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The article describes the process, system, situational and reflective types of control in the professional activity of internal troops officers of Russia in terms of solving professional tactical tasks. The authors noted that general and specific features of each type of control and necessity to focus on them in the process of solving tactical problems. The research is based on the methodology that deals with the problem of training prospective officers to solve tactical mission; the methods used are system approach, activity approach and personal approach. The authors reveal the nature and the content of specific types of management. The process of formation of theoretical knowledge and practical skills of professional management of prospective internal officers assumes ownership of the fundamental concepts of training systems. The article gives the interpretation of the concept of “tactical training” referred to its basic components and provides the examples of tactical objectives for each type of control. The authors pay special attention to the reflexive management that is not sufficiently developed in the modern military school. The authors present their views on these types of management and they take into consideration mandatory component of the theoretical competence of cadets of military schools and condition for improving the quality of their training. The authors analyze the types of management related to the problem of formation of professional management activity of the prospective officers of the Interior Ministry of Russia and they ability to solve professional tactical tasks.

The paper explores changes in reviewing the Federal state educational standards as a “mimimum” and “degree” to “competencies” on the basis of works prepared by V. P. Bespalko, M. A. Kondakov, V. V. Kraevskiy, N. D. Nikandrov, M. V. Ryzhakov and V. D. Shadrikov. The authors analyze the Federal State Educational Standards applied in secondary education, Federal requirements for children's Art schools and training requirements to the applicants. The article raises a problem of inconsistency that causes the discontinuity of pre-University and professional training of students at Architecture and Art Universities. The authors analyzed Federal state educational standards for General secondary schools, Federal government requirements for children's schools of art and training requirements of entrants. The analysis raises the problem of the existence of inconsistencies. This problem causes breaches in continuity and pre-University training of students of Architectural and Art universities. The paper highlights the reasons that cause the problems: the destruction of the Soviet system of lifelong architectural education and implementation of dual leadership in the post-Soviet period by the Ministry of education and science of Russia and the Ministry of culture of Russia, the institutions of further training in the field of Art belong to. The subjects as Fine Art and Sketching contribute to students’ spatial reasoning, visual skills; these subjects are included into the educational standards of secondary education and they are not taught to the pupils of 10-11 forms. Therefore, the secondary educational programme does not cover pre-university training in this field. The new category of "General educational program" has ambiguous interpretation as specific training and it is reviewed as an elective course. . Thus, the lack of a clear understanding of the place and role of pre-University training in professional education, as well as leveling the values of artistic skills for personal development not only leads to the discontinuity between pre-University and professional training, but also contributes to the reduction of the value of aesthetic personal education.

The article analyzes the development of teaching Physics and Mathematics in secondary education, pre-University education and further training, including dealing with gifted children. All the models put forward the question about training and further training of teachers. The model that takes into account teachers training and contributes to interaction among the schools, universities and departments in the region and in the country as a whole, fosters the competitiveness of physico-mathematical education in Russia. The paper shows the model of lifelong physico-mathematical learning developed at Pedagogical University. The author describes the aims, contents and process activity of the tested model. The described model ensures the activity approach in training. The paper shows that teaching aid based on this model is efficient in training the prospective teachers of Physics and Mathematics and teachers involved in further training.

The article is devoted to the research results on the employers’ view about the quality of students training in the area of Personnel Management. This research investigated professional and general competencies. The authors found out many contradictions between the significance of competencies, their demand and degree of formation. The paper studies the reasons of contradictions in the employers’ assessment and requirements of State Educational Standards. The authors highlight the directions in strengthening the employers’ influence on the training.

The paper makes an attempt to analyze the nature and stages of personal educational space of a teacher involved in vocational training. The article explores the interaction between personal educational space and open social educational environment which is represented as communicative informational potential of further training and satisfying the needs in education and self-realization. The author considers personal educational space as a process, activity and phenomenon provided by education. At the same time, the education of a person performs as a certain part of educational space. When being personalized this part is fixed as “own one” in the founded educational space “for me” which contributes to personal development. The authors raise the problem of integration of new educational technologies that have particular features related to the fact that software and computers are one of the main means in education, upbringing and management of personal self-fulfillment. This is explained by significant change in relations among the main subjects of educational process. The article demonstrates target-oriented and methodological further training revealed in seminars, workshops and demo lessons as the educational space aimed at application of modern information systems. This reveals the particular features of efficient teachers training to applying IT-technologies in every day work. Considering that the technologies are innovative and change the individual work of a person, the authors note that these technologies extend the information and personal educational space of a teacher. The programmes implemented in the open educational space of further training at Industrial-Economic Faculty of Vocational Training under Sholom-Aleikhem Amur State University are aimed at getting deep and developed new knowledge, skills and competencies of teachers. These programmes assume grasping information-communicative technologies and contribute to the development of personal educational space of a teacher.

The strategic objectives of the educational system lies in the fact that it has continuously and tirelessly to develop, improving its work in the framework of the current and rapidly changing society, to prepare specialists of tomorrow, and this training should be advanced and influence the natural social processes, guiding them in a civilized way. Therefore, in our country there are constant changes in the education system due to the integration of Russian education into the world. One of the principles of democracy in education is the principle of equal access to higher education and postgraduate education for all citizens. It has therefore been shown a special interest in lifelong learning. The relevance of studying the system of lifelong learning is determined by the fact that in the emerging post-industrial society, the knowledge becomes the dominant value, really ensuring the development and competitiveness of the nation. The ability to obtain and use new information is one of the key factors that determine the role and place of countries in the world community. In this regard, in the field of modern science updated the problems associated with the lifelong learning of man as the Creator, carrier and transmitter of knowledge. The interest in lifelong education is an indicator of further development of system of lifelong learning.

The problem of implementation and adoption to the general cultural and professional competences in educational process is relevant today. The authors generalize the experience of dealing with competencies and consider their research functions. The paper focuses on dealing with a competency as a research laboratory in order to obtain the first research results of students. The authors developed, applied and published the laboratory guidance that consists of 10 works and includes all the topics of the course “Biomechanics of movement” for 2-year students). The article shows logical and competency-based approach in the development of subject technologies according to new standards in education. The research laboratory will help to explore interdisciplinary relations, the significance of the research material received and competency as a whole, extend the academic and research activity.

The authors see the employment within the obtained specialty as one of the most important criteria used in the assessment of higher institution. Due to this fact, the authors observe the necessity in investigation this process as the changes in higher education cause the changes in professional activity after graduation. Germany is one of the leaders and initiators of Bologna Process and transition to the degree system of higher education. The experience of Germany is interesting and available for investigation. The criteria, determined by the German researchers, represent the views of employers, students and graduates. This allows considering the problem of employment in all aspects. The authors haven’t found the similar research with similar criteria in the national publications. The important data reviewing the opinions of employers, students and Bachelors are represented in the research of recruiting agency SuperJob, in the statistical report of Higher School of Economics of 2012 and online enquiry of the site "Anketer". The paper analyzes the research data of Russian and German scientists and highlights the measures on adaptation in the beginning of professional activity of Bachelors.

The author sees one of the key problems of Russian society and national economy modernization as the organization of effective lifelong learning. Nowadays, the developed countries implement the program of lifelong learning foundation. Thus, the share of efficient population in lifelong learning in Austria is 89.2%, Denmark 79.9%, Finland 77.3%, Sweden 71% and Switzerland 68%. Although lifelong learning was declared in Russia in 2004 as prior development of education, only 10% of adults participate in further training. One of the key problems that prevent the development of innovative national economy is the growing number of qualified personnel. The article analyzes the world system models of further training as each model has its own socio-economic features. This investigation contributes to the realization of conceptual approaches to the national further training. The author explores the international methodologies and observes the social order in the system of further training as the government is interested in further training of adults and supports it. The paper describes the mechanisms used for employers’ participation in the staff retraining. The author highlights the controlling functions of employers who share the responsibility for the quality of education in further training system with the government.

The article highlights the features of historical knowledge in the context of globalization, one of the important characteristics of the power which is the interpretation of history. It is proved that it is carried out in the interests of the subjects of globalization, that is, the leading countries of the West at the expense of “the second and third worlds”, so the ideologues of globalization are not interested in the objective study of the past. According to the author, the unity of history as a complete unity of humanity will never be completed. History is closed between the source and purpose, it acts as the idea of unity. A man is on the way of his great historical path, but he does not complete it by means of the achievement of ultimate goal. The unity of person is considered as a historical border. This means that achievement of completed unity would be the end of history. History is regarded as a movement under the banner of unity subordinate to the views and ideas of unity. In our historical consciousness, the idea of mankind becomes concrete and visible only in real history and in its entirety. The predictive function of history in many ways seems to have paradoxical nature as a historian is engaged in the investigation of the past. The unity of history as a complete unity of humanity will never be completed. The interpretation of the historical experience of other nations facilitates the elite responsible for making the decision, the decision broadcasting to the masses.