Introduction. Numerous declarative official statements on the key role of education and scientific-pedagogical knowledge to ensure the well-being of the nation and the sustainable development of Russia in the modern world directly contradict the situation in this strategically significant social area. Thus, when merging two specialised academies (medical and agricultural sciences) with alma mater – the Russian Academy of Sciences (RAS), the Russian Academy of Education (RAE) was not included in the list of the elected representatives, which may indirectly demonstrate the “inferiority” of scientific pedagogy, calling into question its mission in the development of education.

The aim of the article is to discuss the conditions and prerequisites for the possible loss of scientific status by pedagogy, its transformation into ideology and the replacement of pedagogical principles of education development by ideological ones.

Methodology and research methods. In the course of the research, the methods of the system-based, retrospective and comparative analysis, synthesis and generalisation were employed.

Results and scientific novelty. The author of the present publication considers and analyses the origins of scientific pedagogy and its essential definitions in the works of classical scholars – K. D. Ushinsky, L. N. Tolstoy, P. F. Kapterev, V. P. Vakhterov, K. N. Ventzel, etc. with contemporary interpretation of scientific status of pedagogical branch of knowledge. The paper highlights the impact on its reorganisation, content transformations of political and social processes, as well as transformations of governmental management structures. It has been proved that the reforms of the Russian science carried out in recent years consistently lead to the loss of scientific status by pedagogy, to the loss of academic principle “science should be managed by scientists” and to the transformation of scientific institutions into subordinate structures. Contrary to the Article 13 of the Constitution of the Russian Federation, which states that “no ideology may be established as state or mandatory”, there is a conversion of pedagogy into ideology. The classical pedagogical foundations evolutionary development inherent in scientific knowledge are deformed by current ideological attitudes, nullifying the constitutional guarantee (Article 44) on freedom of literary, artistic, scientific, technical and other forms of creativity. The depoliticisation of educational sphere and pedagogical science was planned at the end of the 20th century but it was abandoned. Therefore, the author emphasises the importance of such process.

Practical significance. The assessments and conclusions presented in the article create methodological prerequisites for developing a discussion about the mission of pedagogical science in modern Russian society, adjusting scientific reforms and, as a result, freeing education from ideological violence.

Introduction. The requirements of the Federal State Educational Standards for the training of teachers and teachers-psychologists determine the list of competencies in the field of education of children with special educational needs, including the organisation of their joint activities with peers in an inclusive education institution. The implementation of inclusive principles is associated with the development of innovative ways for individualising the pedagogical process, creative nature of mastering learning strategies and socialising children with atypical development, which actualises the problem of transformation of pedagogical thinking stereotypes. In this regard, the professional training of students in the field of inclusive education requires searching for factors aimed at increasing personality subjectivity, development of abilities to demonstrate an active, transformative position, synthesis of know-ledge from various scientific fields, modeling of variative solutions to non-standard situations of inclusive process. An important component of a future teacher education is internship in inclusive schools, in the course of which direct interactions with children with different physical and intellectual capabilities actualise own resources of students and acquisition of required skills.

The aim of the experimental work presented in this publication is to identify the development factors and characteristics of a student’s subjective position in the process of continuous internship in inclusive education institutions.

Methodology and research methods. The present research is based on the methodological principles of the subjective and learner-centred approaches, as well as the provisions of the concept of transformability focused on the principle of permanent multiplication of success of each participant of the educational process. The questionnaire “Level of Personality Subjectivity” by M. A. Schukina and the questionnaire revealing a model of teacher-child interaction developed by V. G. Maralov, V. A. Sitarov were used as diagnostic tools. The method of qualitative analysis of students’ reflexive judgments was applied. The data was processed in the SPSS programme using mathematical statistics methods (Mann – Whitney U-test).

Results and scientific novelty. A working definition of the subject position of the teacher is given. The teacher’s subject position consists not only in the complex of specific knowledge and competencies learned and applied in practice, but also, and above all, in a high level of self-organisation and self-determination of the individual in non-standard situations. For the first time in the Russian education system, the authors of the present research made an attempt to implement the idea of future teachers’ preparation for activities in an inclusive environment through the formation of the subject position. The factors, influencing the development of student’ subjective position, are determined; the peculiarities of its manifestations are analysed.

Practical significance. The results of this experimental study could be of interest to teachers of higher education, teachers and heads of educational organisations, working in the conditions of inclusive education.

Introduction. In modern Russia, the environmental problems affected all developing countries are growing and the postponement of these problems could lead to economic collapse. The fundamental transformation of social and economic institutions is necessary to avoid environmental degradation. Primarily, science requires a transition to a paradigm, which integrates economic well-being and environmental security of current and future generations. The translator of such synthesis can and should be a vocational training system.

The aim of the present article is to demonstrate and justify the model of ecological and economic value orientations formation in vocational education members; since this model ensures integrity, systemacity, continuity of work and parity of actions of all participants in the educational process.

Methodology and research methods. The design of the model was based on holistic, synergistic and professiographic approaches. The principles of personal targeting, self-reflection, ecosinergism and continuity were applied. Reflexive analysis was the leading method in the research.

Results and scientific novelty. The authors give the definition of ecological and economic value orientations, considering them as formations in the structure of individual consciousness, which are subjective ideal samples and objective bases of responsible ecological and economic activity of the individual, social institutions and production enterprises. However, the formation and development of such orientations in the vocational education system is very difficult without the certain economic order to train specialists in order to make cost-effective and moral focused on environmental issues. Today’s graduates of non-ecological specialties have superficial ideas of the nature and its relationship with the state of society and they are practically unaware of the basics of environmental management and ecological-economic risks. In recent decades, the gap between education and scientific achievements has become increasingly obvious in the field of genetic engineering, cyber production, autotrophic and chemical-biological technologies with the use of artificially grown living systems, etc., which change initial ideas about ecology and can raise civilisation to a new level of evolution. It is necessary not only to transmit the latest discoveries and ecological knowledge to students, but also to try to change their world view by instilling ecocentric morality. In this regard, the model for ontological reflection of ecological and economic values formation has been developed. This model emphasises that professional readiness in the modern world is determined not only by a set of certain competencies, but also by the ability to analyse the whole set of external externalities to prevent environmental threats, without losing the economic benefit of activities.

Practical significance. The authors believe that the introduction of a reflexive model into educational practice could be applied to train highly qualified specialists with a full range of professional competencies, value orientations and personal qualities, which correspond to the realities of unstable ecological and economic state of society.

Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.

The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.

Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.

OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.

Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.

Introduction. In modern Russian society, the requirements for the general level of the school educational process have resulted not only from the demands related to the content of educational programmes, but also from sufficiently high requirements for a teacher personality. A modern teacher has to build up a holistic and harmonious image, ranging from stylish and modern appearance to a high level of professionalism. The image of a teacher directly or indirectly influences the effectiveness of the mutual action of the members of education. Therefore, the reflection of various aspects, which form the image of the teacher in order to correct it in accordance with the existing school realities, is a relevant direction of psychological research.

The aim of the present research is to identify the most significant and preferred characteristics of the image of a modern teacher in the perceptions of high school students.

Methodology and research methods. The methodological framework of the research is based on psychosemiotic approaches in social psychology: the concept of modern psychosemiotics of communication by E. A. Petrova and theoretical positions of objective and subjective psychosemantics by E. Yu. Artemyeva, V. F. Petrenko and A. G. Shmelev. The selection of psychodiagnostic methods was based on three-factor models of imageological space organisation. The perceptions of high school students about such characteristics of the image as the appearance of the “ideal” and “bad” teacher were studied using a projective technique. The method of free semantic survey, supplemented by the method of “Factor Space of the Teacher Image” by E. A. Petrova, was used to study personal, professional and communicative features. Such method allowed the authors to structure the students’ ideas about the image of the teacher by categories related to personal characteristics: attitude to own profession, attitude to students and educational activities. The images of teachers of different types were created through the psychosemantic technique developed by D. Peabody in A. G. Shmelev’s adaptation. The non-parametric criterion of differences – Mann-Whitney U-test was employed to identify the differences in high school students’ ideas about the image of the modern “ideal” teacher depending on gender.

Results and scientific novelty. It was established that the attitude of high school students to the teacher mostly depends on teacher’s professional and personal qualities. School students especially highlighted the following aspects: the high level of mastery over the subject taught; teachers’ ability to interest students in educational material; cooperation with students and objective assessment of their knowledge. Significant positive personality characteristics included the ability to interact constructively and kindly with each student, as well as the high level of activity and positive energy of the teacher. The students think that a teacher’s appearance does not play a determining role. However, the respondents noted that it is important for them that the teacher prefers the business style of clothing and looks modern and neat.

Practical significance. The research results can be applied in the practice of school psychological service and in coaching activities in order to inform the teaching staff and interested teachers about the role of image when building effective interactions in the system “teacher-student”.

Introduction. Nowadays, in relation to the marked increase in the proportion of citizens of senior working age in the total Russian population, it is necessary to create the conditions for the development of human and educational potential in order to maintain social activity of senior people for as long as possible and successfully continue their professional activities.

The aims of the present research are the following: to understand and promote foreign and Russian practices of education of people of pre-retirement and retirement age; to study readiness of senior citizens for training and further employment.

Methodology and research methods. At the theoretical stage of the survey, an analytical review of scientific and regulatory sources was carried out. A questionnaire survey was organised in order to collect empirical data. 418 people (males and females) aged 50 to 72, who have different social statuses, education levels and incomes, took part in the survey.

Results and scientific novelty. Comparative theoretical analysis of Russian and foreign solutions to the problems under discussion has shown that in Russia there is a legislative framework for managing the development of educational potential of senior citizens. However, unlike most developed countries, Russia does not have practical experience in the implementation of training of senior citizens. The factors, which have a positive impact on the employment of older generations, are identified: in addition to material interest, they include a high level of qualification, rare skills, and a desire to maintain good health, independence and self-respect. The surveys have demonstrated that many senior people, especially university diploma holders, entrepreneurs and self-employed, quite highly appreciate their professional qualities, abilities, merits and reputation. Senior people would like their experience, wealth of knowledge and skills to be in demand; they believe that they could perform social roles and functions such as a mentor or consultant in the professional sphere, an adviser in the authorities, an independent expert, etc. However, negative stereotypes regarding senior workers in the society – as they tend to have poor health, they are passive, helpless, ineffective, conservative, poorly trained, etc. – become a source of discrimination in the labour market. The interviewees disagreed with the characteristics attributed to them. The greatest objections were judgments that senior people were the brake of innovation (71.6%) and incapable of learning (77.1%). The respondents approved the planned measures to provide them with opportunities for additional education and more than half of respondents demonstrated readiness to receive education in various forms: at universities for people of the third aged, in retraining institutions, in courses of advanced training, etc. At the same time, in Russia, adequate organisational, socio-psychological, pedagogical and other conditions for the education of citizens of this age category have not been created yet.

Practical significance. The research findings, the results of surveys and the conclusions drawn could contribute to the justification of new directions of state education policy in order to improve its effectiveness for people of senior generations.

Introduction. Profound social transformations in the Russian society, the formation of market relations have led to the deformation of the system of life values among the citizens of the country. Changes in value orientations directly affect the professional identity of new generations. This circumstance requires new forms of work on professional guidance of young people, taking into account their attitudes, as well as unstable labour market conditions.

The aim of the present research is to investigate social conditions and values-orientations, which influence the choice of professional niche and employment of students, who pursue higher education.

Methodology and research methods. The initial methodological framework is based on axiological and activity-based approaches, as well as sociology of professions. The main empirical methods of sociological research involve observation and mass questionnaire survey of students of Ural State Mining University (Ekaterinburg) and Ural Institute of Management of the Russian Presidential Academy of National Economy and Public Administration (Ekaterinburg). 606 full-time students were interviewed.

Results and scientific novelty. The value structure and professional preferences of young people transformed by external causes, their recognition of the acquired profession and their role in the implementation of their own life plans were analysed in a comprehensive manner. It was revealed that half of the respondents made a conscious choice for the profile of university education and they are going to pursue the occupations for which they are qualified. One third of respondents consider their choice as spontaneous and random, and every fifth respondent is ready for any employment. For many respondents, the question of the relationship between future work and the education received remains open, which partly reflected the need driven by the Russian society to receive a diploma acquired at a higher education institution.

The social factors influencing the choice of profession and professional self-determination of students are revealed, the main of which are the following: interesting work and popularity of the profession. Choosing his or her profession, every second student is confident that it will be associated with interesting work, which for many of them is one of the key life priorities (42.2%). According to young people, the prestige of profession is very significant and can be expressed in high wages and in demand in the labour market. Among the prestigious professions are doctors, engineers, lawyers, entrepreneurs and civil servants. The majority of students consider their specialty to be prestigious and in-demand. According to every third student, a prestigious job gives a high social status and requires high qualifications to perform it. One third of respondents are confident that it will give them the opportunity to build a career and to become the holders of high social status; thus, the students understand that it is necessary to acquire high qualification and to have individual abilities and skills for the future profession. The fourth part of respondents believe that their future work would help them to realise their potential. At the same time, every sixth student (15.6%) expressed a desire to change the direction of training, which indicates disappointment in profession or initially wrong choice.

It is concluded that professional identity of young people is determined by individualistic, conformistic values and motivation for self-affirmation.

Practical significance. The research material and results can be employed to organise the pedagogical support for the process of professionalism of university students and to develop the recommendations for vocational guidance work among schoolchildren, college students and young workers.

Introduction. In recent years, the structure and content of training of specialists of further education have significantly improved. The increased popularity of the secondary vocational education system is evidenced by the fact that more than half of the Russian teenagers after graduating from the main stage of secondary school become applicants of technical schools and colleges. In order to manage students’ education more effectively, among other measures, it is necessary to diagnose the motivation of enrolled students at the stage of admission to the educational institution and to identify the degree of awareness of their future career choice, as these factors directly depend on the success of educational programmes.

The aim of the article was to reveal the trends of influence of students’ results at the Basic State Exam (OGE – the exam, which is taken when finishing education in the 9th (final) form of comprehensive school) on the level of knowledge of Computer Science in colleges and to find out the subjective reasons of students’ preferences for the secondary vocational education system to continue studies and to enter a profession.

Methodology and research methods. In the course of the study, a review and generalisation of the content of scientific sources related to the problems of professional choice and training motivation were used. Diagnostics of motivation of college students in Moscow, Moscow region and the regions of Russia was conducted through the methods of testing, surveys and anonymous questioning. Processing of the obtained data was carried out by the methods of correlation, variance and regression analysis; the degree of statistical reliability of the results was evaluated by calculating the Student’s t-test and the Fisher’s F-test.

Results and scientific novelty. The authors have calculated the numerical indicators of relationship between students’ academic performance in computer science and the Basic State Exam taking, the reasons for choosing the secondary vocational education and the specialty. Constructed graphs and approximating curves prove the fact that the success degree when learning the certain discipline in college results from the assessment within the discipline taken at the Basic State Exam in school. In the regions of Russia, this factor guarantees a higher level of knowledge on Computer Science – by about 20%, and in the Moscow region – by 10%. The statistics on respondents’ professional orientation were collected. A regression model, demonstrating the impact of students’ motivational attitudes on their training in the subject discipline, is presented. It was found out that the motives “subsequent admission to a specialised university”, “obtaining a profession”, “business attitude to a profession” and “prestige of a profession” have the most positive influence in this context. The variance analysis confirmed the determinism of the learning outcomes by the reasons for the choice of secondary vocational education and profession. It is concluded that the reasons for the low or medium students’ performance include not only their weak motivation for education, but also the state of the entire education system, including the institutions of the Basic State Exam (OGE) and the Unified State Exam (EGE – high school final and university entrance exam taken upon completion of the 11th form), as well as the lack of clear criteria for the admission of applicants to the institutions of secondary vocational education. To get a specific specialty, the desire to study, its informed choice and prestige of profession positively affect students’ learning outcomes in Computer Science education.

Practical significance. The research materials can be useful for teachers of secondary vocational education and for specialists involved in career guidance.