Introduction. In recent decades, the problem of the formation of a holistic perception in students’ minds of the surrounding reality in the field of education has become acute. The buildup of scientific knowledge, which is a determinant of the structure of the content of education, occurs impetuously. Students’ thinking and consciousness become fragmented due to the exorbitant, permanently increasing amount of information that is presented for learning, but cannot be fully mastered by students. The root cause is imbalance in the curriculum levels of integration and differentiation (with a roll in the direction of the latter). To compensate the current imbalance and reverse the dangerous situation that threatens society with extremely negative consequences, an audit of the structure of educational content and the search for its new conceptual models are required.

The aim of the publication was to show the importance of using the phenomenon of symmetry in the construction of structures of scientific knowledge and the content of education.
Methodology and research methods. The study was based on the ideology of F. Klein “Erlangen programme”; E. Wigner’s scheme, showing the division of areas of scientific knowledge; generalised idea of symmetry by G. Weyl; the personal-activity approach to structuring the content of education, improved by V. S. Lednev; and also on the theoretical and methodological analysis of other scientific sources related to the topic under discussion.
Results and scientific novelty. The general idea of symmetry, borrowed from geometry, but nonetheless having a general methodological rather than a particular character, is proposed as the basis for systematising sections of scientific knowledge and structuring foundation of the content of modern education. The ability of symmetry to combine the merits of the primary deductive concept and the general inductive concept reflects the tremendous work performed by mankind in the course of history to identify stable patterns, sets of invariants (the allocation of which is the basic condition for the development of intelligence) and the corresponding forms of symmetry. That is, the forms of generalised symmetry accumulate in a compact form all the available knowledge and serve as a tool developed by society for systematising the phenomena and laws of the surrounding reality. The examples convincingly demonstrated the integrative property of forms of symmetry, manifested in the relationship between its principles, the laws of nature and natural phenomena. The principles of symmetry set the structure to areas of the laws of nature and natural phenomena, which, in turn, in the form of cross-cutting lines (according to V. S. Lednev) can determine the content of education. In addition, it justifies the expediency of introducing a special cross-cutting Symmetry line, consisting of a course system – apical elements, supplemented by implicit elements scattered in courses of other cross-cutting lines. Such an approach will eliminate the narrow specialisation in the learning process and avoid fragmentary perception of educational information and the surrounding reality. 
Practical significance. The research materials presented in the publication can be useful both for scholars and educators, who study the content of education, as well as for practitioners involved in the selection of educational material in the development of educational programmes at various levels.

Introduction. Smart education, which has already become in many countries the standard of vocational training, is associated not only with the new technological format of education using Internet programs and smart gadgets, but also with the emergence of special styles and ways of carrying out educational activities. This entails the development of specific cognitive skills of students and methodological practices of teachers. At the same time, in modern theory of smart education, not enough attention is paid to the problem of formation of cognitive and metacognitive skills of students relevant to the format of smart learning. 

The aim of the research was to conduct a complex analysis of cognitive and metacognitive skills of students which are formed in the context of smart education; a critical analysis of modern concepts of cognitive and metacognitive development of students online.
Methodology and research methods. The research methodology is based on competency-based, cognitive and system-activity approaches to the implementation of educational process. Scientific methods involve: analysis and synthesis of the content of sociological, socio-psychological, pedagogical and methodological literature.
Results and scientific novelty. The methodological contradictions between the cognitive attitudes of smart education and the real cognitive and metacognitive competencies of students online are revealed. The focus of smart education on electronic learning formats poses risks of deformation of students’ cognitive skills and narrowing the range of perception of information, which can be reduced by combining traditional education and e-learning in blended learning. Smart learning is aimed at the development of online trans-active memory, oriented towards the accumulation and passive use of ready-made electronic content. Cultivation of memory of this type is caused by supply of the ready electronic records of lectures and presentations, which students get without any effort and quite often remain not updated within pupils’ / students’ motivation deficiency, lack of the control and “live” pedagogical influence stimulating and coordinating thought processes. The orientation of smart-education on the transmission of information and mechnical reproduction can prevent the development of students’ professional competencies, rather than on the formation of knowledge. The combination of online learning with practices of active listening and note-taking of auditory information (where there is a "face to face" communication with a teacher) can correct the deficiencies mentioned and contribute to the development of students’ active memory, which can be initialized at any time. 

The critical view on metacognitive aspects of smart-education reveals its restrictions, which prevent proper acquisition of educational programmes in a similar format and which particularly express the underdevelopment of skills of students online, such as self-control and self-monitoring of the effectiveness of the learning process (as evidenced by the data of sociological and psychological research). In this regard, it is required to study and differentiate those concrete cognitive and metacognitive abilities, which can be acquired in the process of smarteducation, and those which are not developed in its borders. Additional verification has to be conducted in order to justify the assumption that educational activity in internet-space does not allow metacognitive skills to be developed and can be successful only through their preliminary formation in the conditions of students’ and teachers’ mutual cooperation. 

Practical significance. The research results and materials can be used in the preparation of educational methodological programmes aimed at the development of cognitive and metacognitive competencies of students online, as well as for correcting of the smart-education content.

Introduction. The implementation of the strategic goal of Russia’s entry into one of the five largest economies in the world actualises the research aimed at identifying conditions for improving the quality of human capital, one of which is the creation of an integrated system of training and professional growth of scientific and scientific-pedagogical personnel.

The aim of the present research was to substantiate the statement that the strategy of reforming higher education in Russia leads to the loss of tacit knowledge in higher education as a basis for determining the quality of educational and scientific activities. This process has a negative impact on the formation of the system of training and professional growth of scientific and scientific-pedagogical personnel (both in content and procedural aspects).
Methodology and research methods. The methodological framework of the research was based on a systematic approach and an inductive method. The following general scientific methods were employed: analytical review of statistical sources and literature on the discussed issues, generalisation and comparison. The method of comparative analysis was used to assess the dynamics of changes in funding standards of universities in Sverdlovsk, Chelyabinsk regions and the Republic of Dagestan.
Results and scientific novelty. The author substantiates the validity of the thesis on the loss of tacit knowledge in higher education, indirect confirmation of which is a significant reduction in the protection of PhD and doctoral theses with a significant decrease in patent activity in universities and activity to generate income from the results of intellectual activity. It is proved that the existing system of normative-per capita financing is the main “tool”, providing the loss of tacit knowledge: the level of a teacher’s workload is increased that it is impossible to carry out research related to the courses, which leads to a decrease in the quality of education. A formula for calculating the number of students, which ensures the performance of the average salary of the teaching staff at a certain number of disciplines
per teacher, is proposed. On the example of the direction “Management”, it is shown that even through annual allocation of 25 and 50 budgetary places the teacher of profile disciplines will read not less than 5 disciplines. In the absence of commercial recruitment comparable to the budget and additional sources of funding, the number of teaching staff will be reduced and the number of courses per teacher will increase. The proposals for preservation and reproduction of the personnel potential of state universities, involving the changes in the performance indicators of universities and the development of financial instruments that stimulate their achievement, are formulated.
Practical significance. The materials and results of the research paper can be used by education authorities to develop the university strategy in terms of forecasting the volume of reductions in the number of teaching staff and the income that the university should receive to preserve its human resources.

Introduction. The article offers an insight into an epistemological perspective of establishing the national qualifications system in Russia that is critical for creating a “market of qualifications in the country that would be adequate to the current context.
The aim of the research was to examine the context and factors underpinning the formation and evolution of the structure of knowledge relating to the national qualification system in Russia.
Methodology and research methods. The methods applied comprise a mixed-method approach that included: review and analysis of official documents, semi-structured background and individual interviews with key stakeholders (line ministries, experts from industry and qualifications awarding bodies etc.) and desk research.
Results and scientific novelty. The performed analysis of documents and of research data has revealed that the process of generating and enhancing knowledge about the national qualifications system semantically and methodologically is in broad terms contingent on the needs and objectives of social and economic development, and in narrower terms – on the development of occupational standards that underpin the standards of vocational and higher education, as well as on the enhanced institutionalisation of employers’ involvement in the training of personnel and in the search of effective mechanisms and instruments of independent assessment of qualifications.
It also offers an insight into current key paradigmatic gaps in the NQF-related epistemology in Russia that account for the specificity of the observed state of play and for the key conceptual epistemological contradiction that has been identified by the authors as the opposition of and conflict between occupational and education qualifications. The authors propose ways out of the situation based on international practices in this area starting from aligning the terminology and conceptual approaches with international ones. 

The performed epistemological research and the conclusions made by the authors contribute to the national qualifications system discourse. It is stressed that core principles underpinning the development of the national qualifications system should be adapted to the social and economic and local factors.
Practical significance. The material of the article can be used by policy-makers dealing with the NQS development and implementation of the NQS.

Introduction. The ability to non-violent interaction acts as the most important indicator of professional competency of specialists of “person to person” type occupations: teachers, psychologists, physicians, social workers, etc. Such ability has to be formed at the stage of higher education institution. To build the conditions for development and consolidation in students of the position of non-violence and to neutralise propensity to coercion and manipulation, it is necessary to provide regular monitoring on the identification of prevalent psychological attitudes in students: coercion, manipulation, non-violence, non-interference, including the analysis of their structure and content. However, correctional work with students can become complicated by their internal resistance to the need to change personally, overcoming the developed stereotypes and attitudes, as well as by ambiguity of potential deformations of positions similar to non-violence, but not similar to its positions.
The aim of the present research consisted in comparative characteristic of positions of non-violence and non-interference in students of psycho-pedagogical and medical specialties.
Methodology and research methods. The methodological framework of the research was based on the provisions of modern philosophy, pedagogics and psychology about non-violence as a universal human value. As a diagnostic tool, the authors designed the questionnaires to identify the types of students’ interaction with people and the positions held by students. The tests of “Motivation to Success” and “Motivation of Failure Avoidance” by T. Ehlers, the test-questionnaire “Readiness for risk” by G. Schubert, “Method for Studying Trust to Own Self” by N. B. Astanina were employed. The total sample involved 362 students of the Moscow University for the Humanities, Cherepovets State University and Ivanovo State Medical Academy. To conduct the comparative analysis, the groups of students with the expressed non-violence position – 81 persons (22.38% of the total sample) and students with the expressed non-interference position – 34 persons (9.39% of the total sample) were allocated. The statistical significance of distinctions was calculated using of the Fisher’s angular transformation. 

Results and scientific novelty. As a result, it was established that a low level of irritability to people, high sensitivity to people, moderate expressiveness of motivation of success achievement and readiness to take the reasonable risk are common to students with prevalence of the position of non-violence. The respondents of this group demonstrated the dominant need for safety, which is expressed in high sensitivity to threats and choice of adequate ways of reaction in life-threatening situations with the average level of own credibility. The higher potential of irritability, low sensitivity to other people, tendency to failures avoiding and desire not to risk prevail among the students with the expressed position of non-interference. The need for experience of feeling safety, low sensitivity to threats, the aspiration to exaggerate value of dangers and low level of own credibility characterise the students of the group described above. The authors concluded that sensitivity to another person and own credibility act as the key factors, which cause the acceptance by students of the positions of non-violence or non-interference.
Practical significance. The received results can be used in the course of formation of students’ ability to non-violent interaction as the most important professional competency of future specialists of “person to person” type occupations. 

Introduction. Insufficient competitiveness of Russia is one of the key problems constraining scientific, technological, social and economic development of the country. Scientific interest is the formation of youth competitiveness as the special social and demographic group having a strategic importance for the country. In the course of population competitiveness formation, the leading place is taken by an education system and professional education.
The aim of the present publication was to scientifically judge modern professional education system aspects directed to formation of a competitive orientation and competitiveness of the younger generation. The sociological research described in the article is devoted to studying of practical application of the competencies received in institutions of professional education by working youth before their admission to employment.
Methodology and research methods. The review and synthesis of scientific sources content corresponding to the announced subject and research problems were performed at theoretical stage of the research. In the course of empirical stage, social questionnaire survey was conducted among the working youth (N=956). Acquired data were processed using the license version of the SPSS programme. In addition, the selective secondary (comparative) analysis of social science research, conducted by Russian and foreign scientists, was applied.
Results and scientific novelty. The issues of formation of competitive orientation and competitiveness, competitive competencies of the personality are considered according to social standpoints. It is noted that the higher the education level of the respondent is, the more positive the self-assessment of his or her competitiveness is. The working young people with the higher education show the highest level of self-assessment of competitiveness. Certain characteristics of modern youth, influencing on modernisation of institutions of professional education, are disclosed. Today, the main task of students is the acquisition of skills of orientation and navigation in the information flow and space of powerful socio-cultural transformations. Therefore, the education system is forced to be reconstructed for preparation of holders of complex knowledge and competencies, generators of new
ideas and projects. Consequently, there is the demand for the development of individual educational  programmes and modules, freedom of access for students to new resources and technologies, change of functions and competencies of pedagogical workers.

The conclusion is drawn that the assessment of own competitiveness acts as the defining factor of the relation to the chosen field of occupation. The respondents focused in the labour sphere on competitive strategy more often recognise insufficiency of knowledge and competencies received by them during the learning process in educational institution. The direct consequence and the indicator of high level of competitiveness is high income level of young specialists. The working young people, who consider themselves competitive, note more often: satisfaction with their occupation; compliance of the work responsibilities with the profession obtained; availability of several professions. The representatives of this category of respondents consider their professional choice as the right and final, characterising themselves as executive, efficient and prospective employees.
Practical significance. The undertaken research enriches sociological theory with new knowledge on competitiveness of young people. The materials of the research can be applied in the system of education to design the recommendations on formation and development of necessary qualities in the studying youth. Moreover, the outcomes of the present research can be useful for the heads and administrators of organisations and enterprises, who are engaged in successful professional adaptation of young employees.

Introduction. Continuing professional education (CPE) is a strategic resource of cardinal transformations, which are currently taking place in education. The essence of such transformations generally consists in necessary rejection of a subject-information learning model and transition to designing the model of vocational self-development and self-determination.

The aim of this research was to reveal the essence of teachers’ professional development as the process of positional self-determination and formation of managerial position. The hypothesis of the study consists in the assumption that the technology of self-determined learning is the institutional form of mastering and implementing the practice of CPE for teachers as a practice of human potential development in the professional and anthropological self-determination of an adult learner.
Methodology and research methods. The methodological basis of the study was the comparative educational strategy of CPE, which is embodied in the model of self-determined adult education, focused on the formation of the human ability to manage their own development in an unstable world through the development of new types of cultural thinking and behaviour. The methods of research of teachers’ management position included the system of the following initiatives: interviews, results of group reflections, content-analysis, methods of included observation using video recording of training sessions and educational products.
Results and scientific novelty. The complex of diagnostic technologies allowed the authors to establish management positions of teachers (implementer, leader or strategist) and their ability to design the paths of own development and to organise the system of managerial challenges. As the most adequate technological scheme of self-determined learning, the authors tested the mechanism of projectresource management, which regulates the learner’s movement in the educational space from actions carried out in a particular situation in accordance with the circumstances to an activity determined by a local goal, then to the reflection of own activity elevating to the status of a new norm, and, finally, to the reflection of changes in their own position. It was established that the developmental trajectory of human potential in professiogenesis starts from mastering the subject and means of activity (implementer) and passes through building up funds in transforming a special subject of activity (leader) towards designing new standards of means and subject of activity (strategist).
The authors introduce the concept of “anthropological self-determination of an adult in the educational process” as the process and the result of formation of own managerial position and development of a new identity in changing life circumstances.
Practical significance of the present research is determined by the possibility of designing educational programmes, which ensure co-organisation of adult students in a single event-activity space based on the mechanisms of project-resource management through the system of managerial challenges.

Introduction. It is common knowledge that lives and health of people as well as safe operation of various infrastructures depend on the high level of professionalism of the staff responsible for safety. It fully belongs to the personnel structure of the State Fire-Fighting Service (SFFS) of the Emergency Control Ministry (EMERCOM) of Russia. However, in a technologically developed society, there is a contradiction between the increased requirements to young officers’ competencies and the impossibility to achieve a proper complex of graduates’ characteristics by providing education through only standard traditional techniques, which continue to be prevalent in higher education and ensure optimisation of professional activity in general.
The aim of the present publication was to present the developed methodology of game-based learning for training of cadets of educational organisations of higher education of the EMERCOM of Russia. The methodology is designed to develop cadets’ practical skills in the field of rescue operations and firefighting.
Methodology and research methods. In the course of the research, the methods of system analysis, synthesis and modelling of professional activity were employed. The research is based on the provisions of the associative-reflex theory, the theory of motivation development and the theory of contextual, modular, problem-based, reflexive and game-based learning.
Results and scientific novelty. The interrelated elements of the pedagogical theories and didactic principles, united by a common scientific-methodological objective, allowed the authors to create a methodological tool for gradual formation and consolidation of organisational and administrative competencies of young officers of the State Fire-Fighting Service. The authors considered monitoring indicators of the results of training of graduates of Ivanovo Fire and Rescue Academy in order to develop the methodology, which purposefully addresses the shortcomings and gaps of education of future firefighters’ knowledge and their practical skills.
The competitive spirit increases positive dynamics of the educational process and contextual content of business games, built on realistic situations from the field of firefighting and implementation of rescue operations at various socioindustrial, housing and transport infrastructures, attract interest of cadets and stimulate their motivation to improvement of own business qualities. The advantages of the offered methodology are the following: the possibility to design various schemes of practical training through the modular principle of their design; the development in cadets of the skills of team interaction, acquisition of professional experience by them in the process of role performance of duties of chiefs of rescue and fire fighting offices and department guards; the readiness formation to quickly adapt to new circumstances and to cope with non-standard problems in the conditions of limited time; to develop the abilities of critical thinking in young officers, to reflect own activity and to define the directions of professional growth.

Practical significance. The proposed methodology demonstrated its effectiveness and practical importance for cadets’ training in the field of rescue and firefighting, as confirmed by, inter alia, the improvement of academic performance in special disciplines. The proposed methodological tool has shown promise in more rational redistribution of teaching time and expansion of the base of practical modules for designing business games for the purpose of development of new relevant professional competencies in students.