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The paper investigates transformation of identity and specifies peculiarities of philosophic, sociological and psychological reflection of the concept in accordance with historic periods of society development. The authors highlight scientific views on the evolution of identity, contradiction in its formation, critics of existing concepts and results received in Philosophy, Sociology and Pedagogics. The authors see current conditions of identity formation as completely different. This results from globalization process, virtualization, creating net communities etc, that is why the authors focus on the types of various and flexible identity that corresponds to modern life and diversity of net communities (from professional and socio-demographic communities to affinity communities). The paper analyzes the functions of culture in these processes and new means of communication. The authors make case about virtualization of society, reflection and creation of new concepts of modern transformation society. This results from wide-spread screens (cinemas, TV-sets, computers, smart phones, tablets, e-books etc.) and forms of interaction among them (WEB 2.0, cloud technologies etc).

In the territory of the Russian Federation since July 01, 2016 the system of professional standards (1) began to work. After studying of the legislation on this subject (including Art. 195.1-195.3, Art. 57 of the Labor Code of the Russian Federation) many employers for whom provisions of standards are obligatory have a natural question: how there is an implementation of professional standards at the entity? Now personnel and economic services of accounting entities and educational institutions upon transition to national system of professional standards have the some difficulties connected with development (more precisely - assimilation) a large number of information (an extensive new regulatory framework, over 850 new professional standards, other), also in case of transformation of this information in quality of the focused on practice knowledge directed to implementation of professional standards in practical activities of the entities and organizations. Now it is necessary to master effective mechanisms of implementation of PS that it is possible to make only in the conditions of integration of science, education, the executive authority and professional and expert community of a wide range of specialists. Interaction of science, education and production is necessary also for «completion» of the left PS as in the course of implementation certain inaccuracies, contradictions of a substantial part of standards come to light. Big educational work is necessary to avoid «the environment resistance», to create favorable social and psychological climate in labor collectives in case of implementation of requirements of standards. The heavy responsibility at the same time is conferred on the training organizations, including the DPO systems which are designed to develop and realize techniques of training in effective implementation of PS. The fixed straight line and feedback according to the scheme «science - education - production - the executive power education» is for this purpose necessary.

The article is devoted to the modern approach to the question of the psychological peculiarities of the process of educational interaction. The authors describe the processes and learning outcomes in the context of didactic communication. A student is a personality who is actively involved in educational interaction. A teacher is an instructor and organizer of educational environment who controls students’ activity.. The authors discuss new and traditional educational practices aimed at making the process of didactic communication more effective. The article is also dedicated to learning myths, analysis of motivational, intellectual, and interactive learning resources. The authors describe the main aspects aimed at students’ development , their inner world and expressions, possibilities and restrictions.

The article highlights many challenges that determine and define the tendencies in the world development. The author focuses on professionalism of human resources as it plays significant role in creating public goods and stability of the planet. Comparative pedagogical research considers this problem in relation with the tendencies of professional education development, exactly one of its component which is seen as professional training of industrial personnel. Human and social assets are two social phenomena of EU that are seen as strategic resource of education and competencies. European expansion has led to changed in migration landscape of Europe. The picture of social and professional mobility at the labour market of Europe is rather contradictory. The level of mobility is increasing employing people with high education status whereas people with low qualification are not employed. The author highlights the conditions necessary to follow in order to enter the labour market. These conditions are seen as competitiveness of people should that should be based on multi-level lifelong learning; interaction between educational programs and professional qualifications that allow people to build educational transfers in non-formal and informal learning; advanced approach to the content of professional education; assessment of learning outcomes and qualifications certification. The flexible model of pedagogical education that focuses on professional development of a teacher is considered to be the leading factor of training. The paper recognizes social partnership as a tendency of personnel training. This social partnership is seen as multipartied teams between professional education and training and state bodies, public organizations and labor market aimed at consensus-building of the parties. Due to multipartied teams, the subjects of cooperation fulfill weak points and make competitive advantages by means of public and private partnership. Alternative mechanism ensures financing of professional education and training; private capital takes responsibilities that usually lie upon the governmental bodies. However it cannot operate without the state that provides legislation and infrastructure of business.

This article proves the necessity of forming and developing of critical thinking which is seen as a basis for forming cultural and professional competencies of the federal state educational standard of higher education. Organizational and target changes in the study process of the higher education system determines the necessity of conventional changes of the learning process itself. The thesis that building the competencies connected with analysis, synthesis, and induction of hypothesis, formulating and solving problems is connected with the targets and functions of critical thinking in both historical and contemporary aspects, is proven. This thesis is proven through comparative analysis of critical thinking and philosophy, critical thinking and logic.

The relevance problem related to human rights deals with many unsolved questions, so this problem is rather acute and relevant in spite of the fact that these rights are already generally implemented and the issues resolved. This means that within the framework of the general problem studied, derivatives arise: the problem of infringement of human rights and upholding and protecting human rights, including on the basis of a new such new branch of culture as the culture of human life safety. The fundamental and efficient theoretical areas on the basis of which it is possible to solve widely and professionally a number of topical problems of human rights, are philosophy of law theory. On the one hand, these are the scientific and theoretical fields of knowledge, and on the other hand, the academic disciplines in the system of legal education. The article deals with the theoretical and philosophical and educational aspects of understanding human rights in education and legal practice.

Language proficiency is one of key competences of an individual nowadays. The authors highlight two systems used for description of language proficiency in Russia. One of them is subjective assessment that assumes such categories as «I can read and translate with a dictionary», «I can speak», «I can speak English fluently». The other assessment is objective assessment as it refers to the Common European Framework of Reference for Languages. The article contains a comparative-historical analysis of the notion «language proficiency» formation to fully understand the factors influencing the formation of a contemporary subjective language proficiency assessment. Based on the background reading analysis, four periods of formation the «language proficiency» notion are coined, with reference to the foreign language function in various ages: communicative- applied, academic/enlightening, ideology-populist and integrative. Foreign language competence requirements are reflected in categories factors influencing the formation of a contemporary subjective language proficiency assessment.

The paper highlights relevant issues of students’ professional competence. The author considers the problem of arrangement of internship which deals with building skills and expertise assumed by educational and professional standards. The article shows the structure of internship and suggests the methods to make the content of internship more concrete and correspondent with major and object of internship. The author explains that educational institution which has professional teaching staff is responsible for fulfilling the requirements of employers in theoretical and practical training.

The article analyzes the prospects of a possible rejection of the traditional approach to the classification of existing concepts "profession" and "specialty". The importance and relevance of revising the views on the role and place of the professional education system in the development of professional and educational standards is declared. With the decisions on the development of agricultural production, the possibilities of wider application of solutions in the main areas of modernization of the educational process in the system of Russian agrarian education are considered.

The problem of modernization of higher education in accordance with the labor market needs, as well as for the integration of the national education into the world of educational and economic space is rather relevant today. The article is devoted to specifics of application of humanitarian component as one of the most important paradigms of modern higher education. The authors focus on the link between society development and technology and process of professional training of prospective specialists. The problem of higher education content compliance with the level of technological development is solved by means of improving state standards, equipment and teachers’ further training. The authors see testing and application of standards and place of humanitarian training as relevant and particular in this situation. Humanitarization of professional education, including technical education, can be successfully used in order to solve the complex of technological problems, the determining of social significance of the project, the identifying advantages and disadvantages. The authors highlight prospective idea of recruiting the staff and employees to the Chairs of Humanities for them to participate in teams, performing technical, technological and other studies in various projects.