Introduction. The formation of information society is followed, on the one hand, by unprecedented acceleration of rates of scientific and technological progress, and on the other – by activisation of sociocultural communications, which have to be focused on the ideas of respect for an individual and his or her rights, cooperation and assistance, tolerance and mutual understanding based on dialogical relations between subjects of communication (both between specific individuals and social groups). In the light of the contemporary realities, such an important component of socialisation of an individual as education in its traditional form, formed within the framework of the monological type of communications, ceases to meet the requirements of the present day. There many changes. In particular, the ideas of directive presentation of disciplines, domination of a teacher at classes, the understanding of professionalism of a specialist as having mastered a fixed amount of knowledge fall into the background.

The aim of the paper was to justify the need for a gradual transition to personally-oriented teaching by introducing a dialogical teaching model into the higher education system.

Methodology and research methods. The work on the article was carried out on the basis of comparative analysis and generalisation of modern scientific literature on the problems and specifics of theoretical justification and practical application of the dialogical model of education in the educational process; as well as comparison of the already established monological educational paradigm with a conceptually new approach to the learning process.

Results and scientific novelty. Today, education is increasingly beginning to be recognised as a priority area of investment in people. It is stated that an urgent task at the nowadays period of the reforming of Russian education and our society in whole is the education of a creative and responsible person with communicative culture. This means that the educational process must be reoriented from the formal reproduction of concepts, techniques and ways of thinking to development of creative thinking of students. The wide application of such productive forms of pedagogical communication as educational dialogue and educational discussion will contribute to the problem solution. The most researchers who addressed this issue repeatedly pointed out that no new information and communication technologies can replace the teacher’s lively dialogue with students. Only by acquiring a real experience in the introduction of dialogue, students will be able to get professional skills and the ability to constantly self-education. The practice of dialogue promotes the development of a critical attitude to what others have said and the transformation of one’s own criticism into self-reflection.

The problematic nature of the concept of “dialogue” is considered. The concept is not reduced to any one educational paradigm, and its content is generated directly in the course of pedagogical communication. Thus, in order to not get a mass consumer form a “mosaic” culture but to educate a competent specialist and a socially responsible person (the author of the act, according to Mikhail M. Bakhtin), it is necessary to shift the emphasis in the educational process from the monologic type of communication to the dialogical one, intelligently combining both approaches and avoiding absolutisation on the latter, which threatens to slide towards a thoughtless pseudo-dialogue.

Practical significance. The results of the research can be used as a methodological basis for the development and practical implementation of the dialogical model of education in the system of higher education.

Introduction. The urgency of the problem of training future teachers to implement the ideas of multicultural education consists in the need to create a new school and a new person, for whom the interiorisation of human and national heritage is a unifying beginning and a stimulus for the development of society, culture, education and personality. The implementation of the resources of dialogue educational space allows this problem to be solved. A dialogue in its various modifications acts as a pedagogical tool, by which various cultural spheres are integrated and creative activity of pupils as citizens of the multicultural world is stimulated.

The aim of the present publication was to present the options for the organisation of theoretical and practical training of future teachers for effective and creative professional activity in the dialogue educational space, which operates at the level of interaction of different cultures.

Methodology and research methods. In the course of the research, the scientific ideas of humanistic, cultural and dialogical approaches to modern education were used and revised. The humanistic approach is the key approach in the study, since it determines the basis of multicultural education, emphasises the central position of a personality in the interethnic dialogue. The culturological approach in education is focused on the socio-cultural processes, valuable attitudes, unique traditions and customs of diverse ethnic groups, and on the adaptation of students to the available multiethnic environment when preserving national identity. The dialogical approach combines humanistic and culturological approaches, it justifies and creates interaction between different cultures based on the principles of pluralism and tolerance.

Results and scientific novelty. The article reveals the purpose of multicultural education – the versatile development of a personality on the basis of universal and national values, aimed at preserving the ethnic and cultural diversity of the peoples of Russia. The authors formulated theoretical foundations of multicultural education, in which the development of multicultural dialogue of tolerance and respect for a different way of life and mental (intellectual) values of other ethnic groups are dominant aspects. The prerequisites for the development of the humanistic potential of the teacher and student are shown in the context of modelling and implementation of ethno-cultural component of education, development of intercultural interaction and cultural experience. The principles of multicultural education are characterised: continuity, differentiation and diversity, creativity, cultural integrity, three-dimensional (stereoscopic) picture of the world, multilinguality and variability. The definition of the concept of dialogue educational space is given. Dialogue educational space is considered as specially designed environment of positive multicultural cooperation between students and teachers.

Practical significance. The research materials can be used in the practice of higher pedagogical education to improve the quality of training and development of multicultural competency of future teachers.

Introduction. Over recent years, the issues of building regional systems of human recourses development have been actively discussed in expert community. These issues are perpetually on the agenda of the Russian Federation territories (regions), despite the fact that the projects of various organisations at the federal level have been already finished or are close to completing. The projects are designed to stimulate industrial growth due to workforce recruitment of manufacturing sector by highly qualified specialists. In a number of territories (for example, the Perm Territory, the Republic of Tatarstan, the Belgorod and Tambov Regions, etc.), there are successful practices of managing the personnel training system required by regional economics. However, systemic approaches at the level of the whole country have not been developed yet. The authors of the present publication consider that the unsatisfactory socio-economic efficiency of vocational education is substantially caused by insufficient quality of its management.

The aims of this article were the following: to report on the outcomes of comparative-analytical research on the content of regional development programmes of vocational education and the strategy of social and economic development of regions of the Russian Federation and to formulate proposals for the improvement of such programmes as a management tool, which provides quick response to changes of personnel needs in regions and reduction in deficit of skilled workers.

Methodology and research methods. In the course of the research, the methods of the criterial and comparative analysis, goal-setting, formalisation and interpretation of results were applied. The authors conducted content analysis and necessity and sufficiency analysis of the documents and materials, which are in open access on the Internet. Programme-based and project-based approaches and mechanisms were considered as methodological base of management of the regional systems of personnel training.

Results and scientific novelty. The criteria and indicators of efficiency assessment of regional development programmes of vocational education were presented and justified. The common faults and contradictions of implementation of these programmes, which are specific not only for “typical regions”, but also for some “leading regions”, were revealed and described. It is noted that, at the qualitative and quantitative level, the existing programmes cannot systemically satisfy the needs of the manufacturing sphere for the qualified experts capable to master and implement advanced technologies. The comprehensive solution to this problem demands correction and advancement of administrative activity in two rather autonomous directions – taking measures to improvement of the principles of design of the discussed programmes and their orientation to use modern approaches to the development of vocational education.

Practical significance. The authors’ conclusions on the structure and programme content of vocational education development, organisational conditions of their optimisation and effectiveness are addressed to the supreme executive authorities and education governing bodies in different constituent entities of the Russian Federation.

Introduction. Modern society is developing dynamically and its information resources are constantly replenished. Today, the role of students as subjects of professional development, who productively interact with educational content and the role of their teachers as intermediaries and “navigators” in this interaction, is significantly increasing. In this connection, there is the problem of students’ readiness to form the content of their education through the selection and use of resources of the information educational environment (IEE). The urgency of the problem is enhanced in the context of the integration of formal and non-formal education, its personalisation in an open information environment and the individualisation of education through the practice of individual educational trajectories.

The aim of the present research was to identify the current state of interaction of university students with educational content.

Methodology and research methods. The questionnaire method was the basic tool of the empirical research. The authors’ questionnaire was used to identify the nature of students’ preferences in choosing and using educational content and to correlate the findings with the opinion of teachers. The K-means method was employed to analyse data, systematise it and cluster the respondents.

Results and scientific novelty. The most and least actively used by students types of educational content are identified. The relevance of each type of various educational content is rated; its forms of students’ work are established. The choice of content for students is determined by their training profile (humanities and nonhumanities). In addition, on the basis of a comprehensive qualitative and quantitative data analysis, the typological heterogeneity of students in the information educational environment is proved. Data clustering, based on the established indicators of involvement level of educational resources by respondents, allowed the authors to identify typological groups among students (“passive”, “active”, “advanced”, “professionally-oriented” and “humanities”), differing in ways and, apparently, in the selection goals of educational content. The representation of these typological groups at different stages of university education (bachelor or master degree programmes in IT and pedagogical specialties) is observed. Productive and adaptive motivation of students for the use of educational content has been identified. It is noted that students evaluate their activity in interaction with educational content and the productivity of motivation is much higher than their teachers estimate. The obtained results allow the authors to say that the personalisation of the information educational environment should be built in order to the requests of student groups with different interests and motivation for using educational content. To collect necessary information on the peculiarities of activity of future specialists under the personification of access to content and communication in the information educational environment, it is necessary to use modern Big Data tools and search for additional methodological resources when organising vocational education.

Practical significance. The research materials and results can become the basis for the development of recommendations on support and development of activity of students’ interaction with educational content. Moreover, the materials of research can contribute to change the meaning of this interaction, which has to consist in understanding by students of own education as individual vocational self-development.

Introduction. Nowadays, the development of national competitiveness depends on many factors, but the quality of human capital is first of all. One of priority tasks of education system in Russian Federation is search and support of gifted children and teenagers: creation of conditions for their productive education, full upbringing and optimum development of their abilities providing further maximum self-realisation of a person. Today, however, the implementation of these requirements is real only in megalopolises, large regional centers, but not in small cities, which have no sufficient resources and environment conditions, cultivating potential of every gifted child, especially in the case of art talent. The shortage of highly skilled teachers and cultural industry, weak involvement into cultural life (inability to attend concerts, theatrical performances, exhibitions, etc.), very limited access to participation in creative competitions, olympiads, competitions – all this negatively affects motivation engage in art activity and can lead to serious personal crises and waste of talent.

The aim of the article was to reveal the content of models of work with musically gifted children, who have certain problems that block their creative development.

Methodology and research methods. The research was based on personally-oriented and system-based approaches to education of gifted children. The authors considered the ideas of Russian and foreign researchers about the need for pedagogical support of gifted children, who have problems in general and cultural development. The methods of theoretical analysis of scientific and scientific-methodological resources, comparative analysis of the results of practical activity, generalisation, oral and written survey and modeling were employed.

Results and scientific novelty. The most common challenges of the development of gifted children, who live in towns, are revealed: lack of motivation for creativity and further development; a low level of general culture; tense atmosphere in family, which is expressed most often in the inattentive relation of parents to interests and abilities of a child. The specialists of Ural Musical College and children’s art schools of the city of Ekaterinburg and Sverdlovsk region developed and approved the models of social and pedagogical support of gifted children to eliminate the causes of their failures in education. According to the classification of problems in the development of gifted children, three types of personally-oriented models are offered: 1) motivation to creative activity, 2) cultural self-enrichment, 3) conditions for creative development of the child in family. The realisation of each model should be based on close cooperation of staff members of specialised centres (e.g. in musical college) for work with musically gifted children, teachers of children’s music schools, teachers of educational institutions of towns, children and their parents. The most effective activities, contributing to the solution of the formulated tasks of each model, are identified: concert-performing, cultural-educational and analytical (fixation and reflection of the results of creative development).

Practical significance. The experimental testing of models proved the efficiency and possibility of complete and partial use of their components in Russian schools in order to manage the process of development of musically gifted pupils.

Introduction. Today, a modern state needs people capable to regular intensive implementation of innovative activity in order to keep competitiveness in a dynamically changing world that is undergoing a significant increase in the amount of new information and its fast obsolescence. The need of modern economy for innovators inevitably leads to the shift of priorities in education from memorising and reproducing of a specified amount of knowledge to the development of students’ independent thinking, which, accordingly, requires teachers’ certain qualities and critical mentality.

The aim of the research was to identify the components of critical thinking important for innovative activity and search for the ways of development of these components in young teachers, entering a master’s programme Modern Natural Science.

Methodology and research methods. In the course of the research, the methods of the analysis and synthesis of scientific and scientific-methodological publications devoted to the development of higher order thinking skills and the concept of STEM education (Science, Technology, Engineering and Mathematics) were employed. The assessment of the level of students’ thinking and its changes was carried out through diagnostic tasks and empirical observation of educational and project-based activity of undergraduates and school students.

Results and scientific novelty. The key components of critical thinking for the implementation and realisation of innovative activities were identified: creative, rational, logical, reflexive and metacognitive. To assess the development of components, a set of problem-situational tasks (STEM cases) was developed. Diagnostic tools were introduced to measure the level of critical thinking skills formation. The authors described the methodology for working with STEM cases through the example of the development and presentation of hybrid technology of lifting the sunken ship with a damaged hull, based on the students’ understanding of characteristics of the aggregate state of water. The results of approbation of the presented methodology used in small groups at various educational levels prove that its implementation contributes to the development of critical thinking in students, if the plots of cues are based on real problems of science and technology, and the solution requires contextual use of educational material, building a mathematical model, generating rational ideas of new or improved technologies.

Practical significance. The research demonstrates the possibilities of acquisition by students of higher order thinking skills within the studied academic disciplines in the natural-science cycle without introduction of a special course in educational programmes.

Introduction. In recent years, thematic educational issues involve only already familiar concepts: Unified State Exam, standards, textbooks. An academic science has been completely caught up into the administrative reforms imposed on it; there are no fresh ideas. It is well known that when scientific successes are modest, history, an endless exploration of the past instead of a strategic analysis of the future, is used.

The aim of the present article was a critical discussion of the subject, goals and content of modern pedagogical research, reasons for scientists’ focus on historical context of education, their isolation from the current situation and the strategy for its further development.

Methodology and research methods. The methods of system-based and comparative analysis, synthesis and generalisation of the content of 30-volume series “Basic Research of the Institute of Theory and History of Pedagogy of the Russian Academy of Education” (now – Research Institute of Educational Development Strategy) as well as quality and results of independent scientific reviewing of 12 monographs of this series.

Results and scientific novelty. By the example of the analytical review of a big cycle of the scientific publications prepared by the staff of the oldest authoritative organisation – Russian Academy of Education, an attempt was made to give a representative assessment of the state of problem focused on the interrelation of history and modern pedagogical theory, which is relevant for pedagogics and humanitarian field of knowledge in general. Summarising the issue and the series of monographs, the analysis showed the absolute predominance of the historical themes of scientific research over theoretical predictions, avoiding real educational practice and its critical analysis by the leading research teams of the Russian Academy of Education. Meanwhile, the increase in negative tendencies in primary and secondary vocational professional education requires the active participation of the representatives of scientific community. From the conclusions it may be understood that there is no institute for reviewing scientific reports and publications, no examination of the content, relevance and importance of monographs recommended for publication. Editorial boards become honorary structures and, in fact, are inactive; reviewers do not carry out a preliminary analysis of manuscripts, the result of which is content and technical errors. Circulations of really important published works are small; they are only enough for presentations and official distribution.

Practical significance. The recommendations and proposals for the selection of topics and content of pedagogical research, increasing the relevance of scientific pedagogy and its orientation to contemporary problems of education, were formulated. The lack of financial opportunities to produce mass editions of scientific works should be filled up by creating their electronic versions and posting of the full text of published monographs on websites in order to ensure their availability for the main consumers of scientific results – teachers. The dedicated websites should be interactive and allow readers to evaluate the quality and practical value of a scientific product online. The scientific conference summing up the positive and negative results of the study of the authors of monographs with a public announcement of their significance is intended to be a mandatory result of the release of a series of monographic works.

Introduction. The implementation of inclusive education (IE) for people with disabilities in Russian Federation is enshrined in legal acts. The state sets the task of implementing new requirements to provision of education for people with disabilities in health care in higher education. However, one of the obstacles to IE is the lack of readiness for new requirements and inclusive activity of a vast majority of teachers. When developing and implementing adapted vocational education programmes (AVEP) for students with disabilities, the teachers need regular consultations and specialists’ qualified assistance in the sphere of medicine, defectology, pedagogical and correctional psychology.

The aim of the present publication was to justify the rationale for creating a professional propaedeutic council (PPC) at a higher educational institution as a permanent system to manage and support the process of vocational education for people with disabilities.

Methodology and research methods. The methodological basis of the study involved inclusive and propaedeutic approaches to education and the principles of multi-, inter-, trans- and cross-disciplinary. In the course of the research, a complex of theoretical and empirical research methods was employed: analysis, synthesis, moving from abstract to concrete, systematisation, and generalisation.

Results and scientific novelty. Today, different levels of government have declared the need for providing professional working capacity of people with disabilities in order to become socially and financially independent and avoid social dependence; at the higher vocational school, there is a change vector for social policy concerning this category of citizens – from delivery of educational services to reorientation to their socialisation. As a state strategy in higher education, vocational education should be provided for everyone creating equal opportunities. At some large universities, structural divisions are already functioning (resource centers including the defectology faculties and departments), which promote satisfaction of special educational needs of students with disabilities. Meanwhile, numerous studies point the fact that teachers are not ready to work with students, who have visual, hearing and musculoskeletal disorders. Higher educational institutions, which are just starting inclusive education without internal resources for such activity, are offered to organise PPCs. PPCs should involve the experts, who carry out medical, psychological and pedagogical support for students with disabilities and provide comprehensive assistance to teachers in addressing the particular issues of inclusive education.

The article reveals the mission, purpose and tasks of PPC in university. The structure of such council, its organisational-network, medical-social and educational-methodological blocks are presented. Functional duties of experts and specialists, united in each of PPC blocks, are defined.

Practical significance. The principles of PPC work and the offered structure of AVEP, taking into account the clinical diagnosis and physical disabilities of students, can be taken as the basis of realisation of inclusive education at university.