve expert estimation, analysis and generalization of practical work experience of IT departments. Results and scientific novelty. The main aspects and specifics of professional activity of IT departments of modern medical schools are designated. The approaches to the definition of the hierarchy of goals in the professional activities of the department, as well as quantitative and qualitative indicators that assess the effectiveness of their achievements are analyzed. The contradictions arising between long-term and short-term goals of the IT department are highlighted. The main challenges which heads of IT departments can deal with in the course of day-to-day management work planning are described. The problems arising in educational, educational-methodical and scientific work of department, in its economic activity, solution of personnel affairs, and aspects of material support are considered. The possible solutions to these problems are proposed. Practical significance. The results of the analysis, proposed approaches and practical recommendations will enable to better organize the work of the IT department in a medical school. The advantage of the proposed approaches consists in their versatility: with some adjustment, they can be used by other departments, regardless of the specifics and the type of educational institution.

Introduction. The programs of distance education are in a great demand. Therefore, the problems of the organization in higher education institutions of educational process with the use of appropriate technologies have arisen. The aim of the publication is to set an example of introducing distance learning tools into higher education system, which could help to identify possible conditions and ways of creating a virtual educational environment covering in continuity three-cycle structure of higher education, as well as non-degree supplementary educational programs. Methodology and research methods. Basic research methods include comparative analysis, qualitative and quantitative methods based on empirical observation and data processing. The methodological base for the research included competence and student-centered approaches, psycho-didactic and acmeological approaches to lifelong learning. Results and scientific novelty. The role of distance educational technologies in ensuring availability and competitiveness of programs of the basic and continuing education is emphasized. The alternative choice of creating a virtual educational environment on the basis of distance learning technologies in a non-linguistic university is proved from linguodidactic basis. The interaction of principles, approaches, and conditions for its implementation and development are given. The research provides a model of an electronic teaching complex and a two-cluster model of the coursebook as a part of virtual educational unit. Practical application of these models contributes to self-study and learning autonomy of students. Practical significance. The authors describe the content and structure of innovative teaching resources that enable to rely on student-centered approach. The recommendations on establishing a virtual educational environment in universities of programs-in-demand implementation of the basic and continuing education are provided.