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Professional Education in the Modern World

2019 year, number 1


S.I. Chernykh
Novosibirsk State Agrarian University, Novosibirsk, Russia


S. Iu. Piskorskaia1,2
1Reshetnev Siberian State University of Science and Technology, Krasnoyarsk, the Russian Federation
2Institute of Social Engineering, Krasnoyarsk, the Russian Federation
Keywords: высшее образование, программы и стратегии развития университетов, направления модернизации, стратегические проекты, higher education, programmes and strategies of university development, modernization approaches, strategic projects

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The article explores the issues of modern higher education in relation to the state transition to the knowledge-based economy. Considering the issues within the socio-philosophical aspect results in understanding a phenomenon that prolonged «ob- solescence»of knowledge, separation of theory from practice overextend the measure of sustainability of an educational organization and methodically generate the necessity to modernize its basic processes: education, science and innovations. The research educes the differences between the operational management, focused on performing quantitative indexes, and strategic management, targeted to qualitative changes of the basic processes. The article investigates the processes of forming development strategies and strategic projects of universities. It reveals that strategic projects, focused on strategic management, can provide major breakthroughs of the universities unlike the development programme, realized within the operational management of a university. The article demonstrates the activity results in forming a development programme and experience in realizing strategic projects by Federal State Budget Educational Establishment of Higher Education «Reshetnev Siberian State University of Science and Technology» example.


S. Iu. Polyankina
Novosibirsk State Technical University, K. Marks Ave., 20, 630 073, Novosibirsk, Russian Federation
Keywords: интеграция, дифференциация, сотрудничество, конкуренция, высшее образование, integration, differentiation, cooperation, competition, higher education

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The article aims to establish the causes of dissatisfaction with higher education reforms. The author sees their origins in the discrepancy between the conceptual metaphors of education, which guide faculty and mega-and macro-regulators of the educational system in their decision-making process. The commercial logic of the latter forces individuals and organizations of higher education to focus on competition. However, this is in odds with the Russian mentality, and competition is often carried out through cooperation. Confronting the paternalistic management style is a powerful integrating factor. The author identifies and describes several levels at which competition and cooperation relations can be traced, and also characterizes socially approved and deviant ways to implement them. Relations of cooperation are mechanisms of integration in the subsystem of higher education, and mechanisms of differentiation are realized in competitive relations. Both mechanisms are interrelated and interdependent, and express the processes inherent in the development of any system. However, the methods by which integration and differentiation are implemented will affect the viability of the system and the moral climate within it. In the light of citizens» dissatisfaction with the ongoing reforms of higher education, their axiological aspect is extremely important. It is concluded that it is necessary to return to the ideals of dignity, as well as scientific, teaching and student ethics at higher school, which is possible only if the mega- and macro-regulators adhere to the principles of managerial dialectics; balancing the vertical of power with horizontal network relations based on competition and cooperation mechanisms within the professional community. In this situation, the professional community itself will be able to identify and propose indicators relevant to higher education as a process, result, and value, methods of assessment for the educational and scientific activities of universities and the efficiency of the faculty.


M. R. Arpentieva1, A. I. Tashcheva2, S. V. Gridneva3
1Humanitarian Institute of Northern Studies, Khanty-Mansiysk, Yugra, the Russian Federation
2Psychological Service of the Academy of Psychology and Pedagogics, Rostov-on-Don, the Russian Federation
3Academy of Psychology and Pedagogy, Rostov-on-Don, the Russian Federation
Keywords: образование, бизнес, стандартизация, индивидуальность, коммодификация, смерть университета, компетентностный подход, education, business, standardization, individuality, university death, commodification, competence approach

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The paper analyzes processes and results of the commercialization and commodification of education seen as leading trends in Russian and world education. Methodology and research methods. Theoretical analysis of the problems appeared in Russian and world education was carried out in the context of socio-psychological and practical psychological analysis of its trends. The world and all spheres of its existence and development, as one of the manifestations of the phenomenon of globalization, taking place in the context of a systemic crisis of capitalist relations, is experiencing an intensive growth of the processes of commercialization and commodification. These processes are the most significant where commercialization, contrary to the traditions and basic meanings of this or that practice, seems to be a natural part of activities. One of these areas is education. Modern primary, secondary and higher education in the countries of the former USSR and many other former countries of the «socialist camp» are experiencing an intense crisis. They are increasingly desacralized whereas, their conceptual basis is almost completely lost. It becomes not an institution (of retransmission and creativity) of culture and human development, not an institute of care for the younger generation, but an institution for the sale of services for the (trans) formation of a «serviceperson». Commercialization in the conditions of desacralization goes into total commodification. Education becomes the business of delivering «educational services.»The state bureaucracy, as well as heads of corporations and enterprises of various types actively and systematically intervene in the processes of education. Their goal is to impose education, starting from the very first stages and ending with the last ones, their schemes, values, formats. These goals of consumption and exploitation of human and other resources are alien to education as early as possible. As a result, the selection and upbringing and training of professional, corresponding to a certain organizational culture of personnel goes into the formation of specialists with a narrowly limited, special set of knowledge, allowing to perform certain production and everyday functions, but not allowing a person to self-realize, form and develop themselves as an individual. Large-scale and aggressive penetration of alien ideas and structures of relations, the seizure of education by ideology and technologies of the «mar- ket»type leads to the phenomenon of «death of the university», other levels of education. The systemic crisis of education, deformations in the relationship of a person with himself and the world is the result of desacralization, the identity of ignorance and alienation. However, universities and schools, as specific for each time space of the dialogue of generations, the creative dialogue of man and culture, continue to evolve. Their forms change and are refined, in a battle with consumerism and commodification, their priorities and functions. They continue to exist not as functions of governing the state by «faceless masses». They continue to exist not as a function of the exploitation of human resources by business, but as a function of cultural transmission and development. Commercialization can be a situational and insignificant component of the successful work of universities and schools, but not the goal and not the main condition for their livelihoods.


K. G. Kazimov
Academy of labour and social relations, Moscow, Russian Federation
Keywords: субъекты рынка труда, взаимодействие, инновационная среда, теория самоорганизации, теория синергетики, энтропия, entities of labor market, interaction, innovative environment, theory of self-organization, theory of synergetics

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The article highlights the problems and the main directions of interaction between professional educational institutions (UPE) and entities of labor market as a necessary condition for improving the quality of training of the staff. The author analyzes the nature, structure and functions of the modern labor market, its requirements to the quality of students» training at educational institutions (UPO), technology of labor market regulation and employment sphere. The article shows the main directions of social partnership in the issues of interaction of UPR with the subjects of the labor market. Specific recommendations on the implementation of the main areas of interaction of vocational education institutions with the subjects of the labor market are highlighted. The author makes conclusion that for successful interaction of the UPR with the subjects of the labor market it is necessary to provide: employment policy measures in the regions of the country on the basis of public administration. Formation of monitoring and forecasting of territorial labor markets as a basis for determining the needs of regional organizations in the labor force, the volume and structure of their training in the UPR and successful employment in the profession (specialty). Analysis of the balance of graduates of the UPR in the areas of their further study and work and justification of the volume and rational structure of training in institutions of secondary vocational education and higher education. Introduction of benchmarking into the activities of employment services by identifying and implementing the highest standards of public services in the field of training of qualified young professionals. The paper reveals that the whole complex of works to determine the needs of the regional economy can provide the following procedure for the formation of the state order for the training of skilled workers and specialists: at the municipal level - interaction through a system of contracts between UPR, employers, employment services to determine the volume and profiles of training of skilled workers and professionals agreed with the district administration (city); at the level of subjects - the interaction of education management, labor and employment, employers «associations, the administration of the subject of the Russian Federation, formed volumes and profiles of training, taking into account the characteristics of the regions are subject to approval by the administration of the subject of the Russian Federation.


D.A. Sevostyanov
Novosibirsk State Agrarian University, Novosibirsk, the Russian Federation
Keywords: иерархия, инверсия, противоречие, образовательные технологии, hierarchy, inversion, contradiction, education, educational technologies

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The article deals with the analysis of inverse relations as a research method. This method is used to analyze educational systems. Inversion is rendered as a position in a hierarchical system where the lowest element takes on a dominant meaning in it. The opposite state corresponding to the original relations in the hierarchy is denoted as the order relations. The order in the hierarchy is provided by the action of some organizational principles. Inversions result from the collision of two or more of these principles with each other. As a result, there are internal stresses in the hierarchy that can destroy this system. However, in some cases, these stresses can be useful, because they prepare the next step (aromorphosis) in the self-development of the system, Developed inversions are built into the system and can not be removed from it without devastating consequences. In the field of education, the analysis of inversions has several implications. First, it is necessary to create educational systems for the correct goal setting. The analysis of inversions shows the impact of education on the situation in the social hierarchy. Inversions are manifested directly in the structure of educational activities. This aspect is considered in the article in details. For example, in educational activities inversions are manifested in educational games. In the game, the process of activity becomes more important than the result. Game activity in education remains effective as long as it occupies a niche assigned to it. Inversions are also manifested when the results of control in education are brought to the fore. In this inversion manifest destructive properties. If the controlling activities in teaching become dominant, the learning activity becomes cramming. In this case, the emotional response to the received training task becomes more important than the desire to achieve the goal in its implementation. Thus, the analysis of inversions in hierarchical systems is a very relevant and effective method of research, allowing to identify systemic contradictions. This method is particularly promising in relation to educational systems .


I.V. Iakovleva1,2
1Research Institute of Philosophy of Education, Novosibirsk, the Russian Federation
2Novosibirsk State Pedagogical University, Novosibirsk, the Russian Federation
Keywords: геополитическое пространство социальных отношений, геофилософия, геофилософия безопасности, геофилософский подход, геополитическая наука и миросистемный анализ, geopolitical space of social relations, geophilosophy, security geophilosophy, geophilo- sophical approach, geopolitical science and world analysis

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The paper analyzes the relation between condition and prospects of Russian education development and security based on valuable content. The author makes a case that theoretical basis of security educational space that could be developed by the synthesis of geophilosophical theories based on the concept «geopolitical space of social relations» allows to see the benefits of diverse directions of the modern philosophy of education from the axiological point of view. Methodology and research methods are based on multivectoral methodology: gnosseological (principles of cognition); axiological (principles of educational values) and some branches of philosophical knowledge (philosophy of geopolitics, social philosophy, the world approach, philosophy of education, etc.). All this addresses some of the problems appeared in Russian education and security on the basis of beliefs and a number of organizational and educational measures. The research results show that security of social relations is considered in frames of spatial and -temporal dimension where the author highlights the educational system in terms of loss of autonomy, trim the humanitarian sphere, depending on public educationalpur- poses, etc. For public life and Russian educational space the focus is shifted on the threat of axiological content. The author addresses the social philosophy of basic scientific concepts like geophilosophy, geophilosophy of security, geophilosophical approach, geopolitical science and world analysis. Modernization theory, which ideologically inspired educational reforms, does not meet the macro-and micro-sociological processes in world space of social relations and could not serve as a reliable tool for Russian security educational space. From the loss of their position in the world system of States Russia can save only best value oriented education strategy, which not only central but also the extensive Russian periphery will develop intensively.


V. A. Yelchaninov1, V. I. Panarin2, V. I. Parshikov2, E. V. Ushakova3
1Altai State University, Barnaul, Russian Federation
2Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
3Altai State Medical University, Barnaul, Russian Federation
Keywords: наследственность биотическая, антропная, социальная, антропосоциальное наследование - преемственность, закономерности наследования в XXI в, hereditary biotic, anthropic, social, an- throposocial inheritance - continuity, patterns of inheritance in the XXI century

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Introduction. Broadcasting of various life forms - biotic and social - is carried out using heredity mechanisms. But as the scientists of the XIX century showed, in the organic and social nature these mechanisms are qualitatively different. In the second half of the twentieth century, the mechanisms of social inheritance began to be actively studied. At the turn of the XX-XXI centuries, research in this direction is resumed, but taking into account the qualitative transformations of society. The article aims to: based on the analysis of the potential of knowledge developed in the twentieth century, identify new approaches to the study of the problem at the beginning of the twenty-first century in the context of the development of informatization and digitalization. Methodology and research methods. Dialectical and system-philosophical methodology; evolutionary, historical, socio-genetic, sociocultural, comparative research methods, integration of results. Results. It is shown that studies of the last century clearly identified the problem of finding mechanisms of social heredity, patterns of social inheritance. A relatively autonomous study of issues of social continuity as a permanent process. In our century, there are qualitative changes in the mechanisms of transmission of anthroposocial experience in Russian society. This is the acceleration of social processes; violation of the permanent connection of social inheritance and continuity in connection with the liberalization of social relations; simultaneous changes at the level of man and society. The processes of informatization and digitalization contribute to the acceleration not only of the transmission of anthropo-social experience, but also of its deformation, up to interruption based on the methods of manipulating information and consciousness of the subjects. Conclusion. At present, the problem of social heredity should be broader: as anthropo-social inheritance, continuity in the traditional, socio-economic, spiritual, cultural and educational aspects. Take into account not only the unidirectional positive transmission of anthropo-social experience, but also its possible deformation using the latest information technologies.


K. A. Kuzmenko
Gorno-Altaisk State University, Gorno-Altaisk, the Russian Federation
Keywords: стратегии познания и практики, этацентризм, глобоцентризм, формы знаний и обучения, регионализм государственный и глобальный (трансрегиональный), strategies of cognition and practice, etacentrism, globocentrism, forms of knowledge and training, regionalism, state and global (trans- regional)

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Introduction. In the XXI century, society experiences the processes of globalization seen as objective and subjective ones. The first background is based on the general achievements of natural and technical and technological sciences. The second background is determined by the vectors of the most active social interests and forces, according to which different global concepts, strategies of social transformations are developed, priorities for development of socio-humanitarian knowledge and types of socio-humanitarian education are changed. The article identifies the main global strategies of leading social actors, on which the objectives of socio-humanitarian knowledge and education depend. Methodology and research method are seen as follows:. system-structural, structural-functional and prognostic approaches. Methods of analysis, comparison, analogy and integration of results in relation to science and education of the XXI century. Results. The objective processes of globalization as a whole are universal, determined by the general level of global communications on the basis of the achieved scientific and technological progress. Subjectively defined globalization, on the contrary, is differentiated depending on the basic interests of global social forces. The latter develop global strategies for the formation and change of the sociosphere, dictate priority directions of knowledge and education . Identification of modern global social strategies is necessary for understanding sociospheric transitional processes, for determining the current and future states of socio-humanitarian knowledge, education, and life prospects of people on the planet. The author singled out and proposed for discussion two leading modern sociospheric strategies: ethos and centris- tism. Since their implementation should be carried out in different areas of the planet, in regions of the planet, regionalism as an educational and cognitive direction becomes important in the study of these strategies. Accordingly, regionalism is also differentiated into essentially different directions: state regionalism and global regionalism (transregionalism). However, in regional knowledge and education, these forms of regionalism often mix, do not differ, which leads to a misunderstanding of the main perspectives and results of regionalism in different sociospheric strategies. Conclusion. Differential, comparative and prognostic approaches are needed to study the strategies of etacentrism and globocentrism, different forms of regionalism - state and global, analysis of the results of different forms of regional knowledge and identify the fundamental differences of socio-humanitarian education in the noted strategies and forms of regionalism.


V. V. Vikhman
Novosibirsk State Technical University, Novosibirsk, the Russian Federation
Keywords: социальный феномен, теоретизация, теоретическая схема, абстрактный объект, образование, визуализация, конструирование, social phenomenon, theorization, theoretical scheme, abstract object, education, visualization, designing

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The paper makes an attempt to trans- fertraditional theorization of social phenomena in part to its visualization, as additional components of representation of theoretical statements concerning the studied object. Theorization of social phenomena is based on abstraction, formalization, idealization and creation of schemes. The author explores multidisciplinary scientific works devoted to different types of interaction with ideal objects in the course of knowledge of elements of social reality is given in work as the author. Expansion of an outline of theorization by introduction new components of «visual model», according to the author, is based on researches of scientists of visual perception in humanitarian and natural sciences and allows to receive result of theorization in forms, available to thinking of the person, graphic images. The author suggests an approach of designing the results of theoretical reflections of social phenomena, on the example of education, in a bilateral context of theorization. As a bilateral basis of designing the scheme containing the abstract objects acting in the form of ideal and typical constructs of judgment of the studied social phenomenon is offered two-component (theoretical and visual). As a theoretical and methodological basis, act fundamental cross-disciplinary approaches, the gained development in the field of studying of a phenomenon education. The research strategy acting as the scientific base of designing will be made by the groups dominating in scientific community, in results the practician. The analysis of sources display that scientific optics in which prism to be object of knowledge - a phenomenon of «education», it is possible to collect under a uniform «scientific dome»: a normativizm, subjectivity and their integrating paradigm. According to the author, visual designs expand range to judgment and interpretation of theoretical statements of rather social phenomena.


M. I. Aldoshina
Orel State University named after I. S. Turgenev, Orel, the Russian Federation
Keywords: предпринимательство, предпринимательские компетенции, университетское образование, бизнес-парк, хакатон, business, business competence, university education, business park, hackathon

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The au thor raises the problem of building students ’ business competencies in frames of university education addressing the current situation of post-industrial society and digitality. The paper analyzes methodological and theoretical aspects of competence-based methodology used in professional education, features of practical building of students» business competencies when students are trained on different majors; the nature of these features, structure and content in the flagship university. The author sees cultorology approach rendered in the context of content requirements of competency-based approach as a methodological basis for research. The article analyzes individual training and team building when solving the business tasks. The author explores ethnic and cultural aspects of national professional education in multicultural environment and features of building students’ business competencies in alike university conditions. The paper raises the problem of mechanisms of building the students» business competencies under conditions of Flagship University in the central part of Russia. The object of research is innovative practices in a flagship university resulted from close cooperation among authorities, universities and business sector; and mechanisms of building business competencies in university environment. The author focuses on activities of business park of a flagship university for building students» business competencies in university environment. Hackathon is seen as an interesting analytical form for students» business competencies in the university. Interactive work, teamwork, variations and creative work are main characteristics that combine business capacities and education in order to achieve the common goal.


N. Ya. Garafutdinova1, K. A. Kudryashov2, G. G. Levkin3
1Institute of Economics and Industrial Engineering of the Siberian Branch of the Russian Academy of Sciences, Omsk, Russian Federation
2LLC В«Neipum Consulting», Moscow, Russian Federation
3Omsk State Transport University, Omsk, Russian Federation
Keywords: цифровая экономика, цифровая трансформация, управление персоналом, подготовка кадров для цифровой экономики, дополнительное образование государственных гражданских служащих, digital economy, digital transformation, personnel management, training for the digital economy, additional education of civil servants

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The article discusses the main universal approaches to the use of information and communication technologies in the real economy and public administration, the main stages of the introduction of digitalization in the economy and in government, and also defines the approaches to the digital transformation of the region and the priority directions of development in digitalization. The main spheres of the digital economy realization are highlighted, and it is also notedfrom which elements of the economy it is advisable to begin to conduct its digitalization. The correlation of real processes in managing and controlled subsystems and information technologies is substantiated as a reflection of real processes, so as to improve the functioning ofgovernment structures and commercial organizations based on digitalization of processes. The key elements of the development of the digital economy at the first stage, the requirements for the content of advanced training and retraining programs in the development of the digital economy taking into account as well as the specifics of the work of civil servants and specialists in various sectors of the economy, with whom the authorities interact. The features of building up the interaction of the authorities with industry, subordinate, state and budget institutions with regard to the functioning of specialists in these industries in accordance with the requirements of the introduction ofprofessional standards of the industry are studied. A basic model of qualification characteristics and areas of increasing the level of competencies that an employee must have to work in this area have been formed. In addition, approaches to interaction with educational organizations have been defined in the formation of special sections of advanced training programs, taking into account the requirements of the industry to specialists for certain positions, as well as approaches to the formation of the stages of introducing elements of digitalization in the industry. There is a list of technologies on which the development ofdigitalization depends. Key conditions for digitization across the country have been identified. It is concluded that what can lead and what can achieve digitalization, what key tasks it will provide in the long term for the state and business.


Y. I. Molotkov
Siberian Management Institute of RANEPA, Novosibirsk, Russian Federation
Keywords: программа, проект, управление проектом, управление проектной деятельностью, профессиональные компетенции, Program, project, project management, project activities management, professional competences

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The article considers the professional competences development system for state and municipal project management employees in government agencies. Presidential Decree №204 dated May 7, 2018 defines 12 national strategic development priorities for the Russian Federation. The main economic development goal is to become one of the world’s 5 leading economies. The strategic priorities stated by the Decree will be implemented due to development of national programs and projects to achieve performance targets. In order to complete such a global task, well-prepared civil state and municipal employees are needed to develop and manage national programs and projects for the strategic development of the Russian Federation. The Siberian Management Institute of RANEPA developed a professional development program for civil state and municipal employees and methods to develop project management professional competences for public agencies of territorial entities of the RF and municipal units.


S. A. Rynkova1, M. A. Abramova2
1Novosibirsk State Pedagogical University, Novosibirsk, the Russian Federation
2Institute of Philosophy and Law SD RAS, Novosibirsk, the Russian Federation
Keywords: профессиональное развитие педагога, организационно-педагогические условия, профессиональное образование, модернизация, teacher’s professional development, organizational and pedagogical conditions, vocational education, modernization

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The article reveals the historical and methodological bases of the teacher’s professional development. The paper analyzes national and foreign researchers’ ideas about the teacher’s professional development, as well as factors that ensure its effectiveness. The authors emphasize that the concept of teacher’s professional development is rendered by researchers in different ways, but allocation of professional and personal components in the teacher’s development is seen as common to all definitions. The research generalizes philosophical, pedagogical works devoted to the problem of personality development, the main statements of personality psychology and personal approach in education, system-activity and acmeological scientific approaches. It is revealed that many research works on the problem of research are based on the idea of L. S. Vygotsky on the correlation between learning and personal development, as well as on the leading role in this training. Despite the multifaceted analysis of the teacher’s professional development problem in educational institutions of different types, the matter of organizational and pedagogical conditions of teacher’s professional development organizations of secondary vocational education remains insufficiently investigated. Though it is the level of the education system, which allows solving the problem ofshortage of skilled workers, that in recent years is affected by active reforms associated with the modernization of educational organizations.


R.A. Gushcha1, L.N. Berezhnova2
1Novosibirsk Military Institute, Novosibirsk, the Russian Federation
2ST. Petersburg Military Institute of the National Guard of the Russian Federation, St. Petersburg, the Russian Federation
Keywords: оптимизация, курсант, оптимальность, оптимальное развитие профессиональных качеств, комфортность, рациональность, эффективность, результативность, optimization, cadet, optimality, optimum development of professional qualities. comfort, rationality, efficiency, effectiveness

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The article explores optimality as a basis for professional training of troops of the national guard of the Russian Federation. Introduction. The significant task of the national pedagogical science and practice is to find the criteria of training in current conditions. Analytical investigation of the theory of optimization focuses on the reality, functioning of entire educational process of training troops of the National Guard, that is, the possible objective changes in military education. This encourages researchers to search for ways to improve training of servicemen, taking into account the current reality. Methodology and research methods. The authors highlight the features of training military staff at the present time, focusing on relation between optimization of training on the socio-psychological situation of military education. Enhancement of educational process is combined with the need to create a psychologically comfortable learning environment. The authors focus on the needs of elite education, aimed at not the amount of knowledge, skills, fulfillment the high requirements, but the desire to preserve and reproduce the cultural values and traditions of the Russian army. Research results. The article outlines the characteristics of efficiency criteria seen as comfort, efficiency and effectiveness. One of the most important factor is the comfort in learning. This deals with creation of conditions for a sense of inner balance, security, confidence in students» capabilities, self-esteem, etc. Teacher»s feeling of comfort correlates with his spiritual emancipation. Such person is of interest to others, forms a positive experience of relationships in the educational process. The authors conclude that efficient educational process from the point of proposed criteria can be useful in solving the problem of introduction of new information technologies, programs in professional training for the national guard of the Russian Federation.


N. L. Mikidenko, S. P. Storozheva
Siberian State University of Telecommunications and Information Sciences, Novosibirsk, the Russian Federation
Keywords: высшее образование, региональный вуз, региональное развитие, человеческие ресурсы, профессиональные компетенции, научно-исследовательская работа студентов, исследовательские компетенции, higher education, regional University, regional development, human resources, professional competence, research work of students, research competence

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In modern context of high education, the tendency of building universities on the principle of «center-periphery», in which the differentiation of higher education institutions: national research universities, Federal universities, supporting universities and others. The authors address the problems of development of regional universities, emphasize the possibility of such universities in the development of scientific, human, cultural potential of the region. Regional universities are considered a platform for the development of human resources, taking into account the socio-cultural aspects of the development of a particular region, the point of innovative growth. In turn, the quality of human resources will determine the socio-economic development of the regions - subjects of the Russian Federation. At the same time, the trend of differentiation of universities raises questions about the mission of regional universities, the search for their role in the innovative development of regions. The authors turn to the organization of research work of students at the University as a resource base for the formation of human capital in the region. The authors show that the research competencies formed in the process of research work of the student are an integral part of the professional competencies of a specialist in demand in the modern labor market. The article presents the results of the author»s empirical research. The authors analyze the motivation of participation/non-participation of students in research work, the factors influencing the process of inclusion of students in research activities, experience and practices of the scientific-research work of students, the capabilities of universities in creating an environment that stimulates scientific research work of students.


V.N. Babin, Iu.V. Babina
Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
Keywords: социальная защита инвалидов, безбарьерная среда, банковский менеджмент качества, поведенческий надзор Банка России, профессиональные компетентности, международные стандарты, защита прав потребителей, social protection of disabled people, barrier-free environment, Bank quality management, behavioral supervision of the Bank of Russia, professional competence, international standards, consumer protection

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The article is devoted to the formation and development of the system of social protection of disabled people in Russia in terms of providing equal access to financial services. Modern social policy of the country focuses on ensuring equality of rights and opportunities in realization of needs and individual resources of each member ofsociety. The relevance of the topic is explained by the consistently higher number of people with disabilities. People with disabilities as a special social category of consumers of financial services need significant measures of social protection and the adaptation of the classical approach to financial services. In Russia there is a certain system of bodies and institutions of civil society represented by various organizations, whose functions include the protection of the rights of consumers offinancial services. It is planned to overcome the shortcomings of the existing supervision in the field of consumer protection by introducing behavioral supervision of the financial services market by the Bank of Russia. The existing legal and regulatory framework includes measures aimed at encouraging financial market participants to take active socially useful actions, which, in our opinion, cannot be effective without removing one of the obstacles to ensuring financial accessibili- ty-the mental barrier caused by the lack of experience of interaction between individual groups of citizens with the financial sector. In this regard, currently in modern Russia there is a need to form a scientific concept of professional training, based on psychology and understanding of the social status ofpeople with disabilities who need full integration into society.


R. K. Serezhnikova, A. Yu. Margaryan
St. Petersburg military Institute of national guard troops of the Russian Federation, St. Petersburg, Russian Federation
Keywords: методическая подготовка курсантов, будущий офицер, методическая готовность, организация самообразования, военнослужащий, methodical training of cadets, future officer, methodical preparation, individual education, military man

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The article is devoted to improvement of methodical training of future officers and their capacities for individual activities in the context of activation of the subject area ofpedagogy. According to the concept of I. E. Akulov, V. I. Baydakov, A. G. Vasilyev, methodical training is seen as a set of training activities aimed at improving the skills of officers, warrant officers (midshipmen), sergeants (foremen) in the training of subordinates. Methodical training is an integral part of the commander's training. The article deals with the functional and personal approaches to rendering the term "methodical preparation” in modern science, as well as the concept of methodical preparation of future officers to arrangement of individual education of soldiers in the unit. Methodical readiness of the cadet to the organization of self-education of the military personnel is a component of structure ofprofessional training of the future officer to service and fighting activity. Advantages and efficiency of methodical readiness of the future officer to the organization of self-education of the military personnel as quality of the personality are analyzed. The urgency of self-educational activity and its priority in development of the serviceman as the subject of professional self-realization is revealed. The purpose of methodical preparation of the future officer to the organization of self-education of the military personnel consists in activation of the psychological and pedagogical knowledge, abilities and skills allowing to use effectively modern technologies of self-educational activity of cadets providing the dominating orientation and motivation in realization of the purposes and tasks of pedagogical maintenance of individual education of the military personnel in military professional activity. The article highlights a model of methodical preparation offuture officers of the national guard to individual education of soldiers, reflecting the internal prerequisites that determine the possibility of a deeply conscious, thoughtful, creative nature of work on yourself. The final result of individual education depends to great extent on the level of their development. That is why it is important to focus on formation and development of these internal prerequisites. in individual education of military staff.


A. V. Tebekin
Moscow State Institute of International Relations of Russia, Moscow, the Russian Federation
Keywords: перспективы, риски, цифровиза- ция, дополнительное профессиональное образование, outlooks, risks, digitalization, further training

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The paper highlights the tendencies which occur in the processes of informatization and digitalization under conditions of postindustrial economy in relation to the system of further training. The author explores the outlooks and risks of digitalization in the further training system. The outlooks of digitalization offurther training are described by means of the model of reliable planning introduced by Taguchi. According to this model, efficient application of digital technologies in further training system is determined by minimum losses from consumers» dissatisfaction and high cost of technology. The article shows that outlooks of further training digitalization lie in application of cross-cutting digital technologies as big data; neurotechnology and artificial intelligence; distributed registry systems; quantum technologies; new production technologies; industrial Internet: robotics and sensor components; wireless communication technologies; virtual and augmented reality technologies, etc. This is seen to prevent further training lag from economic digitalization, existing requirements of digitalization in production and domestic sphere; to ensure development of material and informational infrastructure of organizations of further training; enhance the opportunities for learning new, cross-cutting technologies; ensure the system of lifelong learning; it will expand the opportunities not only for applying innovations but their development in the system of further training; ensure the increase in national education export; expand training opportunities for the system of further training. The author focuses on the risks related to digitalization offurther training and uses the model of total risks that includes the risks of direct losses received due to inefficient digital technologies in further training, and the risks of lost profits due to failed application of digital technologies in further training.


E.A. Avtandilian1, M. B. Kavunova2
1Lomonosov Moscow State University, Moscow, the Russian Federation
2School No. 641 s. Esenin, Moscow, the Russian Federation
Keywords: образовательная среда, доверие, доверительная коммуникация, знание, обучение, когнитивные технологии, матетические исследования, Educational environment, trust, confidential communication, knowledge, training, cognitive technologies, mathetical research

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The complexity of the study of issues related to trust and trust communication in interpersonal relationships (including relationships that arise, for example, between a teacher and a student in the learning process) is connected with the fact that, according to V. Petrovsky’s fair observation, in the field of science, interpersonal relationships were often presented as «ideal forces» that are not amenable to a specific study. At the same time, the modern meaning of this concept has expanded: trust is understood not only as a form of communication with one’s own kind («I»and «the other»), but also in relation to oneself. According To E. P To Ilyin, trust towards oneself is the trust of one’s introspection, one’s feelings, perception, memory and one’s interpretations, faith in one’s own strength, one’s own value, necessity, which is emotionally experienced as self-acceptance. The article attempts to study and measure the manifestation of trust communication in the educational environment formed in the classroom between the teacher and the student, between the teacher and the class as a whole. The essence of the approach in the following studies is, among other things, the actualization of the image of the «significant other» in the consciousness of the student. «Significant other» in the mind of the student-the school teacher. The updated image is performed by inclusion in the student’s consciousness the feeling of «living presence»in a situation activity as a symbol. This symbol can be a portrait, a voice, a character or the character pictures, etc., in this study - pen from the teacher. The article proposes a simple and original way to update the image of a significant other (the study of the «Pen») .


E. O. Ermolova
Novosibirsk State Pedagogical University, Novosibirsk, the Russian Federation
Keywords: психологические границы личности, эмоциональный интеллект, толстые/тонкие границы, уровень психологической дистанции, частота нарушения границ, personal psychological boundaries, emotional intelligence, thick / thin boundaries, the level ofpsychological distance, the frequency of violation of boundaries

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This article is devoted to the current so- cio-psychological problem seen as peculiarities of personal emotional intelligence with different types of psychological boundaries in the youth. In general terms, the author refers to the psychological boundaries as «Ego» functions, which are aimed at delimiting «my own» from «other», emphasizing the identical and protecting it from the non-identical. Psychological boundaries are considered to be the decisive factor for development, transformation and functioning of emotional intelligence, as a personal phenomenon. Emotional intelligence is considered by the author as a set of abilities to understand, call and recognize emotions. Being a system of affective and cognitive representations, emotional intelligence functions on the borderline of internal and external space. Empirical research is based on key psychological principles: the principle of consistency and the principle of the unity of external influences and internal conditions. We used the following methods and procedures in our study: «Boundaries in the mind» by E. Hartmann, in adaptation of O. A. Shamshikova, V. I. Volokhovoy, 2013; «Self boundary» N. Brown, in adaptation of E. O. Shamshikova, 2010; Emotional Intelligence («EQ») Test by N. Hall in adaptation of E. I. Ilyin, 2001; Emotional Intelligence («EmIn») Test by D. Lusin, 2006. The selection of the study included 58 respondents aged from 23 to 35 y.o. The study consisted of two phases. The first is aimed at establishing the existence of interrelation between personal psychological boundaries and emotional intelligence (for data processing we used Spear- man»s rs rang correlation coefficient), the second is aimed at identifying the significant differences of personal emotional intelligence with different types of psychological boundaries (U-Manna Whitney). The study has demonstrated that the better psychological boundaries are formed, the higher is a degree personality»s ability to understand own emotions and emotions of others, as well as to manage these emotions. The highest rates of emotional intelligence are found in individuals with medium level of psychological distntsy.


G. A. Stepanova1, A. V. Demchuk2, Iu. R. Varlakova2
1Yugra State University, Khanty-Mansiysk, the Russian Federation
2Surgut State University, Surgut, the Russian Federation
Keywords: студенты с особыми образовательными потребностями, студенты с ограниченными возможностями здоровья, креативность, творческие способности, креативные техники, students with special educational needs, students with disabilities, creativity, creativity, creative techniques

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The article presents the main results of theoretical and empirical research of the problem of development of creativity of students with special educational needs on the basis of application in educational and extracurricular activities of business games, situational tasks, trainings and creative techniques. The task of the modern education system as an inclusive system aimed at harmonious development and joint improvement ofall participants is the creation of conditions for the development of students and students of HIA, including creativity, their adaptation, and socialization. At the same time, in comparison with people with HIA, whose life plans and strategies do not always need a strong creative approach, creative activity and creative approach to study, professional activity, to life in general plays an important role in the lives of students with special educational needs.. All of these techniques are based on the actualization of the life experience of students with disabilities and involve the solution of professional problems of the student. It is also noted that in modern inclusive and special education different, classical and innovative technologies of working with children, adolescents, young people and adults with HIA are needed, synthetic and flexible approaches are needed in educational, correctional, other types of activity of students and with students with disabilities. Creative, art-ther-apeutic activity is one of the tricks of successful work in different areas is the development of creativity and creative abilities of students and students with HIA at the levels of primary, secondary, higher professional education. In addition to pedagogical (educational and educational), psychological (correctional and developmental) effects on students and students, work in the development of creative abilities of children, adolescents, young people with HIA helps to increase tolerance and harmonize the attitude of teachers, psychologists, and others specialists, as well as societies in general.


D. V. Ushakov
The Institute of philosophy and law SB RAS, Novosibirsk, Russia
Keywords: Монголия, Россия, взаимоотношения, молодёжь, профессиональ-ные ориентации, образовательное сотрудничество, кадровые потребности, Mongolia, Russia, relations, youth, career guidance, educational cooperation, staffing requirements

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The author highlights the significance of development of Russian-Mongolian rela-tions in recent years in a positive way as there is a need to train professional personnel for Mongolia in Russia with knowledge of both Russian and Mongolian. The article shows the survey results of business and political elite of Mongolia and explored their needs in training in Russia, as well as data on investigating the professional Mongolian youth guidance. The research among the experts carried out in Western Mongolia (Bayan-Ulgy, Khovd and UVS aimaks) in 2013 and among the young people of Ulaanbaatar (Mongolia) in 2014 and among the experts in 20162017 specified the most promising areas of educational cooperation be-tween Russia and Mongolia in the field of staff training for Mongolian economy. Areas related to business and social management take the first place in the list of most relevant professions; engineering professions take the second place; education, social professions and Humanities take the third one. Natural sciences, Mathematics and Statistics, Services, Information and Communication Technologies, Agriculture, Forestry and Veterinary are seen much less prestigious for students. These are those areas Russian universities train highly qualified specialists. The im-por- tance of development of scientific and educational cooperation between Russia and Mongolia is not only in possibility of training highly qualified specialists for development of new technologies and joint business projects, but in the mechanism of reproducing the translators of the Russian language and culture in the neighboring territories in the future.


Stefan Konstanchak
University of Zielona Gora, Zielona Gora, Poland