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The paper highlights that nowadays further training is increasingly becoming the object of theoretical and applied research: the number of publications scientific events is increasing. At present moment, the society becomes very complicated and sets strict requirements to efficient and rapid mastering of competencies, obtaining actual knowledge and skills. This is mostly implemented in the system of business training where we can observe the strong correlation between correlation between the intentions and possibilities of students. Currently, business training serves as the mostly wide-spread educational institution in this system. However, the quality of educational services do not always correspond to their cost and sometimes the topic. Due to this fact the author addresses to the teachers. The article is devoted to one of the most important problems of modern educational practices in the system of ffurther training that is the problem of business-school professors’ professionalism. The research proves the necessity to improve professionalism by means of teachers component and their real success and experience in business that can teach and transfer. The author makes conclusion that refocus from unqualified teachers who know the subject in its theory onto the teachers who are really experienced and qualified will move national business-education towards high quality and high competitiveness.

The article is devoted to the regional aspect of the current modeling problems in modern agricultural education. The paper highlights the problems of agricultural staff in Tomsk region and imperfection on regional educational system in agribusiness. The authors speak about necessity to build new and efficient model of education in the sphere of agriculture of Tomsk region. The article highlights the requirements to the system of education in the area of agriculture in Tomsk region. The authors suggest to build new model of agricultural education that is common education space (cluster) that would be regulated and controlled by the Industrial Council on Education Quality in Agribusiness. This model will contribute to eliminating the contradictions among the elements of education by means of net interactions.

Current growth of agricultural production depend on just in-time transfer from traditional agricultural economy to application of innovative technologies. Due to severe climate conditions in Russia, it is possible to produce cheap goods of good quality on the basis of efficient agricultural economy which is based in its turn on the knowledge. The authors sees that agricultural transfer to innovative development requires complete changes in approach to agribusiness staff training. Currently, innovative agricultural enterprises face the problem related to the lack of qualified staff. Vocational agricultural schools focus on the current problems in agriculture and not in the long-term period. Thus, we have a contradictory situation in terms of agribusiness staff that restricts development of agricultural economy. The author highlights the necessity for new regulations that promote deep integration between vocational schools and innovative agricultural enterprises. This integrated educational and industrial environment can contribute to rapid training of agribusiness staff that can make impact on innovative industrial development in different fields of agricultural economy.

The article considers vocational training in the Republic of Kazakhstan in market conditions. It is emphasized that vocational guidance is a guaranteed job tomorrow. Particular attention is paid to socio-humanitarian training. The authors emphasize that the humanization and humanitarization is a foundation, which will help to make vocational education in the twenty-first century as an important tool in solving all human problems, because if any specialist would be a man of high humanism, he will behave with goodness, beauty and truth. The article also draws attention to the ethnopedagogics problem which must necessarily consider the future group of students, and in the light of it build an educational process, which in any case does not mean deviations from the strict requirements of innovative technologies.

The article explores the experience of establishment of private higher institutions in Western Siberia in the 1990s. New higher institutions were intended to develop the competitive environment in the market of educational services and to open “a new window” of opportunities to provide a wide range of people with possibility to get higher education. General trends in the private educational sector development throughout Russia as well as its regional characteristics and peculiarities can be derived on the base of regional experience. World experience in this field argues that private education is a promising idea. In England, for instance, 74% of the judges, 51% of famous journalists and 61% of qualified doctors received higher education in private higher institutions. But in Russia there are many obstacles to implementation of generally recognized ideas. The difficulties are related to fundamental reasons and slick solutions of the Ministry of Education of Russia. The period of 1995-2000 was the years of the most rapid development of the private higher educational institutions which were being established at that time. However, the period of well-being and prosperity had gone rather quickly, and private education together with the state education, entered a period of crisis. The author outlines demographic situation in the country, small number of school leavers and acute competition for applicants between private and state higher institutions. Facing the hard difficulties a range of regional universities and branches ceased their activity

Since the educational system of the University is aimed to ensure the successful formation of personality of a prospective specialist, the domestic higher school in conditions of modernization, aimed at finding educational technologies. The ability of the military education system to meet the needs of society and personality outlines the priorities of the Armed Forces of the Russian Federation. It is important that in these conditions, higher military institution focuses on the formation of personal maturity and professionalism of a prospective specialist who is able to act efficiently [1, p. 7]. Thus, the source of competitiveness in the market of higher military education is the formation of comprehensive education services on the basis of competence-based approach to integration and interdisciplinary design. It is evident, that application of pedagogical design technology in the military higher education institution changes the role of a teacher as a representative of science, researcher and instructor. The transfer from authoritarian model of education to teaching as a way of involvement the students and attracting them to the values and learning personally significant knowledge that can be applied in implementation of personal projects [2. p. 27]. The author argues, that education in the military institution with the use of pedagogical design is not just a teaching activity but a lifelong process [3, p. 42]. The project activity puts the student in an active position and he does research, solves problems, takes decisions, explores and records information about his activity.

The paper reflects the results of theoretical research of professional self-determination stages through installations of a symbolic interactionism. The process of professional self-determination happening over ontogenesis is considered from the point of view of existential philosophy where the key concept is “choice”, and its commission purpose is to give sense to existence. The basis for the choice of any professional activity and motivation of vocational education, inseparably linked with it, in the form of the ideal image of professional activity created as a result of passing by the identity of process of socialization is offered. The consecutive operations of formation is an ideal image of professional activity made at each stage of professional selfdetermination are revealed: imitation, monitoring of significant Others’ reaction, correlation. It is supposed that incorrect formation of an ideal image of professional activity can complicate process of professional self-determination.

The article analyzes the basic principles of socio-psychological consulting as a practice that helps interpersonal relationships and subjects. The author explores the main problems of the clients related to violations in their inner and interpersonal relationships, and relations to his own life (existence) in general. Relying on the tetrad of principles of psychological consulting in the K. R. Rogers school, the author highlights their manifestations and features in three basic aspects of the measurement of the consultative interaction. There are traditionally three dimensions outlined: power, competence and love. Each of the dimension is associated with a particular intention of consulting relationship: transformational, dialogical and relational. The basic principles of consulting are implemented as these or that meta-technologies or group of metatechnology within each of the intentions. In addition, the author considers the principles of consulting in relation to the life of the consultant and the client, as «meta-technologies of life».

The author reviews professionalism as a process and result of secondary and professional education and personal development. The author offers his own definition for professionalism, which differs from those mentioned in modern scientific resources. This definition integrates occupational and personal aspects of professionalism, and shows the factors having positive or negative impact on the formation and consolidation of professional skills, emphasizing a special role of education and professional activities. The development of professionalism takes place not only at the moment when a person has already chosen profession and is studying at the institution, but it is a lifelong process. Being a subject of social relations, the person deals with people of different occupations. He “tries on” some of these professions and finally makes his own professional choice. He enters a corresponding educational institution in order to be trained for chosen professional activity. On graduating the educational institution, he gets involved into professional activity where his professionalism is developed most intensively. The author outlines that, professionalism is a subjective integrity, and its formation occurs during the whole life of the person. For a better understanding of its nature, the author appeals to the complex that includes the philosophy of holism, synergetics and the doctrine of the noosphere. The author sees the phenomenon of professionalism from these points of view that contributes to the novelty of the research.

Teaching Descriptive geometry and Engineering graphics in technical universities assumes two different forms of teaching: manual graphics computer graphics. Teachers of Graphics suggest that Computer Graphics focuses on the student’s professional development of the student whereas Manual Graphics helps to explore deeper the basic concepts of Descriptive geometry Teaching staff and didactic equipment determine the methods and methodology of teaching basic disciplines in Graphics. The authors suppose that tendencies to usage of computer aided engineering developments results in the fact that intellectual process, cognition and visualization are partly lost as it is necessary to study Computer Graphics together with Descriptive Geometry. This restricts intellectual process especially at the beginning of study.