Home – Home – Jornals – Professional Education in the Modern World 2020 number 2

The article raises the problem of the ambiguity of the processes of introducing information technology into education, which affects many scientific areas. The author explores the leading trends in global education caused by the introduction of digital technologies. The article proves that they not only expand the educational space. In addition to the well-known positive results of the use of information technology in the educational process, the author also shows the negative consequences of digitalization of the educational environment. One of the important consequences of the dominance of digital technologies in the modern educational process is the process of "humanization." The author reveals the main areas of development of the educational system under the domination of the latest information technologies. The cult of gadgets gradually leads to the process of "humanization" of the younger generation. By creating a basis for the formation of a single educational space, digital technologies lead to the transformation of domestic pedagogical traditions. The cult of technological progress at the expense of spirituality is promoted. The traditional integrity of the educational system of the educational system is being broken. "Humanization" is evident in the rejection of truth as the leading goal of gnoseology. Such trends are characteristic of Western education, but some reformers have also successfully imposed them on national education. The author shows what the educational system does not meet the requirements of the information society. Traditional relations between the subjects of the educational process are being violated. In some students, the illusion of the teacher's uselessness is formed, as they are able to obtain any information themselves. The article shows that the pursuit of speed leads to a drop in the scientific status of information. The article gives examples of distortion of the past in academic cognition, which reduces the role of history as an ideological basis.

The changes that are taking place in Russian education under the influence of globalization processes leave a serious imprint on the development of university systems, which leads to the need to transform the university in changing sociocultural conditions. The problem discussed in this paper can be formulated as follows: on the one hand, in the context of globalization transformations, it is necessary to build up the development of domestic universities in accordance with some “unified European model”, but on the other hand, there is no understanding that it can act as such universal model of the development of university systems in transforming societies. The purpose of the work is to determine the possibility of creating a “universal” model of university systems in the context of globalization. To achieve this goal, the method of philosophical conceptualization is used and sociocultural and cultural-philosophical approaches are used, which made it possible to generalize the data obtained during the study. The definition of the university system is formulated, the key organizational principles of the university are identified, the experience of the development of European university systems is analyzed, the ontological aspects of their development are shown and the key factors that directly affect the formation and development of national universities are identified. As a result of comparison in the single categorical space of university models in England, France, Germany, it is proved that the main reason that impedes the formation of a “universal” model for the development of university systems in transforming societies under the influence of globalization processes is the self-defense response of national education systems that have historically formed under the influence of conservative traditionalism and national fundamentalism.

The article deals with the concept of "social capital". Various interpretations of this concept are analyzed. In particular, it is shown that social capital can be represented both as a social asset and as a personal asset of an individual. Social capital, considered as a purely social phenomenon, is described as the presence of public trust. Social capital, which is considered as a personal asset of the subject, is one of the factors determining its position in the society. The article identifies two types of personal social capital - active and passive. On the basis of personal social capital, there is a social and communicative organizational principle in the social hierarchy. This is just one of many organizational principles that determine the position of a person in the social hierarchy. This principle, for all its importance, can not be considered as the main one. First, social capital is often important not in itself, but as a means to achieve some external goals. Secondly, if the subject seeks to take a higher social position on the basis of only social capital, it becomes a manifestation of populism and intrigue. This manifests an inversion in the social hierarchy-a state that threatens the destruction of the system. The acquisition and accumulation of personal social capital begins from childhood in the family. However, educational institutions play a decisive role in this issue. It is during the period of training that there is a very intensive accumulation of social capital. Therefore, the accumulation of personal social capital of students deserves special attention and separate study. Both ascertaining and formative experiments can be used for this purpose.

The article discusses the critical aspects of the transformation of the Russian educational system in the post-Soviet period during the implementation of certain Bologna principles in higher education (HE) in the context of the problem of academic freedoms and independence of universities. It is noted that the Bologna transformations in Russian higher education (for example, the artificial division into bachelor's and master's degrees, poorly formulated competency-based educational standards, etc.) have a dubious prognostic perspective, but, nevertheless, they continue to be introduced into educational practice. They contribute to the bureaucratization of universities, limit the traditional autonomy and independence of universities, the choice and independence of individual educational technologies even of leading professors in their field. This reduces the productivity of their scientific and educational activities, the effectiveness and quality of the educational process, as well as the positive motivation and creative component both in the work of teachers and in the attitude of students to study. In modern educational practice, there are enough examples confirming the variability of student subjectivity, sometimes in the direction of its destructiveness. As an empirical base, the article uses data from sociological studies conducted among teachers of four Siberian universities and three educational institutions of further education in various areas of professional activity, as well as expert opinions of more than a hundred teachers of higher education in the Siberian region.

The University is regarded as a special social institution fulfilling a number of important social task: the production and broadcasting of knowledge and scientific picture of the world; reproduction and development of human capital; socialisation of the young generation; providing the economy with personnel qualifications, etc. and in various cultural and historical periods of the functions of the University have a distinctive focus, for example, for industrial companies is training and qualified individuals for the postindustrial society - the notion of "human capital". Education has changed dramatically in recent decades. Now the learning process is very difficult to imagine without the Internet. The main purpose of mass open online courses is to provide students with direct access to educational materials without the need to enter an educational institution. As you know, education is an important social process, so it should be as accessible to everyone as possible. Mass open online courses, implemented with the participation of the world's leading universities, are developing dynamically on a global scale, expanding access to education and lifelong learning for people from all over the world and having a significant impact on the modern higher education system. The study of the courses is of a recommendatory nature, can be offered for independent study, without requirements for monitoring the results. The article discusses the pros and cons of online education, the problems of entering the Russian educational market.

At present, we are witnessing a profound transformation of all spheres of society's life, including the education system. Changes are taking place in the direction of digitalization - an actual trend in the modern educational space. However, there is no single interpretation of the concept of digitalization, so digitalization occurs in a situation of conceptual uncertainty. In addition, the scientific literature uses different terms to refer to digital education: «digitalization of education», «smart education», «digital education», etc. Hence, there is also terminological uncertainty. The article contains several definitions of the term «digitalization», a list of normative documents aimed at regulating the educational process in relation to digitalization, stages of digitalization of education, and its prospects and risks. It is noted that it is necessary to take into account the advantages and disadvantages of digitalization of education, in accordance with this, to adjust changes in the educational space. We believe in education, you need to use the advantages of digital learning, which should be a complement to traditional (mixed education), while it is important to update the ethical aspect of education, save in the educational process moral component. We agree with M. A. Manikovskaya, who notes that the solution to the problem «is seen in its new turn, which indicates the prospect of identifying and preserving in the transforming education the constructive possibilities of optimal and harmonious coupling of digital and humanitarian technologies that ensure a person's moral identity». The theoretical and methodological basis of the research is the works devoted to the problem of digitalization of the educational space.

The article substantiates the necessity of development of municipal formations in the Russian Federation socio-economic development, in accordance with Federal law No. 172-FZ of 28.06.2014 "On strategic planning in the Russian Federation". Under this law, local self-government bodies independently decide on development Strategies for socio-economic development, taking into account the peculiarities of natural-climatic conditions, selection of priority areas, growth points, ensuring the strategic development of the municipality. The object of the study adopted Promyshlennovskiy municipal district of the Kemerovo region with the structure of the economy in agricultural sector, with a population of under fifty thousand people, there are promising natural reserves of coal. The authors consider the status and level of development of the district. The study was conducted in order to develop a "Strategy for socio-economic development of Promyshlennovskiy municipal area until 2035". This paper outlines the strategic directions of development of the district, a forecast of the main results obtained through the implementation of 16 programs, 34 projects, adopted a Strategy that is formed based on the presidential Decree 204 of 7.05.2018 "On the national goals and strategic objectives development of the Russian Federation for the period up to 2024" and Ordinance No. 1288 "About the organization of project activities the government of the Russian Federation" dated 31.10.2018 G.

This work is an attempt to generalize the theory and practice of the formation of metacompetencies of university students interpreted as the basis that remains in the sub subject position and determines the effectiveness of further self-realization of a university graduate in a certain professional field of activity. The necessity to analyze the theoretical and practical aspects of this activity has affected the purpose of the study. The authors use the systematic method as the main one. To understand and clarify the essence and prerequisites for the formation of metacompetencies of university students in the process of research work in foreign language at the present stage, the authors use general logical research methods and techniques. The current paper identifies and justifies the common and distinctive features and peculiarities of the content and organization of research work in foreign language applying the principles of structural-functional analysis. The results of a pedagogical experiment conducted at the Siberian Transport University aimed at studying the influence of research work in a foreign language on the formation of students’ metacompetencies are presented. A model of organization of students’ research work has been proposed, which includes the levels of perception, analysis and synthesis of scientific information. The study reveals the content of each of the levels of organization of students’ research work. The authors pay special attention to the formation of academic writing skills that are necessary for increasing of the publication activity of various groups of researches who take into account international rules and norms, as well as the skills of public scientific presentation in a foreign language, allowing to present the results of the study at the international level. The authors conclude that modeling the process of students’ research work has allowed to systematize and generalize the requirements for its organization, taking in consideration relevant international requirements for the content of report, the design of scientific articles in a foreign language, the specific features of peer-reviewed papers, the ranking of scientific journals, and indicators of the publication activity of students and organizations.

The problem of forming a research culture as a leading factor in knowledge-intensive professions and the innovative nature of the development of practice, determines the priority of the development of the educational space of institutions in the logic of the systems "man-scientific and technical information"and" man - technology". This determines their specialized system architectonics and special psychological and pedagogical support for professional training of future specialists. The educational space of each Institute is filled with at least three components-professional, cultural, social, and material capital. The professional and cultural block is defined as an interest in learning, the ability to use research methods, the acquired knowledge, the significance of science, the value of the acquired profession, etc. The social block necessarily includes the potential of students ' families, their traditions and educational qualifications of relatives; nationality, beliefs, level of education; social attitudes of the environment and microgroups; social influence of friends and classmates, etc. Material capital is characterized by the prestige of the education received, the features and complexity of the profession acquired, and its recognition in the society and economy of the country. The proposed research problem is practice-oriented. The article identifies the structural components of research culture, the basics of integration of educational, professional research and research activities.

On the basis of a consistent study of scientific sources, the article discusses pedagogical stimulation and its structure when forming the readiness of future lawyers for law-making activities. The authors provide the opinions of scientists and practitioners on this issue, analyze its relevance. The types of stimulation, which include value, pedagogical, psychological, moral, material, active and passive stimulation, direct or indirect, are studied. It is aimed at stimulating, for example, mental cognitive processes (sensation, perception, memory, imagination, thinking, attention, etc.), performing certain actions or mastering given information, and practicing practical tasks. The structure of readiness for lawmaking activities, which must be formed by future lawyers in the process of training in an educational institution of higher education, is examined in detail. It is noted that pedagogical stimulation takes place under certain conditions (pedagogical conditions: the use of sign-contextual teaching in the educational process of pedagogical technology; design of modules for solving typical professional law-making tasks; refinement of the program and orientation of military training and legal practice for solving typical professional law-making problems; creation of pedagogical accompanying the stimulation of the formation of readiness for law-making ti), (psychological conditions: to stimulate the motivation of subjects of educational activity on formation of readiness for legislative activity, the identification of psychological and pedagogical features to stimulate students' willingness to legislative activity; comprehensive diagnosis of mental readiness to legislative activity). The readiness of future lawyers for lawmaking appears before us isomorphic to lawmaking itself, however, it has its own specific emotional-communicative and value-semantic content, which is conditioned on the one hand by the level of functional psychomotor readiness to solve law-making problems and the corresponding level of intellectual and creative aspirations, based not only on cumulatively accumulated knowledge and experience, but also on the value attitude to the future profession, on the other hand it is caused by emotional-volitional interaction and communication of some subjects of carriers of readiness for law-making activity with others.

Within the framework of the work, the methodology of the organization of project activities in the study of information technologies in the military Institute of the national guard troops is presented. The relevance and expediency of using this method in the implementation of the course project is substantiated. Project technologies contribute to a deeper assimilation of the program material, the formation of basic competencies of students, the needs for self-education and independent cognitive activity, which is one of the conditions for the implementation of the competence approach. The article emphasizes that the course project has a focus on practical results, as in the course of its implementation, the cadet acquires the skill of a systematic approach to solving the problem, the ability to think independently and design their knowledge, to attract knowledge and skills from various fields of activity, which is important for the future professional activity of an officer of the national guard. The concept of cloud technologies, their advantages and disadvantages is considered. Possibilities of application of ownCloud cloud service in military educational institution are presented. The introduction of cloud technologies in the educational process enables students to get access to storage as a service through the local network of the Department, which allows to improve the learning process. The problem of information security in the application of cloud technologies in the project activities of cadets is touched upon, the essence of the concept of «information security» is revealed. It is noted that the implementation of measures to ensure information security should be reduced to the implementation of its components, namely: confidentiality, accessibility and integrity. These measures are provided by authorizing users by login and password, storing information in encrypted form, distributing disk space between clients.

Modernity is the time and place of the emergence of the postindustrial type of urban society. This type differs in many respects from the urban formations of communities in the agrarian and industrial stages of social development and interacts with them in different ways: there are many different ways of interaction-different processes and different results within the dialectically connected phenomenon of urbanization. New urban media - an important tool for the search and approval of new meanings of life and development of the city and its inhabitants. New city media are actively involved in the processes of training and rebranding urban and adjacent to them - regional - territories. Urban media construct and reconstruct the " city text" in its multiple manifestations. The purpose of the development of modern urban media and the real resource of their survival is the development of trust of the media and citizens. They need directional work in the field of moral and ethical meanings within journalism and between journalists and citizens. Many new urban media continue the line of “old” media for destruction. The process of counteracting littering and misinformation in the media is very important not only to solve the crisis existing in modern relations, culture and education, but also to prevent the impending catastrophe of culture, art, science, professional activity and education. consciousness and human life in the near future.

This paper presents specific characteristics of denominations and religious organizations and groups taking into account contemporary religious legislation, methodological principles, and regional specifics for a qualitative methodological study of the program of sociological field research. The purpose of the article is to consider the main types of religious organizations and groups, aspects of identifying religious communities, difficulties in interpreting and applying religious legislation by a researcher who does not have special religious knowledge. Methodology. The article used the method of religious comparative studies, the comparative historical method, the system approach, work with documents (the analysis of sociological monitoring data conducted in the Altai Republic). Results. Considering various typologies and criteria for distinguishing religious communities, it is more correct to stick to typologies that are close to the normative base (names and wordings presented in religious legislation) and also include specific features taking into account this or that regional component in the Russian Federation. In accordance with the religious legislation, all religious organizations and groups have an equal status (principle of secularism, freedom of conscience). In addition to the normative component, a sociologist has to consider the peculiarities of representing a religious group and organization in the public mind (legal names may not coincide with common names or, on the contrary, may be mixed in the minds of the respondents, for example, various Christian groups and denominations and their names are confused by the population). When studying the public opinion as well as analyzing the religious ideas of the younger generation, it is necessary to take into account the specifics of the representation of religious organizations and groups, both real and virtual, in the Internet. The state pays special attention to the analysis of virtual manifestations of religious extremism. A sociologist needs not only to understand the network content, but also to be able to correlate it with real religious communities.

The article deals with the design features of modular educational programs and their application in additional professional education, as well as in the conditions of professional development and retraining. The authors of the article made an attempt to highlight the features inherent in educational modules, declared the competitive advantages of modular educational programs. The features of designing modular educational programs in additional professional education are formulated.

Currently, the vocational education system is based on a competency-based approach, which considers the person’s ability to act productively in a professional situation rather than the amount of information learned as the result of education. The term “competency”, as an indicator of the result of training, was introduced in the Russian Federation in 2009, with the introduction of the state educational standards for higher education of the first generation (Federal State Educational Standard), at the same time as the graduate students’ competency model was introduced. Competence-based education implies competence-based orientation of both the content of the educational process and the methods of its implementation, as well as assessment procedures, means of assessing the quality of students’ training, since the goals and the content of education, the organization of the educational process that are provided by educational standards, determine the results of education in the form of competencies. The implementation of the standards of competencies set in the Federal State Educational Standard of Higher Education in the actual learning process proved to be not so simple. Difficulties arise when relating the goals of education with the expected results, i.e., competencies. The difficulties are associated with the mismatch between the practical orientation of the competence-based approach and the existing subject-based orientation of the pedagogical practice. In the course of studying a specific discipline, the opportunity to fully form a speicfic competency, not a set of competencies specified by the Federal State Educational Standard, but also a specific competence, is small. However, the main difficulty is associated with the assessment of the level of competence formation. A competence-based approach requires measuring not only specific knowledge and skills of students, but an assessment of the qualities of the person him- or herself. However, the existing system for assessing the quality of education does not have the necessary assessment tools for this. This article discusses the issues of competence-based education in higher education, analyzes its features, and problems raleted to the assessment of the level of competence formation.

Problem and purpose. The article presents pedagogical conditions, the implementation of which will increase the effectiveness of the formation of universal competencies among students of an economic university in the process of conducting physical education classes. Currently, taking into account the transition to federal state educational standards of higher education (GEF VO 3 ++), the problem of the formation of universal competencies in the process of implementing the disciplines “Physical Culture and Sport” and “Elective Disciplines in Physical Culture and Sports” is being updated. The problem of the formation of universal competencies in the implementation of these disciplines is due to changes in the requirements for the level of specialist training, in order to ensure full social and professional activity. We point out that in modern society, taking into account federal state educational standards of higher education, a specialist is required to be able to manage his time, build and implement a path of self-development (including health saving) throughout his life, as well as the ability to maintain an adequate level of physical fitness to ensure full social and professional activities. Note that changing the requirements for training a specialist involves the correction of pedagogical conditions in educational institutions of higher education in order to qualitatively solve the pedagogical task of forming universal competencies. Accordingly, the definition of effective pedagogical conditions will significantly improve the quality of the implementation of the disciplines “Physical Culture and Sport” and “Elective Disciplines in Physical Culture and Sport” and provide training for a specialist who is able to manage his time, build and implement a path of self-development (including health conservation) throughout all life. The purpose of the article is to present pedagogical conditions from the perspective of a systematic and personal-activity approach, the implementation of which will allow students to form universal competencies for students of an economic university in order to effectively manage their time and ability to choose a health-saving technology for the high-quality fulfillment of professional tasks throughout the activity.

Authors of the article based on their practical experience overview the use of «words of the year» when teaching through online applications. The importance of the present research is in the fact that it deals with the active implementation of Information Technologies in teaching at university. The corresponding changes are stipulated by the new requirements written down in educational standards as well as new interests of students. More and more various online applications are being developed that can be used either in class or at home. The overall aim of the paper is to describe methodology when students work independently with new vocabulary especially «words of the year» applying a range of online educational instruments. We used the following criteria for selection: «words of the year» were selected both in English and Chinese to test the universal nature of several applications. The words cover a broad range of topics from IT to politics and economics. That is why they can be used while teaching various disciplines and subject areas. The following online applications were tested by the authors: Quizlet, Kahoot!, Telescopic texts, Anki, Memrise, Nearpod, Quizziz and Crossword Puzzle Maker. The main criteria for the choice of these applications was the easy accessibility meaning free of charge minimal package and compatibility with such operating systems as iOS, Windows and Android. When testing the applications authors described their main functionality and pointed out drawbacks. Moreover, various vocabulary tasks have been described, such as work with words’ definitions, creating contexts with the words, etc. The applications to create crosswords and puzzles were described separately. The present study helped to understand that such applications can help in being a part of educational process providing a platform to teach a variety of subjects and allow students to create such vocabulary resources for themselves. This kind of take home activities can help in making students more motivated to work with online applications and tools while enlarging their active/passive vocabulary of a foreign language.

In the current model of both the development of collaborative programs and organizations in the process of education pedagogy for children. Model assigned to the development of pedagogical competence in managing the development of elementary science ideas preschoolers, designed and presented within the framework of the author's training-methodical complex called «picture of the world in the science of early childhood». The complex was created to support the process of education of teachers in advanced training courses. The purpose of the article: to substantiate the content of education, to highlight the approaches, methods and principles of its design, to describe the structure and process of supporting the functioning of the model of professional competence development in additional professional education of teachers aimed at guiding the cognitive activity of preschool children in the field of formation of elementary representations of children from natural science. The model provides support for a number of tasks. 1) on the basis of analysis, generalization, systematization of the content of the conceptual foundations of modern natural science education to carry out the formation of the content of the educational field aimed at the development of special methodological competence of teachers of preschool educational organizations, correlated with the current level of development of natural science knowledge. 2) to Design the content of an additional professional program for the development of professional competence of preschool teachers in the field of formation and development of elementary natural science concepts of children. 3) to Develop a model for the organization of additional professional education of teachers, presenting it in the framework of the educational and methodological complex, assigned to support the functioning of the designated additional professional program in training courses. 4) Create the software and methodical maintenance of educational courses, allowing student teachers to master the content of the educational programme in terms of variable range of practical tasks and providing the opportunity to study course content. 5) Construction of a subject-oriented information environment дополнительных additional information resources of the course section called "Library". 6) Publish, by implementing the pedagogical science and practice of teachers education programs, educational-methodical complex, contributing to the implementation of training for educators, and contains information of various kinds, including Advisory material for teachers training courses.

The article is devoted to the methods of training and advanced training of personnel of Russian enterprises. Attention is drawn to the fact that the methods of staff training in the United States are systemic, integrated using the technology of "adaptability". The training of personnel with the help of e-learning is mostly less systematic, and is oriented more likely to the application of some elements (tools) of electronic learning in Russia. Nevertheless, as part of the development of the project to integrate online technologies into professional education programs, including additional ones, the number of open online courses (MOOCs) used for staff training is growing. In Russia, the most used method for monitoring personnel knowledge in various forms of personnel training is automated testing with the help of distance educational technologies, which allows to achieve didactic goals. Various tools have been developed to automate the process of controlling the knowledge of enterprise personnel. The article provides a comparative analysis of the functionality of two systems for automated testing of personnel of energy enterprises - INDIGO and LMS NSTU Dispace 2.0. It is shown that LMS NSTU can be used not only for knowledge control, realizing the testing function, but also recommend it for training, pedagogical monitoring and correction of the pedagogical process of training enterprise personnel. The necessity of supplementing electronic educational resources under the program "Fire Safety" with the methods of "involving training" is shown. With a standard feature set, the INDIGO testing system has a more sophisticated and accurate multi-stage testing and evaluation system.

The ability to see the list of necessary actions and the degree of responsibility of the officials behind the generalized formulation of the action plan for ecological safety is formed in the process of training at a military institution. A key role is assigned to the discipline "ecology", in which it is important to teach cadets to plan and implement ecological activities in the practice of military service. The relevance of the work is related to the insufficient implementation of the didactic principle of the connection between the theoretical foundations of military ecology taught at the military institution and practical situations of military service that require the implementation of measures to ensure ecological safety. The purpose of the article is to develop a system of requirements for teaching methods in solving ecological problems aimed at forming the ecological component of military professional competencies of cadets at military institutions. As the methodological basis, the author uses the ideas of the activity approach; the theory of forming the subject skills; the works that reveal the psychological and pedagogical aspects of the application of training tasks in the learning process for the organization of educational and cognitive activities of cadets. The article substantiates the criteria for the effectiveness of solving training tasks of various difficulties in military ecology. The author gives three variants of the formulation of the task for assessing the quality of atmospheric air according to the degree of generality of the formulations of the content, conditions and requirements. Using the questionnaire method, the list of difficulties that arise when solving environmental problems of different degrees of difficulty is clarified and subsequently systematized. Methodological recommendations for overcoming the difficulties are proposed. The effectiveness was evaluated according to the criterion of completeness of mental actions. The article proposes the model of constructing the system of ecological tasks in terms of forming the skills to develop a list of measures on protection and rational use of the elements of the natural environment, taking into account the generated ecological activities and stages of their formation.

The article discusses the urgent problems of the formation of national self-consciousness of student youth in the process of learning at a university. The essence, problems, directions, methods of work on the formation and development of national identity of future young professionals are analyzed. It is emphasized that at present, higher educational institutions have an important and urgent task to train not only highly qualified specialists, but also socially active members of society, future leaders of the economy, culture, science, education, health care, responsible for the preservation and development of spiritual values, customs, traditions, language of peoples living in the Russian Federation. The forms and methods of work for the preservation and formation of national identity of students in the educational process in the study of humanitarian disciplines and additional special courses, as well as during extracurricular activities are considered. Much attention is paid to the patriotic education of students, the generalization of the experience of a number of educational institutions in this direction, indicates the need to exclude formalism, coercion and “obligation” in this matter, to use modern technologies (social networks, the Internet) along with traditional ones. In the preservation and development of the national self-awareness of students, an important place is given to the study of culture, traditions, customs, the mother tongue of both the national majority and the national minority, and the involvement of students in creative and transformative activities. The article analyzes the interaction of scientists and practitioners in summarizing the experience and developing ways to improve the work on the formation of national self-awareness of student youth during scientific and practical conferences, seminars, round tables, substantiates the conclusion that today it is important to study and summarize the experience gained, to systematically search for effective approaches to patriotic education, preservation and formation of national self-awareness of students. Particular attention must be paid to the problems of the formation and strengthening of all-Russian civic identity and the spiritual community of the multinational people of the Russian Federation, to actively use the All-Russian action "Immortal Regiment" in this matter.

The problem field of research within the subject is the want of a single conceptual composition, unity in understanding and practical application of principles, methods, techniques, processes of organization of learning; the generally accepted mechanism for realization training technology on the intra-organizational level; a systematic description of the learning and development of human resources; unity of views on evaluation by result of similar actions during the conduct studies, on the results of the learning etc. The results of theoretical research and generalization of the authors' practical experience on the application of training forms and methods of learning are presented in the article. Some methodological foundations developed by the authors of training technology as a method of learning and development of personnel are revealed. The genesis of the development of trainings in domestic theory and practice is considered. The author's interpretation of the classification of trainings, which intends the selection of trainings on the formation and development of professional competencies; personal growth trainings; trainings of communication competence and team work; psychological (social-psychological) trainings, is presented. The definition of training technology for intra-organizational learning and human resource development, that image the educational technology, whose application is targeted to achieve efficiency organization's activities, timely response to environmental challenges, ensuring the sustainability of the organization in a strategic perspective, by the formation, keeping and development of professional competencies of employees (corporate, market), is formulated. The elaborating model of the mechanism of application of training technology in the intra-organizational process of learning and development of personnel is presented in graphic form. The principles of Andragogy as a fundamental element of the mechanism of realization of educational training technology (the principles of non-criticism of students, the equality, the application of existent positive life experience, the correction of outdated experience and personal attitudes, that hinder the mastering of new knowledge, the individualization of learning, the convenience of learning, the actualization of learning results, learning in system, the active creative) are characterized.

The article evaluates the theoretical and practical possibilities of the discipline "History" in the formation of civic consciousness as a high level of social, political, and moral maturity of a person. History is rich in examples of civil de-socialization, which the history teacher honestly demonstrates to students. Due to the revealed consistent pattern of the influence of civil de-socialization of the ruling elite representatives (reduction of their level of civic maturity and, as a result, deformation of their civic dignity as a complex social and moral qualities and values) on deepening the alienation of power from society, the author raises the question of the ability of citizens to form the conditions of synthesis of the society and state through forms of civic expression, or civic consciousness (positive social activity). Special importance of such form of civic consciousness manifestation as public control over the ruling elite is noted. Proper mutual control of society and the state has an educational impact on citizens in the system of political relations, no less than the organized activities of educational institutions. The author substantiates the idea that students' assimilation of the world's historical experience in organizing public control of the state as an integral addition to state control and the development of students' critical attitude to the "unpopular " initiatives of the ruling elite, which represents the state, reveals the possibility of normalizing the responsible relationships between the state and society.