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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.

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.

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 .

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.

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.

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.

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.

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.

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.

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.