Introduction. The modern schools continue to focus on the individual achievements of students, which has led to inconsistency in the formation of personality, its social immaturity. As a result, it has become necessary to make an orientation of education not only to the development of the specific personality of a learner but also to the needs of the society surrounding the person, i.e. shifting the focus from student-centered approach to education of socially-oriented person.

The aim of the publication is to present the concept of socially-oriented approach in education, which is a necessary condition for successful socialization of pupils.

Methodology and research methods. The research is carried out with a support on pedagogical aspect of socialization; theory of professional self-determination of a personality; theory of synthesis of personal-oriented and socially-oriented approaches. Domain approach is applied to the description of the concept of socially-oriented education that is considered to have extensional, nonlinear, and multidimensional character. Analysis, synthesis, systematization and generalization of foreign and domestic scientific experience, modeling are used as the main methods of the research.

Results and scientific novelty. The ideas of socially-oriented training and education which are available in domestic and foreign pedagogics are systematized. As a result of application of this approach, the concepts of socially-oriented approach to education and a socially-oriented personality are specified. The relevance of use of a new approach in education is proved; features of this approach are shown as methodological and methodical tools of educational activity wherein interests of society and a person as a subject of society are counterbalanced. The basic principles of socially-oriented approach are allocated and described; conditions of its realization at all educational levels are specified. As it is emphasized, one of the main and indispensable conditions of effective use of socially-oriented approach to education is creation of open spontaneous social and professional space which provides motivation of educational and work activities, getting a prestigious demanded profession, gaining self-development and professional growth.

Practical significance. Methodological support for successful socialization of students in the learning process at all levels of school education is provided. 

Introduction. Summing up the results of the Unified State Exam (USE) is traditionally based on comparing the average scores for institutions or territories, without taking into account what the indicator of the quality of education really represents.

The aim of the article is to clarify the content «average score» on the example of the Mathematics federal testing results.

Methodology and research methods. The methodology of comprehensive analysis is used, including the methods of comparative and statistical data analysis published following the exam results. As well, the parallel analysis of data used in the researches of the National Research University «The Higher School of Economics» (HSE) was conducted.

Results and scientific novelty. It is found out that the average score in the Unified State Exam in mathematics largely depends on peculiarities of testing and assessment materials, a scoring system of leveling nature and results of training students for solving simple problems.

Practical significance. The authors suppose that the study findings will contribute to the improvement of methods and technologies of carrying the Unified State Exam. 

Introduction. Nowadays, foreign and Russian researchers state the lack of reliable tools for diagnostics of professional gaps among teachers. It is unjustified to draw conclusions about skill level of teachers, relying only on results which are shown by pupils when holding unified state examinations and monitoring tests. However, information on results of an external assessment of quality of the general education (the USE, OGE, All-Russian test works and national researches of quality of education) corresponds to professional development of teachers and more rational organization of this process.

The aim of the article is to consider and discuss the relationship between professional development of teachers and external assessment of the quality of general education; the search of opportunities and terms of the results use of external evaluation procedures in teacher training.

Methodology and research methods. The authors analyzed the publications (available on the Internet and in periodicals) to determine the relevance of the problem and compare approaches to its solution by Russian and foreign researchers. The methods involve content analysis, problem-based and comparative analysis for the diagnosis of the current practices of teachers’ professional development. The purpose of the analysis is the inclusion of education quality assessment and evaluation results in the contents of programs of professional development of teachers.

Results. The created request for the profitability analysis results of an external assessment of general education quality of professional development of pedagogical staff is observed. However, the analysis of modern practice of additional professional pedagogical education showed that the preparation to prevails; certification procedure results for improvement of pedagogical activity are rarely used. The main reasons for this situation are found out: lack of the target information products for system of professional development prepared by results of certification and monitoring procedures; lack of unified methodological and methodical approaches to development of programs of professional development of teachers; insufficient development of expert and analytical activity at regional institutes of professional development. Change of the situation is possible based on the following complex measures: development of practice of direct diagnostics of teachers’ competences; adoptions of administrative decisions following the results of estimated procedures; interactions of institutes of professional development, higher education institutions, schools, methodical services and governing bodies of education for creation of flexible and mobile organizational and methodical resources for professional development; combinations of formal and informal teachers’ education experience.

Scientific novelty. The practicability of results implementation for external education quality evaluation organization promoting professional growth of teachers is proved. The generalized characteristic of current practice in professional development of teachers based on an assessment of the quality of education is given.  

Practical significance. Organizational and pedagogical conditions for the improvement of the system of educators’ professional development are proposed. 

Introduction. At present, in Russian higher professional education we can observe a shift to the new educational paradigm based on Professional Standards (PS). According to the Federal Law of 02.05.2015 № 122 «About amendments to the Labour Code of Russian Federation and the articles 11 and 73 of «The Law on Education in Russian Federation» formation of the Federal State Educational Standards of Higher Education requirements for expected learning outcomes on universities’ main educational programs is implemented on the basis of relevant Professional Standards. This causes necessity of work on conjunction of Professional Standards, Federal State Educational Standards and universities’ main educational programs.

The aim of this article is to demonstrate the influence of a new educational paradigm on the choice of contents, technologies and activities used in foreign language teaching at Russian technical universities.

Methodology and research methods. The research methodology is based on the concept of diversification of engineers’ continuous professional foreign language training (T. Yu. Polyakova). In view of priority value of PS for developing universities’ main educational programs the updating of the above concept needs thorough analysis of both PS requirements for the level of foreign language proficiency of engineering specialists and study of scientific literature on the above problem.

Results. This research results in interpretation and clarification of generalized PS requirements for the actual needs of industries and individuals in foreign language proficiency. The research also causes Language for Specific Purposes (LSP) program developers’ and LSP teachers’ pedagogical reflection about their readiness to form foreign language (FL) professional communicative competence of an engineer. It is concluded that a teacher needs to consider axiological aspects of engineering activity in order to understand the nature of the work performed by the engineer; to be able to select the corresponding content, educational technologies and types of educational activity integrating a foreign language and specialty. For this purpose the teacher needs fundamental preparation in the field of theoretical-methodological foundations of interdisciplinary approach in FL education, practice of the subject-integrated FL training, and also readiness for continuous professional development.

Scientific novelty. The research helps to interpret requirements of recently developed and implemented engineering PS as applied to FL training at technical universities. It also contributes to the fundamental work on harmonization of Professional Standards, Federal State Educational Standards and university educational programs.

Practical significance. The research assists new FL programs’ developers who face with difficulties in transfer of «labour functions», for which FL proficiency is necessary, to the competences being formed in the FL classes. It also helps to choose appropriate educational technologies for effective interdisciplinary FL teaching. 

The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom.

Methodology and research methods. The methods of system and comparative analysis, synthesis and generalization are used.

Results. This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration.

Scientific novelty. For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education.

Practical significance. The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech enterprises. 

Introduction. New Federal State Standards of the higher education impose increased requirements not only to the level of professional competence of university graduates, but also to their personal readiness for implementation of successful professional activity. Psychological well-being is one of the integrative personal bases defining effective and full realization of labour functions by an expert. This has caused the research relevance stated in the article.

The aim of this article is to analyze the specifics of the relationships of students’ integrated individuality of depending with the expression level of psychological well-being.

Methodology and research methods. Methodological base of work involve the concept of psychological well-being by K. Riff, and the theory of integrated identity by V. S. Merlin. The research was conducted with the use of a package of diagnostic methods: «Scales of psychological well-being» by K. Ryff modified by D. G. Orlova; methods of studying the temperament by J. Strelau (adaptation by N. N. Danilova and A. G. Shmelyov); Structure Of Temperament Questionnaire by V. M. Rusalov (STQ); Five-Factor Personal Questionnaire (5PFQ) in A. B. Khromov’s adaptation.

Results and scientific novelty. The retrospective analysis of researches on a psychological well-being phenomenon in foreign and Russian psychology is carried out. The author made an attempt to show the principle of polymorphism as one of the fundamental principles of the integrated identity theory on the example of studying the role of psychological well-being in the structure of a student identity. An empirical part of the present research, carried out on the basis of four higher educational institutions of Perm, showed the existence of general characteristics and significant distinctions on indicators of neurodynamic, psychodynamic and personal levels of integrated identity between two groups of respondents – students with low and high values of psychological well-being. In each group it was succeeded to reveal some unique correlations in interrelations of indicators of these levels. Interrelations of temperament indicators between nervous system and personality indicators, as well as interrelation of personality indicators between each other are specific to a group with low psychological well-being. Only interrelations of temperament indicators between each other are specific to a group with high psychological well-being.

Practical significance. The materials and findings provided in the article can be used for organization of the educational process in higher educational institutions.

Introduction. The formation of responsibility for one’s health in the youth environment is one of the tasks of the institution of education that determines the process of socialization. The future of sustainable development of country is determined, among other things, by the formation of negative social attitudes towards drug use.

The aim of the publication is to study the specifics of the social orientation among young people on drug use and to justify the need for prevention in the educational environment.

Methodology and research methods. Methodological basis of work involves classical theories of social installation; anomies; cultural conflict; subcultures; stigmatizations; social control; social space. The analysis and synthesis of scientific publications and data of the government statistics, including results of a number of social researches of 2010–2015 conducted in the Tyumen region are used. Sociological methods, including poll, questioning and the formalized interviews are applied at an experimental investigation phase. Data processing is carried out in technique of the factorial and classification analysis.

Results and scientific novelty. Drug abuse among young people is a result of the contradiction between youth attitudes and social norms. It is shown that the prevention of drug abuse in Russia is institutionally ineffective. The social attitudes and motives connected with drug abuse among young people aged 18–30 years are revealed. It is established that acceptance of drug abuse experience is not defined by a gender, social and/or material status. The main types of the attitude to drug abuse experience are designated: 1) complete negation of a possibility of drug abuse; 2) refusal of drug abuse, but indifference or loyal attitude to drug abuse by others; 3) readiness for periodic drug usage; 4) steady stereotype of regular use of narcotic substances.

The necessity of flexible forms of influence on youth for formation of sustainable social barriers is justified.

The need of adequate public opinion formation which does not enable exclusion and criminalization among youth having some drug abuse experience is approved. Repressive practices of work with such young people only exacerbate the problem. The recommendations on organization regulation of a drug abuse situation in the country are formulated.

Practical significance. The materials of the present article can be used for creation of effective system of drug abuse prevention in the educational environment taking into account age characteristics of pupils. 

Introduction. The basic contradiction between market relations and social sphere is distinguished from the main sources of negative phenomena among young people and failures in realization of youth policy. Substitution of social production goals by its means, a sharp distortion towards a primacy of market economy with its only indicator of success in the form of money deform a process of formation of a personality of a young specialist both in professional, and in sociocultural plans. As a rule, management teams of enterprises expect the generation of young workers to possess initiative and role behaviour which consists in highly skilled independent performance of production functions. At the same time, creative importance of «Person – Person» relations is underestimated. In this regard, questions of social-moral education of young personnel are brought into focus, whereas providing and further increase in competitiveness of production in many respects depends on their decision.

The aim of the present article is to conceptualize spiritual and moral foundations of youth policy implementation in a real sector of the economy.

Methodology and research methods. The research methodology involves a comprehensive application of anthropological, ontological and axiological approaches. Dialectical method, method of historical and logical unity, statistical and comparative data analyses are used.

Results and scientific novelty. Spiritual and moral characteristics of young workers which formation demands system educational measures are one of the most important development provisions of enterprises in new social and economic reality. The questions of realization of youth policy in real sector of economy, including Sverdlovsk region, are considered. The following concepts and aspects are analyzed from social and philosophical perspectives: the concept «spirituality»; features of mental phase of psychology and spiritual stages of consciousness; the concept «perfection» as a source of spirit; «spirit» as the ideal gene of socialization and foundation of mental health; «morality» as a source of human community and creative practice.

It is stated that all directions and forms of work with youth at the enterprises have to promote formation of high spiritual and moral qualities; a person can not take place neither as a citizen, nor as an expert without having reached necessary spiritual level. Morality expands the horizon of consciousness of young people, allows them to understand social importance of common collective affairs; attainment of professional honour and responsibility for the results of own work by a worker are impossible without morality.

Practical significance. Work organization of industrial enterprises for development and deployment of ethical codes and norms, implementation of special programs of moral education of working youth with attraction for this purpose of various experts (doctors, psychologists, sociologists, theologians, etc.) will surely turn back positive social and economic effect: increase in economic stability of an enterprise (also region and country in general); considerable reduction of turnover of staff; reduction of cases of industrial injuries; decrease in number of violations of labour discipline; absence without leave, and other deviations in behaviour of young workers.

The materials and results of the investigation can be used as follows: organization of work with youth in real sector of economy; development of social technologies and science-based recommendations for the implementation of corporate youth policy; process of teaching of social philosophy, sociology, social psychology, management of professional career. 

Introduction. The paper presents an overview of and reasons behind Content-Language Integrated Learning (CLIL). Nowadays, CLIL is clearly on its way to becoming an option – not yet an obligation – for higher education in the world. Against the background of internationalization and globalization perspectives, educational institutions around the globe face the need to create borderless education that entails the challenge of programme competitiveness and language acquisition. CLIL is considered as a driver for both. The efficacy of the approach made Russian educators look at its side taking into account the lack of «drag and drop» practices and the specificity of Russian university environment, including national specificity of the country in general.

The aim of the article is to work out some recommendations for smooth implementation of CLIL in Russian higher education.

Methodology and research methods. The methods involve system-based and comparative analysis, generalization and modeling.

Results and scientific novelty. The existing theories and descriptors specifying CLIL approach are analysed; the review of CLIL implementation in higher education abroad is drawn up. The possibilities of inclusion of elements of CLIL approach in educational process of modern higher education institution for the purpose of improvement of language training of experts and a condition of internationalization of high school education in general are considered from the positions of national specifics of the Russian system of higher education, and also culturological, social, economic and political factors.

Practical significance of the published material consists in suggestions and recommendations for improvement of university graduates’ language training, which has to correspond ideally to the level sufficient for implementation of international professional activity. According to the authors, the requirement of such preparation should be recorded in educational standards as an indispensable condition of getting higher education.