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Professional Education in the Modern World

2016 year, number 2


S. I. Chernykh
Novosibirsk State Agrarian University, Novosibirsk, Russian Federation


O. I. Lapteva1, V. I. Panarin2
1Siberian Institute of Management - the branch of the Russian Presidential Academy of National Economy and Public Administration, Novosibirsk, Russian Federation
2Institute of Further Training at Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
Keywords: рефлексия, педагогические и психолого-акмеологические механизмы рефлексии, компетенции, развитие рефлексивно-профессиональной компетентности в непрерывном инновационном образовании, методологические принципы концепции развития рефлексивно-профессиональной компетентности, Reflection, the pedagogical and acmeological mechanisms of reflection, competencies, the development of reflexive-professional competence in the lifelong innovative learning, methodological principles of the conception of the reflexive-professional competence development

Abstract >>
The idea of development of reflexive-professional competence in the lifelong innovative learning is expressed by the call of the time as the current and forecasted development of human civilization is regarded in relation to the accelerated growth of the mankind intellectual potential and the achievement of a new state of human spiritual culture.The complex pedagogical, psychological and acmeological research of such a complicated fundamental problem, as the development of reflexive-professional competence in the lifelong innovative learning, rests on conceptual theoretical achievements of modern higher education, which requires considering the methodology of interaction of the Humanities and their interconnections with professional practice. The strategic factor of reflexive-professional competence in the lifelong innovative learning is the cultivation of reflection and competence. In this context, the development of reflexive-professional competence in the lifelong innovative learning becomes the subject matter of special complex research. The development of reflexive-professional competence in the lifelong innovative learning is of consistent nature and lies in the fact that reflection serves as a mechanism for analyzing professional experience, contributes to overcoming the difficulties in professional area, determines the development of professional competences, creates the conditions for personal and professional development and directly correlates with acmeological achievements of a person. Reflection as a condition of reflexive professional competence, as a mechanism of analyzing experience and, finally, as a component in the structure of professional abilities is an invariable definition of continuing innovative education.


N. L. Rumiantseva
Russian State Academy of Intellectual Property, Moscow, Russian Federation
Keywords: редукционный, устойчивое общество, общественные блага, идеология, ценности, культура, экономическая, политическая, reductive, sustainable society, social goods, ideology, values, culture, economic, political

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The article explores the problem of narrow specific training of specialists and therefore inefficient decisions and solutions taken. The paper shows the necessity to develop the system thinking and world outlook. This approach is regarded as the key task of further training in the Federal State Educational Standards. The article tries to develop the way of this goal achievement. The author makes the case to develop the approach to the strategic combination of scientific, philosophic, and social knowledge. The paper is aimed at foundation of basic concept of this knowledge. The strategic knowledge must be based on the subjects and curriculum. The authors suggest the system and dialectic approach to the foundation of the fundamental concept and teaching Humanities. The article considers the concept “public benefit” in this approach and shows its difference from the concept “social goods” and concept “public benefit” in the reductive approach. The author takes into consideration two types of social values: cultural values and ideological values. The authors show that close relation between these values is necessary for the sustainable development of society. The article contains the notions of ideology, economic and political social sub-systems. The authors highlight the differences in notions reviewed by reductive approach and system-dialectic approach.


M. V. Sleptsova
Voronezh State Pedagogical University, Voronezh, Russian Federation
Keywords: профессиональное образование, дети с ограниченными возможностями здоровья, экспертные знания, профессиональные компетенции, professional education, disabled children, expert knowledge, professional competencies

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The article explores the relevant pedagogical problem dealing with professional training of disabled children and invalids. The authors see socialization of graduates as one of the main task of professional training. This socialization is provided by means of professional competences in the area of chosen profession. The method of expert assessment defines the future profession and the goal of professional training of pupils trained at secondary school. The authors developed "Adaptive educational program on Carpentry for disabled children in 11th form in 2014-2015 academic year." The article compares the results with the results received in traditional educational system. The authors declare about the achievement of pedagogical goals on professional competencies on Carpentry.


N. P. Chupakhin, V. D. Pavlova
Tomsk State Pedagogical University, Tomsk, Russian Federation
Keywords: смысл и пределы толерантности, общекультурные пространства и компетенции, культура Vista, the meaning and borders of tolerance, general cultural spaces and competences, Vista culture

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The article builds the new model of tolerance in the culture of education according to the principles of free study. This model is based on the applied philosophy of Hessen. The culture of education assumes the individual cultural space of each person. The tolerance significance is revealed by means of Chupakhin’s meaning-making algorithm and Pavlova’s Vista culture needs and possibilities. The tolerance is based on the UNESCO Declaration and the preamble of the UN Charter. The authors define the axiomatic borders of tolerance by means of the ontology-based features of life mode, gnoseology and anthropological research methods of human origin. The paper estimates the significance of tolerance in educational culture within social, conceptual, spiritual and valuable parts of the human requirements. The tolerance potential is the key ethical principle of civil society that prevents from violence. Otherwise, tolerance does not belong to the culture when the anger condonation and invasion to the freedom and human merits are observed. The authors regard the meaning of perfect tolerance as the activity of moral, socio-political, ethno-cultural, economic and technological development of world society that has features of law, stability, freedom and patience. The Federal State Educational Standards of higher education highlight the following general cultural competencies of tolerant personality: the social culture implies adoption and conformation to the social laws and social mobility of the subject; the conceptual culture implies cognition process in grasping new knowledge and skills; the moral culture assumes cognition and preservation of moral values, self-identification of the subject’s consciousness and the adaptation in new environment; the According to the federal educational standards of higher education identified by the following general cultural competences formation of tolerant personality: social culture - the adoption and adherence to the laws of society, social mobility entity ; in conceptual culture - cognitive processes in general educational enrichment of new knowledge and skills; in spiritual culture - the knowledge and preservation of cultural values, self-identification and self-awareness of the subject of adaptation in the new social environment; the cultural items are the material support of a subject, foundation and usage of general material benefits included into the cultural competencies.


S. I. Chernykh1, V. I. Parshikov2
1Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
2Institute of Further Training at Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
Keywords: образование, корпорация, корпоративный университет, образовательное пространство России, образовательный менеджмент, coporation education, coporate university, Russian educational space, educational management

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The authors see lifelong learning as one of the leading tendency in transition of the world community to the VI technological mode. Education through the whole life and education from the stage to the age are regarded as the fundamental principles of lifelong learning; they highlight the specific requirements to the tertiary education that includes effective corporate education. The publication opens the set of articles devoted to analysis of the aspects of corporate education development in Russia by means of the system, axiological and interdisciplinary approaches. The development of these approaches will be essential and useful for educational management weak points of which are noted in the research devoted to the problems of education. The article focuses on the authors’ statement that the modern development of education focuses on “institution - business-individual” and not on “nursery school - secondary school - higher institution”. The formal relations among the elements are defined by the foundation of sense, values and interests of elements. This approach changes the vector of educational policy and new organizational constructions of educational interaction. The authors see corporate university as an efficient organizational form.


A. M. Smorkalova1, N. Ia. Garafutdinova2
1Omsk State Pedagogical University, Omsk, Russian Federation
2The Centre of Lifelong Professional Learning OSPU, Omsk, Russian Federation
Keywords: Дополнительное профессиональное образование, сегмент рынка, концепция "маркетинг-микс", lifelong learning, the segment of market, conception "mix marketing"

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This article analyzes the situation on further training market in Omsk and Omsk region and evaluates this market in order to reduce ambiguity and risks when the further training institutions solve tactical and strategic tasks. The analysis focuses on the application of marketing tools in the development of further training.


G. G. Levkin1, A. S. Iastrebov2, V. V. Semchenko3, N. M. Kolychev3, E. V. Sosnovskaia4
1Omsk State Transport University, Omsk, Russian Federation
2Institute for development of education, Omsk, Russian Federation
3Omsk State Agrarian Stolypin University, Omsk, Russian Federation
4Khanty-Mansyisk State Medical Academy, Surgut, Russian Federation
Keywords: индивидуализация обучения, учебный процесс, слушатель, преподаватель, дистанционная технология, individualization of training, educational process, student, teacher, distant learning technology

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The development of market mechanism in national economy is followed by the further training of specialists. This task requires getting higher education and further training. The introduction of new activities at enterprises (logistics, marketing and project management) requires the further training and the professional development.The individualization of learning process is a complex process that includes some aspects of activity performed by the representatives of educational institution and a learner. The article explores the approaches to the aspects of learning individualization in higher education and further training; the paper analyzes the evolution of learning from individual training to the group training followed by the individualization of new type.The effective educational institution is based on the managerial functions. The educational path of the student and the individualization of learning in further training assumes the elaboration of methods of private teaching, individual students’ abilities when mastering the knowledge. The methods of individual teaching with distant technologies are developed on the basis of private further training institution. These methods include the teacher’s skills in explanation and presentation of the requirements of educational programme; peculiarities of interaction between a teacher and a student when applying distant technologies; individual approach and teacher’s skills in the learning process. The methodology developed by the institutions of further training results in increasing of educational quality and students’ development.


N. V. Silkina, E. A. Pimenova
Siberian Transport University, Novosibirsk, Russian Federation
Keywords: дополнительное профессиональное образование, резерв кадров, подготовка резерва кадров в дополнительном профессиональном образовании, организационно-педагогические условия подготовки резерва кадров, further training, personnel reserve, personnel reserve training in the system of further training, organizational and pedagogical conditions of the personnel reserve training

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The intensive reforming and restructuring of the economy requires considerable improvement of personnel quality, development of managerial competence of companies’ executives, and providing the personnel training in accordance with the objectives of the industry. Such training can be based on the intentionally designed programmes in the system of further training, which plays a major role in the lifelong professional learning of a person, ‘ensuring the compliance of his qualification with changing conditions of his professional activity and social environment’. The relevance of the research is concerned with the increased requirements of the users of educational services for the level and quality of professional training of modern specialists and future managers, with a trend towards the optimization of personnel potential in any sector of the economy. The paper investigates the managerial staff training based on competence-based approach. The author suggests the model of the personnel reserve training in the system of further training. The most efficient organizational and pedagogical conditions of the personnel reserve training, in particular, social partnership, methodological support and staffing are explored.


N. M. Iakushkin, E. B. Khafizova, V. N. Fomin
Tatar Institute of Agribusiness Staff Retraining, Kazan, Russian Federation
Keywords: дополнительное профессиональное образование, кадры, кадровая политика, образовательные услуги, дистанционные образовательные технологии, практико-ориентированное образование, качество образования, повышение квалификации, профессиональная переподготовка, научные разработки, further training, personnel, personnel policy, educational services, distance technologies, practice-oriented training, the quality of education, further training, professional retraining, scientific developments

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The paper explores the integration among education, science and industry that is essential in agribusiness further training and performs as huge potential for agribusiness development. The authors see the key factor of agricultural crisis surmounting and further development as the development of prior strategies in the further training of agribusiness top-managers and staff. The modern strategy of further training development is based on grasping the information-technological means and pedagogical technologies by means of spending less money. The authors suggest the complex measures on implementation of innovative programmes and projects in the field of land farming, agroecology, livestock farming, the processing of agricultural production, the adaptation of energy and resource saving technologies, innovative projects related to ecolabelling. The authors suggest the development of innovative activity infrastructure in the system of further training.


L. I. Kholina1, N. A. Seredkin2
1Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
2Novosibirsk Military Institute of Internal Troops named after I. K. Yakovlev under the Ministry of Internal Affairs of Russia, Novosibirsk, Russian Federation
Keywords: военный профессионализм, профессиональная деятельность офицера, тактические задачи, управление, military professionalism, professional activity officer, tactical mission, management

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The article describes the process, system, situational and reflective types of control in the professional activity of internal troops officers of Russia in terms of solving professional tactical tasks. The authors noted that general and specific features of each type of control and necessity to focus on them in the process of solving tactical problems. The research is based on the methodology that deals with the problem of training prospective officers to solve tactical mission; the methods used are system approach, activity approach and personal approach. The authors reveal the nature and the content of specific types of management. The process of formation of theoretical knowledge and practical skills of professional management of prospective internal officers assumes ownership of the fundamental concepts of training systems. The article gives the interpretation of the concept of “tactical training” referred to its basic components and provides the examples of tactical objectives for each type of control. The authors pay special attention to the reflexive management that is not sufficiently developed in the modern military school. The authors present their views on these types of management and they take into consideration mandatory component of the theoretical competence of cadets of military schools and condition for improving the quality of their training. The authors analyze the types of management related to the problem of formation of professional management activity of the prospective officers of the Interior Ministry of Russia and they ability to solve professional tactical tasks.


O. L. Kosheutova1,2, M. A. Abramova2,3
1Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
2Novosibirsk State University of Architecture and Design, Novosibirsk, Russian Federation
3Institute of Philosophy and Law SD RAS, Novosibirsk, Russian Federation
Keywords: архитектурно-художественная подготовка, федеральные государственные образовательные стандарты (ФГОС), федеральные государственные требования (ФГТ), Architecture and Art training, Federal State Educational Standards (FSES), Federal State Requirements (FSR)

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The paper explores changes in reviewing the Federal state educational standards as a “mimimum” and “degree” to “competencies” on the basis of works prepared by V. P. Bespalko, M. A. Kondakov, V. V. Kraevskiy, N. D. Nikandrov, M. V. Ryzhakov and V. D. Shadrikov. The authors analyze the Federal State Educational Standards applied in secondary education, Federal requirements for children's Art schools and training requirements to the applicants. The article raises a problem of inconsistency that causes the discontinuity of pre-University and professional training of students at Architecture and Art Universities. The authors analyzed Federal state educational standards for General secondary schools, Federal government requirements for children's schools of art and training requirements of entrants. The analysis raises the problem of the existence of inconsistencies. This problem causes breaches in continuity and pre-University training of students of Architectural and Art universities. The paper highlights the reasons that cause the problems: the destruction of the Soviet system of lifelong architectural education and implementation of dual leadership in the post-Soviet period by the Ministry of education and science of Russia and the Ministry of culture of Russia, the institutions of further training in the field of Art belong to. The subjects as Fine Art and Sketching contribute to students’ spatial reasoning, visual skills; these subjects are included into the educational standards of secondary education and they are not taught to the pupils of 10-11 forms. Therefore, the secondary educational programme does not cover pre-university training in this field. The new category of "General educational program" has ambiguous interpretation as specific training and it is reviewed as an elective course. . Thus, the lack of a clear understanding of the place and role of pre-University training in professional education, as well as leveling the values of artistic skills for personal development not only leads to the discontinuity between pre-University and professional training, but also contributes to the reduction of the value of aesthetic personal education.


M. A. Chervonnyy
Tomsk State Pedagogical University, Tomsk, Russian Federation
Keywords: физико-математическое образование, непрерывное образование, подготовка педагогических кадров, physico-mathematical education, lifelong learning, teachers training

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The article analyzes the development of teaching Physics and Mathematics in secondary education, pre-University education and further training, including dealing with gifted children. All the models put forward the question about training and further training of teachers. The model that takes into account teachers training and contributes to interaction among the schools, universities and departments in the region and in the country as a whole, fosters the competitiveness of physico-mathematical education in Russia. The paper shows the model of lifelong physico-mathematical learning developed at Pedagogical University. The author describes the aims, contents and process activity of the tested model. The described model ensures the activity approach in training. The paper shows that teaching aid based on this model is efficient in training the prospective teachers of Physics and Mathematics and teachers involved in further training.


E. V. Balganova, N. N. Bogdan
Siberian Institute of Management - the branch of Russian Presidential Academy of National Economy and Public Administration, Novosibirsk, Russian Federation
Keywords: управление персоналом, общепрофессиональные и профессиональные компетенции специалистов, оценка работодателями качества подготовки, personnel management, the general professional and professional competences of specialists, employer's assessment of training quality

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The article is devoted to the research results on the employers’ view about the quality of students training in the area of Personnel Management. This research investigated professional and general competencies. The authors found out many contradictions between the significance of competencies, their demand and degree of formation. The paper studies the reasons of contradictions in the employers’ assessment and requirements of State Educational Standards. The authors highlight the directions in strengthening the employers’ influence on the training.


R. K. Serezhnikova, L. V. Lukianova
Amur State University of Sholem Aleichem, Birobidzhan, Russian Federation
Keywords: личностное образовательное пространство, самореализация, информационно-коммуникационные технологи, personal educational space, self-fulfillment, information-communicative technologies

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The paper makes an attempt to analyze the nature and stages of personal educational space of a teacher involved in vocational training. The article explores the interaction between personal educational space and open social educational environment which is represented as communicative informational potential of further training and satisfying the needs in education and self-realization. The author considers personal educational space as a process, activity and phenomenon provided by education. At the same time, the education of a person performs as a certain part of educational space. When being personalized this part is fixed as “own one” in the founded educational space “for me” which contributes to personal development. The authors raise the problem of integration of new educational technologies that have particular features related to the fact that software and computers are one of the main means in education, upbringing and management of personal self-fulfillment. This is explained by significant change in relations among the main subjects of educational process. The article demonstrates target-oriented and methodological further training revealed in seminars, workshops and demo lessons as the educational space aimed at application of modern information systems. This reveals the particular features of efficient teachers training to applying IT-technologies in every day work. Considering that the technologies are innovative and change the individual work of a person, the authors note that these technologies extend the information and personal educational space of a teacher. The programmes implemented in the open educational space of further training at Industrial-Economic Faculty of Vocational Training under Sholom-Aleikhem Amur State University are aimed at getting deep and developed new knowledge, skills and competencies of teachers. These programmes assume grasping information-communicative technologies and contribute to the development of personal educational space of a teacher.


M. A. Logutova, E. V. Logutova
Siberian State University of Telecommunications and Informatics, Novosibirsk, Russian Federation
Keywords: образование, образование «через всю жизнь», обучение, самообразование, профессиональная среда, формальное образование, информальное образование, education, lifelong learning, self-education, professional environment, formal education, informal education

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The strategic objectives of the educational system lies in the fact that it has continuously and tirelessly to develop, improving its work in the framework of the current and rapidly changing society, to prepare specialists of tomorrow, and this training should be advanced and influence the natural social processes, guiding them in a civilized way. Therefore, in our country there are constant changes in the education system due to the integration of Russian education into the world. One of the principles of democracy in education is the principle of equal access to higher education and postgraduate education for all citizens. It has therefore been shown a special interest in lifelong learning. The relevance of studying the system of lifelong learning is determined by the fact that in the emerging post-industrial society, the knowledge becomes the dominant value, really ensuring the development and competitiveness of the nation. The ability to obtain and use new information is one of the key factors that determine the role and place of countries in the world community. In this regard, in the field of modern science updated the problems associated with the lifelong learning of man as the Creator, carrier and transmitter of knowledge. The interest in lifelong education is an indicator of further development of system of lifelong learning.


Iu. D. Ovchinnikov, O. G. Lyzar
Kuban State University of Physical Training, Sport and Tourism, Krasnodar, Russian Federation
Keywords: профессиональные компетенции, специализация, исследовательские лаборатории, биомеханика двигательной деятельности, исследовательская функция, professional competences, major, research laboratories, Biomechanics of movement, research function

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The problem of implementation and adoption to the general cultural and professional competences in educational process is relevant today. The authors generalize the experience of dealing with competencies and consider their research functions. The paper focuses on dealing with a competency as a research laboratory in order to obtain the first research results of students. The authors developed, applied and published the laboratory guidance that consists of 10 works and includes all the topics of the course “Biomechanics of movement” for 2-year students). The article shows logical and competency-based approach in the development of subject technologies according to new standards in education. The research laboratory will help to explore interdisciplinary relations, the significance of the research material received and competency as a whole, extend the academic and research activity.


T.A. Rakhimova, M.E. Savintseva
Tomsk State University of Architecture and Building, Tomsk, Russian Federation
Keywords: бакалавриат, Болонский процесс, выпускник, рынок рабочих мест для выпускников, трудоустройство, Bachelor programme, Bologna process, graduate, job market for graduates, employment

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The authors see the employment within the obtained specialty as one of the most important criteria used in the assessment of higher institution. Due to this fact, the authors observe the necessity in investigation this process as the changes in higher education cause the changes in professional activity after graduation. Germany is one of the leaders and initiators of Bologna Process and transition to the degree system of higher education. The experience of Germany is interesting and available for investigation. The criteria, determined by the German researchers, represent the views of employers, students and graduates. This allows considering the problem of employment in all aspects. The authors haven’t found the similar research with similar criteria in the national publications. The important data reviewing the opinions of employers, students and Bachelors are represented in the research of recruiting agency SuperJob, in the statistical report of Higher School of Economics of 2012 and online enquiry of the site "Anketer". The paper analyzes the research data of Russian and German scientists and highlights the measures on adaptation in the beginning of professional activity of Bachelors.


N. N. Savina
Novosibirsk Institution of Humanities, Novosibirsk, Russian Federation
Keywords: непрерывное образование, дополнительное образование, модели дополнительного образования, lifelong learning, further training, the models of further training

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The author sees one of the key problems of Russian society and national economy modernization as the organization of effective lifelong learning. Nowadays, the developed countries implement the program of lifelong learning foundation. Thus, the share of efficient population in lifelong learning in Austria is 89.2%, Denmark 79.9%, Finland 77.3%, Sweden 71% and Switzerland 68%. Although lifelong learning was declared in Russia in 2004 as prior development of education, only 10% of adults participate in further training. One of the key problems that prevent the development of innovative national economy is the growing number of qualified personnel. The article analyzes the world system models of further training as each model has its own socio-economic features. This investigation contributes to the realization of conceptual approaches to the national further training. The author explores the international methodologies and observes the social order in the system of further training as the government is interested in further training of adults and supports it. The paper describes the mechanisms used for employers’ participation in the staff retraining. The author highlights the controlling functions of employers who share the responsibility for the quality of education in further training system with the government.


M. P. Iatsenko
Siberian Federal University, Krasnoyarsk, Russian Federation
Keywords: историческое познание, историческая гносеология, эволюционистская парадигма, historical knowledge, historical epistemology, evolutionary paradigm

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The article highlights the features of historical knowledge in the context of globalization, one of the important characteristics of the power which is the interpretation of history. It is proved that it is carried out in the interests of the subjects of globalization, that is, the leading countries of the West at the expense of “the second and third worlds”, so the ideologues of globalization are not interested in the objective study of the past. According to the author, the unity of history as a complete unity of humanity will never be completed. History is closed between the source and purpose, it acts as the idea of unity. A man is on the way of his great historical path, but he does not complete it by means of the achievement of ultimate goal. The unity of person is considered as a historical border. This means that achievement of completed unity would be the end of history. History is regarded as a movement under the banner of unity subordinate to the views and ideas of unity. In our historical consciousness, the idea of mankind becomes concrete and visible only in real history and in its entirety. The predictive function of history in many ways seems to have paradoxical nature as a historian is engaged in the investigation of the past. The unity of history as a complete unity of humanity will never be completed. The interpretation of the historical experience of other nations facilitates the elite responsible for making the decision, the decision broadcasting to the masses.


N. P. Karamyshev
Altai Institute of Further Training of Chiefs and Specialists in Agribusiness, Barnaul, Russian Federation
Keywords: сельскохозяйственный микробизнес, воспроизводство трудовых ресурсов, рыночные отношения, государственная политика, индивидуальный предприниматель, экономика сельского хозяйства, Agricultural microbusiness, the reproduction of the labor force, market relations, public policy, an individual entrepreneur, agricultural economics

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The article defines the role of the agricultural micro-business in the modern economy. The author reveals the reasons for reducing the number of subjects of agricultural micro and consequences of this process. Small business creates the widest range of goods and services worth tens of trillions of rubles. However, when developing and supporting the market relations, it is necessary to think not only about profit. In today's economy, there is a great number of issues that will contribute to more efficient development of agricultural microbusiness. How to connect the initiative of an enterprising man with the interests of society? As to the specific circumstances of life to create an atmosphere of healthy, creative competition? These and many other questions in the very near future will determine in our society, professional and moral character of the middle class - the basis of stability and material well-being of Russia. Perspective directions of development of entrepreneurship in municipal areas, small rural areas is the creation of small innovative enterprises, making it possible not only to create new jobs, but also improve the competitiveness of the local the local economy. The functions of the agricultural business are: food security, in the field-based due to meet the primary needs of the population in food, and self-employment, reducing unemployment and improving living standards in rural areas. The study produced findings that development of agricultural micro will contribute to the sustainable improvement of the well-being of the population in rural areas, the formation of a middle class, strengthening national security and the dynamic development of the entire economy in the long run.


A. V. Gaag1, I. V. Goncharova1, A. A. Afanasieva2
1Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
2Altai State University, Gorno-Altaisk, Russian Federation
Keywords: повышение квалификации, переподготовка, агропромышленный комплекс, обучение, сельское хозяйство, специалисты АПК, further training, retraining, agribusiness, training, agriculture, agribusiness specialists

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The authors explore the agricultural economic sector and find out the necessity in updating the information, technological and technical agribusiness base. The problem of competitiveness and import substitution at the Russian food market is very urgent. The authors have analyzed activities of modern agricultural enterprises and declare about the key factor of agribusiness efficiency and agricultural production competitiveness that assumes foundation of professional and qualified industrial working groups. The authors observe some problems related to the weak professional staff training, turnover of senior specialists and staff due to not stable economic situation in the agricultural sector; imperfection of assessment methods for training needs in agribusiness and lack of finance. To solve the problems mentioned above, the author suggest to build the efficient system of further training. The paper describes the modern situation in the system of further training for agribusiness specialists in Novosibirsk region; deals with the problems preventing the development of further training in the region and reveals the outlooks of further training development.


D. A. Danilov1, T. A. Parnikova2
1Ammosov North-Eastern Federal University, Yakutsk, Russian Federation
2Yakutsk State Agricultural Academy, Yakutsk, Russian Federation
Keywords: образовательно-воспитательная среда, внеучебное время, самоактуализация, самооценка, educational environment, extracurricular time, self-actualization, self-esteem

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This article shows the results of the evaluation of educational activities developed and built at the Engineering faculty of Yakutsk State Agricultural Academy. The evaluation was carried out according to the criteria of students’ free time. The authors used such methods as questionnaire and observation. The long-term experience in engineer training shows that students realize the necessity to be highly qualified professionals, social active, communicative, self-educated, creative and to have organizational abilities in order to be competitive at the labour market. The problem of self-actualizing professional individual being is not developed in a good way in spite of its theoretical and applied relevance. The problem of student’s self-actualization development is relevant for theoretical and applied research. This research explores some contradictions. The analysis of psychological and pedagogical publications and empirical experience has shown that many researchers speak about the significance of self-actualization, but in fact, the development of self-actualization takes place as a spontaneous process. The university system focuses on reproductive training where the development of students’ personality is not sufficient. The authors see the problem of personality development as a significant one whereas the pedagogical conditions and methods for stimulation of professional self-actualization are still missing.


M. B. Sofienko
Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
Keywords: эффективность, образование, сфера образования, система образования, образовательный процесс, учебный процесс, высшие учебные заведения, Министерство образования и науки, преподаватели, студенты, администрация, efficiency, education, the system of education, educational process, educational institutions, higher education, the Ministry of Education and Science, professors, students, officials

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In the article the author attempts to highlight the reason for extremely low efficiency of higher education in modern Russia which and why a great number and long-lasting reforms designed for improving the situation in national higher education have turned out to be useless. Considering the system of higher education, the author outlines three main levels. The first level assumes educational process; the second level is regarded as educational institutions; and the third level is the level of regulation and supervision of higher education by the Ministry of Education. The priority of educational process, the professors and students belong to, is visible because its quality defines the assessment of each component of the system as well as the whole system. The efficiency of educational process is adequately defined by the quality of students’ education; the efficiency of higher institutions is defined by the efficiency of professors and students; the results of efforts made by the Ministry of Education should be closely connected with the results of subordinated educational institutions. The author analyses the structure of the SHE (the System of Higher Education - the SHE in short) and shows the relations of the components in the current situation in Russia: the reform of national higher education is efficient enough. Moreover, the reform is impossible because the interest conflicts among the components of the SHE have turned it into the service system.


Ia. S. Turbovskoy
Institute for Strategy and Theory of Education of the Russian Academy of Education, Moscow, Russian Federation

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Materials are given in the author's edition


N. L. Larkova
Siberian University of Consumer Cooperation, Novosibirsk, Russian Federation
Keywords: образование и ценности, новые формы образования, трансцендентальная и личностно ориентированные ценности, условия формирования ценностей образования, шестой технологический уклад, education and values, new forms of education, transcendental and person-centred values, the conditions of formation of educational values, the sixth technological mode

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This article reviews the connection between values and education. It is shown that since the ancient Greece and in modern times, the values are translated and formed during the education point on one side. On the other side, the education itself forms the values. The changes happening in society during the switch to the six technological mode, as well as the changes of forms and contents of education (distance learning, open learning, e-learning and lifelong learning) make the transformation of interconnections of education and values inevitable. Whereas in the modern-times paradigm the value of education is viewed by orientation onto government in society, contemporary paradigm views such projection to corporations and personality.