Introduction. In the era of globalisation and digitalisation of society, the phenomenon of mobility is of particular relevance in the humanitarian discourse. Technological, socio-political and economic changes, penetrating into the sectors of education and science, contribute to internationalisation, intensification, as well as the inclusive growth of these priority areas of society. The study of academic mobility in the context of the theory of soft power will make it possible quantitatively measure and qualitatively evaluate the information and educational infrastructure as a separate educational and scientific organisation, and the country as a whole. The aim of the present research is to comprehensively consider the international academic mobility of students as a component and recourse of the country’s soft power in post-industrial realities.

Methodology and research methods. The methodological framework of the research involves discursive and conceptual approaches. The following general scientific methods were used: comparative and system-structural analysis, synthesis, generalisation and comparative method. Statistical reports and data from global rating systems were analysed and processed through the method of secondary data analysis. The coefficient of rank correlation of the relationship between the number of foreign students in the countries (included in the Top 30 of soft power) and indicators of the rating of the world universities was calculated according to Spirman’s rank correlation test.

Results and scientific novelty. The theories of soft power and academic mobility are synthesised on the basis of an analytical review of scientific publications by European, American, Russian and Chinese scientists. The hypothesis of the close interdependence of these concepts is confirmed. Academic mobility, including the virtual one, is shown to be an important tool for achieving geopolitical and economic goals both in the long-term and short-term perspectives. It is established that academic mobility, on the one hand, is determined from the standpoint of economic and political expediency; on the other hand, as a consequence of the globalisation, transforming the higher education system. While Western researchers emphasise the positive aspects of international law by students and scientists, the Russian scientific discourse is largely focused on the negative trends of this process. Two directions of soft power formation in the field of education are identified: training of future leaders (elite) and education of ordinary citizens. The authors revealed the vectors of the discussed type of mobility – Western-centric (Anglo-American) and the new one Asian (Eurasian), in whichChinaand the Chinese language take a special place. It was initiated to establish the SCO University Network among the representatives of member states in order to balance educational flows. The obstacles to its effectiveness are identified.

Practical significance. The research findings and conclusions extend the knowledge of the possibilities and limitations of the academic mobility realisation to increase university competitiveness.

Introduction. The development of a clear and understandable strategy for the development of higher education, focused on training, which will be in demand by the modernised economy in the strategic perspective, is one of the conditions for the implementation of the Decree the President of the Russian Federation of 07 May2018. In this regard, the importance of an adequate efficiency assessment of the training system in general and in higher education is growing.

Aim. In the context of the initiated discussion on methodological improvement of efficiency assessment of universities, the aims of the present article are the following: to discuss the existing criteria and indicators (proposed by the macro-regulator) of the expertise; to justify the inconsistency of such criteria and indicators to obtain real information on the innovative potential and the quality of human potential of graduates.

Methodology and research methods. The research work was carried out on the basis of a systematic approach and inductive research method. To confirm the hypothesis, the method of comparative analysis and the following general scientific methods were applied: analytical review of scientific literature and normative documents, generalisation, comparison and analogy.

Results and scientific novelty. Based on the performance monitoring data, the author presents the results of the evaluation of some universities, recognised as centers of innovation, technological and social development of the regions according to the indicators proposed by the Ministry of Education and Science. The conducted analysis indicates the complexity of the formulation of conclusions regarding the innovative potential of universities due to the incorrectness of the approach proposed by the macro-regulator. The shortcomings of the new project proposed by the Ministry of Science and Higher Education to assess the effectiveness of universities and their leaders are revealed. It is necessary to revise the methodology applied. When assessing university efficiency, principle focus should be emphasised on: a) identifying the fact and the dynamics of the increment of knowledge and skills of trainees (primarily, the degree of formation of abilities to learn and independently gain new knowledge); b) assessment of the economic component of the human potential of graduates, involving the introduction of indicators, by which it is possible to judge their demand in the labour market. Three measurement control points are proposed: the level of remuneration at the initial stage of career, in five and ten years after graduation. As a basic indicator of the university innovation activity, it is proposed to consider the share of the profits derived from the use of intellectual activity results in the total income of the organisation. In technical universities, this indicator can be used with additional indicators: number of patents per 100 scientific and pedagogical workers; the number of patents per 100 published articles indexed in the world scientometric databases. In order to maximise the potential of in-service teachers, the principles of financing universities should be changed, as well as the target rates should be introduced to attract young scientific and pedagogical personnel.

Practical significance. The research results can be used to improve the methodology for efficiency assessment of universities, as well as to avoid the institutional traps in higher education and science. 

Introduction. According to the concept of lifelong learning, vocational education system should cover all age categories of working population, including people of the so-called “silver age” (people of the third age). However, in reality, the proportion of citizens over 45 years involved in continuing vocational training is very small, as the current system does not meet their specific needs. Meanwhile, for many representatives of this social community, the continuation of education, the renewal of knowledge, the acquisition of new qualifications or specialties are now becoming a chance to promote an individual’s employability over a lifetime in a rapidly changing labour market and an unstable “life market”. The aim of the article is to identify the opportunities and barriers to the inclusion of “silver age” people in the practice of vocational education, taking into account the positions of all key actors – the senior generation of Russians, the state, employers and educational organisations.

Methodology and research methods. The work was based on the methodological framework of three theories: continuous education, third age, social community. The empirical material was collected through the following methods: the analysis of educational and demographic statistics (2015–2018); the analysis of the content of recruitment agencies’ websites and media publications devoted to the problems of the “silver” labour market; the secondary analysis of sociological data; the survey ofSverdlovsk region residents aged over 45 years old in February – March 2019.

Results and scientific novelty. The structure and a number of qualitative characteristics of Russians of the elder generation are clarified. The authors give the definition of the concept of social community of “silver age” people (“third age” people), including the group of pre-pensioners. A new interpretation of this category of citizens allowed the authors to reevaluate the old options and to identify the new options for vocational training for “silver age” people. The problems and trends revealed in the course of the survey in this professional training niche of a particular Russian region were focused on the all-Russian situation. Critical differences between the requests for “silver” vocational education from older people, state, educational organisations and employers are identified. The contradictions and necessity of purposeful formation of educational needs and strategies of people of the “third age” are demonstrated. The state and prospects of development of various types and forms of “silver” professional education are described; the conditions of its transformation into a resource of active ageing are formulated.

Practical significance. The urgency and relevance of adjusting the content and specific tasks of educational policy of the state aimed at the older generation of citizens have been scientifically proved. It is planned to create and improve training programmes for older people, implemented by various educational structures. Such programmes and research findings can serve as a basis for developing human resources strategies for older people both in government and commercial organisations.

Introduction. Nowadays, knowledge is the main resource for the innovative economy. In the information society, there is the contradiction between the gradually increasing flow of new information and the inability of users to understand it. Education, including higher vocational training, should play a key role in bridging that cognitive gap. However, the current educational standards and programmes of universities, as well as the lower level of cognitive skills and students’ competencies, do not meet the requirement to solve the global problem related to the processes for changing the knowledge structure and total informatisation of human activities. In particular, against the background of the achievements of modern epistemology, there is still no scientific-based interpretation of the student cognitive culture, which formative factors have not been also identified yet.

The aim of the present article is to define the concept of cognitive culture of a university student and the conditions for its development.

Methodology and research methods. The methodological framework of the research is based on cognitive, informative and cultural approaches to the discussed problem. The analytical-synthetic method and the method of comparative analysis were applied in the course of the research.

Results and scientific novelty. The definition of a student cognitive culture is defined on the basis of the modern principles of cognitive functioning and its subjects (unity of consciousness, unconscious and activity; co-evolution of individual, collective and social, etc.), as well as the classical model of knowledge transformation. Student involvement in all types of information activities is substantiated as the main criterion for assessing cognitive culture maturity. A technocognitive environment with integrative character is considered as the condition for development and achievement of a high level of student cognitive culture. The version of structural technocognitive environment is proposed and the content of each of the components is described.

Practical significance. The present research material is primarily addressed to the specialists involved in improving the quality of higher education. The main provisions of the article and the author’s conclusions can be employed as a theoretical basis to organise the cognitive environment at the university. To further the present research, the author intends to identify the specifics of the development of student cognitive culture in various educational fields, as well as to investigate the computer component of the student internal thinking as a part of his or her cognitive culture. 

Introduction. Today, there is a whole range of problems related to youth employment. These problems are caused by social, economic, technological, migration reasons, rapid transformation of the labour market structure and all spheres of life of a modern man. The value-motivational attitudes of young people in solving the issue of their employment become different. The aim of the research is to identify the dynamics and qualitative changes in values, which determine the choice of the future workplace by university graduates, as well as the degree of compliance of the claims of young specialists with the requirements imposed by employers.

Methodology and research methods. The methodology of the present research is based on the theory of determination of human activity, which reveals the relationship of socio-economic, sociocultural factors, needs, goals, value orientations, personality attitudes in determining the content of the desired job and place of employment. The main research method was a questionnaire survey of bachelor’s students in their final year of studies, who receive technical, economic, humanitarian and pedagogical education in universities of Ekaterinburg – a large Russian industrial and cultural centre. The survey was conducted in 2016 and 2018 according to a single method. At the first stage (2016) the quota sample was 1905 people, at the second stage (2018) – 2420 people. The opinions of the heads of enterprises and organisations of the Ural region on the quality of young specialists’ training, their desire and ability to actively participate in innovation processes were revealed through the method of in-depth interviews.

Results and scientific novelty. The results of a comparative study showed the preservation of the graduates’ value orientations to high salaries and opportunities for rapid professional and career growth. At the same time, very significant changes in the direction and content of young people’s orientations to the forthcoming employment were revealed: perceptions of the importance of early search for the profession demanded in labour market and the work in the acquired specialty; values of social status of a specialist with higher education; self-realisation in activities corresponding to personal inclinations and potential. The share of students who do not have clear plans for employment by the time they graduate decreased by half, and the share of technical departments graduates without such plans decreased fourfold. The share of students seeking to raise their social status by receiving a higher education diploma doubled. The number of students focused on obtaining a specialty corresponding to their personal abilities decreased by a quarter. The variation was found in accordance with the specifics of the direction of training of bachelor’s degree students’ determination to continue further studies in master’s degree programmes and their value attitudes for work, including in related specialties. The representatives of enterprises, where students undergo practical training, began to actively help them in finding a job corresponding to their specialty. However, the heads of manufacturing sectors and management staff of various organisations note the inadequacy of ambitions of a large part of applicants for prestigious positions due to the low level of the formation of necessary universal, general professional and professional competencies. According to the employers, there are no noticeable positive changes in the level of readiness of young professionals to actively engage in self-education and continuous professional development, mastering technological innovations.

Practical significance. Since the success of graduate employment is an important indicator of university efficiency, the results of the present research can be applied by education management specialists dealing with the issues of the quality of education, career guidance, employment of population and youth policy. 

Introduction. Volunteering is an effective tool for the development of society and a powerful personal development resource. However, ignoring the value content of volunteering in the mass organisation of volunteer youth associations reduces its ability to achieve social, economic, cultural and other altruistic goals. The formal approach to volunteering fails to meet either the public interest or the needs and expectations of young people. Participation in volunteering under the influence of external factors in case of unformed or controversial intrinsic motivation for this activity causes dissatisfaction with the work and termination of activities.

Aim. On the basis of the value of volunteerism, the aim of the present publication is to identify and analyse the motivation for student volunteering.

Methodology and research methods. The leading method of empirical research was the questionnaire survey among the members of volunteer organisations: schoolchildren, students of secondary specialised educational institutions and university students. The questionnaire was based on the theory of the motives of volunteering and their classification. The sample (N = 207) was formed using stratified random sampling. The quantitative research strategy included such tools as drawing up a portrait of a volunteer based on projective questions, using the method of unfinished sentences, the method of direct ranking of motives. The materials were processed in the programme Vortex 10.

Results and scientific novelty. The study of the activity of volunteer associations existing on the basis of educational institutions indicates that such activity has become a compulsory type of extra-school work of students, which is veiled under volunteerism. Such “volunteering” is managed mainly through administration and is complied with the tasks of the educational institution. A typology of volunteering motives was formed, reflecting the subjective perceptions of young people. Comparison of the typology obtained with the declared motivation showed their consistency. When analysing the individual structure of motives, a predominance of focus on one’s own requests, rather than on social problems, was recorded. According to respondents’ answers, an “ideal type” of a volunteer is focused exclusively on altruistic values. An “ideal” leader of a volunteer organisation is characterised only as a manager. The key contradiction of youth volunteering is formed between its value essence as a free voluntary activity for the benefit of society and the predominance of egoistic motives for participation in it. The shift of emphasis in the motivation of young students to attitudes towards volunteering as a resource for personal development contributes to the growth of contradictions in real practice. The result of formalism, regulation and distortions in the reasons for volunteering is a disappointment in it. More than a third of volunteers leave volunteer associations due to loss or initial lack of internal motivation.

Practical significance consists in scientific justification for the need to rethink and change the methods of volunteer management, taking into account its value components. The existing contradictions in the motivation of volunteers initiate the search for new approaches to the organisation of their selfless, socially significant work. 

Introduction. Care for people with disabilities is one of the criteria for the civility of the state and the moral state of society. In recent years, the measures have been actively taken inRussia to afford people with disabilities to have access to educational, cultural and leisure environments, facilities and services, thereby increasing the number of people with disabilities participating in various excursions and educational activities. However, this tendency rises to the demand for pedagogical technologies and creation of pedagogical conditions for working with tourists, who need of additional attention and support.

The aims of the present article are the following: to consider the activities of guides from the point of view of its pedagogical component; to assess the degree of psychological and pedagogical readiness of employees of excursion and tourism industry to serve people with disabilities and to be ready for successful, productive communication with them.

Methodology and research methods. In the course of research, general scientific methods of analysis and synthesis, statistical methods, methods of survey and participant observation were employed. Primary data obtained during the survey, as well as secondary data from open sources and databases were used. The survey results and secondary data from open sources and information bases were investigated.

Results and scientific novelty. The generalisation of existing approaches to the interpretation of the concept of “specialist readiness” made it possible to clarify the essence of professional readiness. The author gives the definition of psychological and pedagogical readiness of the guide to work with people with disabilities. Psychological and pedagogical readiness is considered as a qualitative characteristic of a professional, reflecting the relationship between his or her internal, personal attitudes for activities of this kind and the ability to have an effective educational and development impact, using the means and potential of the excursion as a form of continuous training. The specifics of excursion and cognitive tourism for disabled persons and persons with special educational needs are described. The analysis of the results of empirical research allowed the authors to establish that most guides do not have necessary professional skills and skills of goal-setting concerning interaction with various categories of clients with disabilities. The pedagogical aspects of such activities are not presented in the theory and practice of vocational training/retraining of personnel for the tourism sphere. The conclusion was reached that the methods of education in higher education institutions and the system of advanced training for specialists-guides need to be further developed and improved in order to maximise the implementation of pedagogical function of culture-oriented sightseeing tourism. The authors give the recommendations on the inclusion of pedagogical component in the content of educational material and in the curricula of the corresponding specialties in order to promote professional development of future and current guides.

Practical significance. According to the authors, the materials and conclusions of the research will be useful to solve theoretical and applied problems in the field of pedagogy of excursion activities, as well as to train social workers of other profiles.

Introduction. Contemporary psychological and pedagogical studies emphasise that the success of inclusive education of children with autism spectrum disorders (ASD) depends largely on teachers’ readiness and ability to understand students’ with ASD specific needs and take them into account when implementing learning technologies. Thus, it is extremely important to investigate teachers’ attitudes towards educational inclusion of students with autism and identify factors, which may facilitate or hinder teachers’ readiness to work with this category of students in an inclusive format.

Aim. On the basis of an analytical review of Russian and foreign academic publications, the aims of the research were the following: to identify and specify the attitudes of teachers to the educational education of children with ASD; to reveal the factors that determine educators’ readiness to teach children with ASD.

Methodology and research methods. The theoretical and methodological framework of the research involves social and psychological concepts of an inclusive culture formation in the society. The authors used the methods of theoretical and comparative analysis, systematisation and generalisation of research publications and materials concerning the origins of stereotypical views of different social groups towards children with autism and the problems of professional training of teachers to work in the conditions of inclusion.

Results and scientific novelty. The teachers’ attitudes towards children with ASD are highlighted and described on the basis of a complete and complex review of academic publications, which was undertaken for the first time. The authors identify the reasons for positive attitude towards this kind of inclusion and barriers preventing the perception of students with autism as full participants in the educational process. The rejection of idea concerning the possibility and effectiveness of mutual learning of schoolchildren with normative development and with ASD results from the teachers’ characteristics (lack of awareness about the heterogeneity of autism and its manifestations, uncertainty in own forces and abilities to interact with children with expressed emotional and behavioural disorders) and from the lack of methodological and advisory assistance, including the absence of support by an interdisciplinary team of specialists. The age and profile of teachers’ professional activities may also be influenced by the willingness to work in the conditions of inclusion with children with ASD. The recommendations for change in negative attitudes of general education school teachers to the discussed type of inclusion are proposed.

Practical significance. The research results can be used to develop a set of measures for improving the inclusive culture of teachers and eliminate their skepticism about teaching in mainstream educational institutions for children with ASD. Moreover, the present findings might help to design specific technologies for interaction with children both in the educational context and in the widest range of social situations.