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Currently, the higher education system continues to rearrange and modernize the educational process. Federal State Educational Standards of new generation require strict consideration of interconnected competency-based approach when training students. On graduating from the University, the alumni are expected to acquire all the necessary competences responsible for the lifelong improvement of his or her skills, as well as to have the ability for further training and the opportunity to retrain in the future. Employers» requirements and expectations are often seen as too high: being young, a specialist should have an appropriate higher education, work in the related areas, quickly retrain and expand his or her creative potential, and be capable to perform the duties of a manager. The labour market is witnessing a steady growth in the number of knowledge-intensive professions and professions requiring PC skills, in particular, with various software complexes. Further training mainly aims at ensuring the mobility of specialists in the labour market. It provides the opportunity for students to expand their list of competencies or get a new one within a short period of time and meets all the requirements of modern society. The development and implementation of adults» further training programs is seen to be an urgent problem. This results in the highest demand on further training. It should be up-to-date, modern and include technological components of the educational process. Further training centres founded at higher education institutions have all the necessary facilities to provide the required level of education. Generally, adult education is provided on-the-job, which requires application of digital technology in the learning process. The article considers organization and outlooks of further training development at technical university applying distance learning module.

This article analyzes the features of the study of the phenomenon of power in the global world. The author focuses on how the authorities dealt with mechanisms in the system of higher education. The article shows that in conditions of transformation of traditional political systems there is a need for adequate perception of specific management tools. Understanding of the specific power structures in the system of humanitarian education emerges as a necessary condition of comprehension of the functioning of the system of power in Russia. The author argues a thesis on the necessity of differentiate between institutional and functional features of the authorities at the level of the textbook. To understand adequately address these objectives, the author turns to the historical roots of formation of Russian statehood, where there was identity of our societies. This task, according to the authors of the article comes to the fore amid increasingly manifested in the modern world trends towards homogenization and cultural identity. That’s why you receive the urgent need to bring to the attention of the younger generation to explain features of the cultural identity of each individual society. The need for a socio-philosophical studies the problems of power derived from an existing set of contradictions that reflect the actually occurring social processes. In addition becomes increasingly apparent need to develop innovative research program the phenomena. The problem is compounded by the fact that globalization has become the leading direction of social development of the world community and the object of study of several Sciences: Economics, politics and ecology. The accumulation of theoretical studies on the essence of power within individual Sciences requires an analysis of the phenomenon with a more general, social and philosophical positions. The implementation of such plants has a scientific meaning, if they are constantly compared with the really existing and intensively developing phenomenon of regionalization. Philosophical analysis of such rapidly developing directions of power mechanisms will fully reveal the essence of contemporary social trends in the educational system.

Due to current sociocultural transformations, the system of national higher education has significantly reduced its effectiveness, which is indirectly prooved by numerous international ratings, where Russian universities keep far leading positions. Many attempts of the authorities to strengthen the financing of concrete Russian universities in the beginning of the XXI century were not successful and merely pushed aside the moment when it became obvious that the approaches used were not efficient to ensure the competitiveness of national education in the context of increasing globalization. In higher education system, the gap between the high-speedflow of information in online-education sector (distance education) and the slow passage of time in the traditional educational process is rapidly increasing. Currently, one of the possible alternatives for the development of education is lifelong learning, which is based on the development of distance (virtual) technologies. The paper discusses the ontological features of distance education, highlighted its positive and negative characteristics. The author highlights that modern education is a process and the result of mastering the knowledge and skills acquired in the context of the achievements of modern science and practical activity ofpeople. It is revealed that in modern conditions, as a result of the lack of synchrony and balance between the virtual and real sectors of higher education, there can be a de-synchronization of the ontology of education. The paper explains that a complete transfer of education to the virtual area will lead not only to a serious deterioration in quality, but also to destructive changes in education as an institution aimed at the reproduction of society. The author makes conclusion that, in accordance with the trends of the world economy, national higher education will experience a shift in favor of a product with «growing surplus value», which will lead to the inevitability of high-tech, high-value, competitive higher education and low-cost depreciate «higher education», aimed at supporting the production of cheap uncompetitive labor, which is unclaimed outside the domestic market.

The paper analyzes the impact of Karamz- in»s world outlook on features and principles of his social and historical research. The authors investigate the impact of ideas observed in the Enlightenment on Karamzin»s ethical and philosophical world outlook. The Enlightenment in Germany played the most significant role in development of his world outlook. His mentor and teacher, professor from Moscow State University, Johann Matias Schaden had a major impact on his world outlook. The main difference between French and German Enlightenment is that French Enlightenment focused on the issues related to socio-political structure of society whereas German Enlightenment focused on the issues of moral and intellectual improvement of a human being. German Enlightenment didn»t consider the development of political doctrine. Karamzin didn»t agree with the French rendering because it was moving from society to personality and they believe that changes in the socio-political structure of society will entail personal moral development. According to Karamzin, the tragedy of the French Revolution proved this logic to fail. Following Karamzin, it should be from personality to society. He developed this point of view in his socio-historical concept. This concept renders intellect and morality as a real historical force, which is acting through people, through their awareness of themselves as moral beings. Karamzin believed that education and enlightenment should act as the main task of the country, which will lead to sustainable development and prevent population from falling into revolutionary extremes. Social changes become real, and political institutions begin to work only when people have moral and political education. The criticism of this point of view which appeared among the national thinkers is highlighted in the final section of the article.

Digital security in the modern world is one of the leading practical and theoretical trends. Many practitioners and theorists deal with improving digital security, almost ignoring the costs spent on this relevant and necessary process. The dangers of «digital security» in education are highlighted by applying point-rating system for teachers» assessment and tendency of applying cloud and other technologies in order to create University digital environment that is widely used in education in Russia. This «virtual university» faces huge security problems: relationships in a real environment are partially developed whereas ones in a virtual-digital environment are absent. The feeling of permissiveness gives rise to the cases of intra-organizational espionage and violation of the rights of employees in their private life: the boundary between professional and personal spheres of information in such «clouds» almost does not exist, which serves as the basis of numerous abuses (abuse of power, ethical and legal conflicts in the form of violation of the right to privacy, etc.) In addition, along with the point-rating system, supposedly created only to stimulate the work of workers, cloud technologies are used to find the causes and methods of punishment and reprisals: a typical situation is the illegal hacking and illegal use of information about a person, including within its wide spreading inside and outside the university in order to substantiate a disciplinary action leading to economic, social and moral, and sometimes legal losses of employees.

The article explores the role and relevance of the theory of algorithms in the fundamen- talization of mathematical education of specialists in the field of computer science and information technology, trained at vocational schools and higher institutions. In this case, the theory of algorithms appears in two fields; the first field assumes theory of specific algorithms (or intuitively-containing theory of algorithms) whereas the second one implies a formal-logical (abstract) theory of algorithms. In the first case, the theory of algorithms explores algorithms as means for solving specific problems, and the problem of developing this kind of algorithm is seen as the basic one. This algorithm should be implemented by a modern computer in real time. The second problem assumes comparing different specific algorithms for solving the same problem in terms of their complexity, mainly in terms of the time required to solve the problem. Due to this fact, the classes of complexity of algorithms P and NP appear followed by the problem of relationships between these classes. These problems are not solved until now. In the second case, the theory of algorithms creates mathematical (abstract) concepts of the algorithm and explores the properties of these concepts. In the 30s and the first postwar years of the XX century, several abstract concepts of the algorithm, or formalizations of the intuitive understanding of the algorithm, were developed. This is a Turing machine, recursive functions as functions computable by some algorithm, normal algorithms of A. A. Markov. The abstract theory of algorithms establishes the equivalence of these abstract concepts. The problem of these algorithms existing is seen as the most important one. In particular, the abstract theory of algorithms establishes the absence of algorithms for solving a number of mass problems. This paper describes a methodological system of teaching algorithm theory, taking into account its two intuitive and abstract fields.

The problem of personal activity when learning is considered as a significant factor when achieving learning outcomes and personal development. Personal professional training requires a fundamental recognition of the most relevant elements in learning (content, forms, methods). This shows that strategic direction of education activation does not imply increasing the amount of perceived information, strengthening and increasing the control measures, but designing didactic and psychological conditions for relevant learning including intelligent, personal and social skills. The peculiarities of interactive forms and methods of learning assume they are based on the impulse to practical and intellectual activity, which describes interactive learning as a set of educational and methodical technologies. The nature of interactive learning assumes that learning gathers and unites all students and allows them to realize and reflect what they know and think. In order to improve students» cognitive activity, the teacher has many different forms and methods that contribute to this. Active forms and methods are based on dialogue, both between a teacher and students and among the students themselves. This dialogue develops communicative and cognitive skills, abilities to solve team problems by means of each person in order to to achieve a common goal. Forms and methods of active and interactive learning aim at development of students» independent cognitive activities and personal interest. The synergetic effect of the simulated activities can help students to solve concrete educational and industrial tasks

The main condition to form the holistic system of lifelong education is ensuring continuity among the levels of secondary (compulsory) and higher education. This article discusses regulations applied for compliance with the principle of continuity in educational programs of secondary and higher pedagogical education. Kazakhstan is involved in updating the content of school education, which aims at ensuring equal access to high-quality secondary education, strengthening the educational component taking into account the spiritual and moral values of the National Patriotic Idea «Mangilik El». A phased transition to the updated content is carried out on the basis of the State Program for Development of Education and Science in the Republic of Kazakhstan in 2016-2019. In this regard, state compulsory educational standards, typical syllabus and curricula have been developed and approved. Updating the content of school education aims at improvement of professional and methodical training of prospective teachers in pedagogical higher institutions in the context of updating the educational program of higher education. The content of educational programs of higher pedagogical education should aim at implementation of the principle of continuity at school and should be presented in the course units related to each other successively, including integration with methodological disciplines, which will significantly improve the quality of professional training of prospective teachers. However, the analysis of the current national educational programs in higher and postgraduate education showed that their content did not fully take into account the changes made in school programs. The subjects were hardly complied with the content of school education; not all pedagogical universities in Kazkahstan take into account the balance, special courses are poorly correlated with teaching methodology. This affects the quality of training and may result in breaking the legal regulations. The quality of pupils» training and, therefore, the future of school education, depends on the quality of alumni graduated from pedagogical institutions. The changes in the content of secondary education and methods ofped- agogical training require improving the successive ties, searching for new ways for continuity among educational programs at different levels of education

The article explores the current situation in engineering training system under global digitalization. The paper reveals the specific features of the concept of «digitalization» in relation to education system and to the system of training in mechanical drawing. The authors focus on that the level of digitalization is the result of the complex influence of global socio-economic factors, society development objective trends and particular conditions prevailing in the environment. There are some features of education digitalization: an electronic educational environment is being formed; universities are establishing collaborative educational space; e-learning tools are being developed and improved; electronic document management systems are applied; population has an access to electronic resources. The author analyzes the structure of education system digital space and identifies several levels: national information space, regional space, university space the information space of the Chairs, and personal information space. The paper analyzes two main information flows (external and global), which cover the information space of the Chair and characterizes structural components of the Chair information space: organizational and managerial, informative, educational and methodical. The article describes the specific features of the educational space and highlights formation of the relevant digital information environment as one of the most important conditions for efficient activities at the Chair. The author highlights the need for a focused formation of the digital educational space at the Chair of Graphic Art. The article contains some examples and the results of the successful attempt to create a digital information space at the Chair of Graphic Art at Siberian Transport University. The author proves that digitalization of engineering and graphic training contributes to cognitive learning, increases cognitive interest and motivation among students and creates conditions for mastering the skills of teamwork.

The author raises an idea that environmental safety competence depends on the educational environment of the university. The author focuses on environmental safety of the educational environment at marine university from the position of competence-risk, environment-risk, activity-risk and situational-risk approaches. The article analyzes the specific features of the competence of environmental safety of a marine specialist on the basis of curriculum, teaching and methodological support; a set of educational measures; creating interdisciplinary environmental projects, risk situations; funds of valuation funds, risk assessment methods and stressful situations, etc. The author proposes a system of quality control, environmental risks and resources of the university, which together form the competence of the environmental safety of a marine specialist. The article reveals the content of ecology of a student, educational environment, production, as components of the competence of environmental safety. The author proposes criteria for assessment of environmental safety competence as satisfaction, manageability, communication, stress tolerance, adaptability and being environmental friendly.The theoretical and practical capacities of environmental safety of educational environment at marine university is based on the principles of quality control, risks, resources and situational awareness. So the principle of risk management is based on the principle of substitution (acceptable environmental risk with fewer losses); awareness (of environmental risk); management (regulation) aimed at reducing environmental risk; eco-development (environmental friendliness), the principle of resource management of the university allows to improve the environmental safety conditions of the educational environment and forms its resource component. The principle of situational awareness is necessary for building competence in environmental safety of a marine specialist, as it allows teaching students to act in non-standard risky situations. Implementation of the principles in their unity is confirmed by the environmental safety laws of educational environment: personal social, aimed at the ecology of the individual, informative, organizational, aimed at the ecology of the environment, information, management, aimed at the ecology of production. The issue of educational environment as a means and system of building environmental safety competence of students by means of administrative decisions made on the basis of risk assessment, quality control and capacities and resources of higher institution is to be discussed.