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The idea of development of reflexive-professional competence in the lifelong innovative learning is expressed by the call of the time as the current and forecasted development of human civilization is regarded in relation to the accelerated growth of the mankind intellectual potential and the achievement of a new state of human spiritual culture.The complex pedagogical, psychological and acmeological research of such a complicated fundamental problem, as the development of reflexive-professional competence in the lifelong innovative learning, rests on conceptual theoretical achievements of modern higher education, which requires considering the methodology of interaction of the Humanities and their interconnections with professional practice. The strategic factor of reflexive-professional competence in the lifelong innovative learning is the cultivation of reflection and competence. In this context, the development of reflexive-professional competence in the lifelong innovative learning becomes the subject matter of special complex research. The development of reflexive-professional competence in the lifelong innovative learning is of consistent nature and lies in the fact that reflection serves as a mechanism for analyzing professional experience, contributes to overcoming the difficulties in professional area, determines the development of professional competences, creates the conditions for personal and professional development and directly correlates with acmeological achievements of a person. Reflection as a condition of reflexive professional competence, as a mechanism of analyzing experience and, finally, as a component in the structure of professional abilities is an invariable definition of continuing innovative education.

The article explores the problem of narrow specific training of specialists and therefore inefficient decisions and solutions taken. The paper shows the necessity to develop the system thinking and world outlook. This approach is regarded as the key task of further training in the Federal State Educational Standards. The article tries to develop the way of this goal achievement. The author makes the case to develop the approach to the strategic combination of scientific, philosophic, and social knowledge. The paper is aimed at foundation of basic concept of this knowledge. The strategic knowledge must be based on the subjects and curriculum. The authors suggest the system and dialectic approach to the foundation of the fundamental concept and teaching Humanities. The article considers the concept “public benefit” in this approach and shows its difference from the concept “social goods” and concept “public benefit” in the reductive approach. The author takes into consideration two types of social values: cultural values and ideological values. The authors show that close relation between these values is necessary for the sustainable development of society. The article contains the notions of ideology, economic and political social sub-systems. The authors highlight the differences in notions reviewed by reductive approach and system-dialectic approach.

The article explores the relevant pedagogical problem dealing with professional training of disabled children and invalids. The authors see socialization of graduates as one of the main task of professional training. This socialization is provided by means of professional competences in the area of chosen profession. The method of expert assessment defines the future profession and the goal of professional training of pupils trained at secondary school. The authors developed "Adaptive educational program on Carpentry for disabled children in 11th form in 2014-2015 academic year." The article compares the results with the results received in traditional educational system. The authors declare about the achievement of pedagogical goals on professional competencies on Carpentry.

The article builds the new model of tolerance in the culture of education according to the principles of free study. This model is based on the applied philosophy of Hessen. The culture of education assumes the individual cultural space of each person. The tolerance significance is revealed by means of Chupakhin’s meaning-making algorithm and Pavlova’s Vista culture needs and possibilities. The tolerance is based on the UNESCO Declaration and the preamble of the UN Charter. The authors define the axiomatic borders of tolerance by means of the ontology-based features of life mode, gnoseology and anthropological research methods of human origin. The paper estimates the significance of tolerance in educational culture within social, conceptual, spiritual and valuable parts of the human requirements. The tolerance potential is the key ethical principle of civil society that prevents from violence. Otherwise, tolerance does not belong to the culture when the anger condonation and invasion to the freedom and human merits are observed. The authors regard the meaning of perfect tolerance as the activity of moral, socio-political, ethno-cultural, economic and technological development of world society that has features of law, stability, freedom and patience. The Federal State Educational Standards of higher education highlight the following general cultural competencies of tolerant personality: the social culture implies adoption and conformation to the social laws and social mobility of the subject; the conceptual culture implies cognition process in grasping new knowledge and skills; the moral culture assumes cognition and preservation of moral values, self-identification of the subject’s consciousness and the adaptation in new environment; the According to the federal educational standards of higher education identified by the following general cultural competences formation of tolerant personality: social culture - the adoption and adherence to the laws of society, social mobility entity ; in conceptual culture - cognitive processes in general educational enrichment of new knowledge and skills; in spiritual culture - the knowledge and preservation of cultural values, self-identification and self-awareness of the subject of adaptation in the new social environment; the cultural items are the material support of a subject, foundation and usage of general material benefits included into the cultural competencies.

The authors see lifelong learning as one of the leading tendency in transition of the world community to the VI technological mode. Education through the whole life and education from the stage to the age are regarded as the fundamental principles of lifelong learning; they highlight the specific requirements to the tertiary education that includes effective corporate education. The publication opens the set of articles devoted to analysis of the aspects of corporate education development in Russia by means of the system, axiological and interdisciplinary approaches. The development of these approaches will be essential and useful for educational management weak points of which are noted in the research devoted to the problems of education. The article focuses on the authors’ statement that the modern development of education focuses on “institution - business-individual” and not on “nursery school - secondary school - higher institution”. The formal relations among the elements are defined by the foundation of sense, values and interests of elements. This approach changes the vector of educational policy and new organizational constructions of educational interaction. The authors see corporate university as an efficient organizational form.

This article analyzes the situation on further training market in Omsk and Omsk region and evaluates this market in order to reduce ambiguity and risks when the further training institutions solve tactical and strategic tasks. The analysis focuses on the application of marketing tools in the development of further training.

The development of market mechanism in national economy is followed by the further training of specialists. This task requires getting higher education and further training. The introduction of new activities at enterprises (logistics, marketing and project management) requires the further training and the professional development.The individualization of learning process is a complex process that includes some aspects of activity performed by the representatives of educational institution and a learner. The article explores the approaches to the aspects of learning individualization in higher education and further training; the paper analyzes the evolution of learning from individual training to the group training followed by the individualization of new type.The effective educational institution is based on the managerial functions. The educational path of the student and the individualization of learning in further training assumes the elaboration of methods of private teaching, individual students’ abilities when mastering the knowledge. The methods of individual teaching with distant technologies are developed on the basis of private further training institution. These methods include the teacher’s skills in explanation and presentation of the requirements of educational programme; peculiarities of interaction between a teacher and a student when applying distant technologies; individual approach and teacher’s skills in the learning process. The methodology developed by the institutions of further training results in increasing of educational quality and students’ development.

The intensive reforming and restructuring of the economy requires considerable improvement of personnel quality, development of managerial competence of companies’ executives, and providing the personnel training in accordance with the objectives of the industry. Such training can be based on the intentionally designed programmes in the system of further training, which plays a major role in the lifelong professional learning of a person, ‘ensuring the compliance of his qualification with changing conditions of his professional activity and social environment’. The relevance of the research is concerned with the increased requirements of the users of educational services for the level and quality of professional training of modern specialists and future managers, with a trend towards the optimization of personnel potential in any sector of the economy. The paper investigates the managerial staff training based on competence-based approach. The author suggests the model of the personnel reserve training in the system of further training. The most efficient organizational and pedagogical conditions of the personnel reserve training, in particular, social partnership, methodological support and staffing are explored.

The paper explores the integration among education, science and industry that is essential in agribusiness further training and performs as huge potential for agribusiness development. The authors see the key factor of agricultural crisis surmounting and further development as the development of prior strategies in the further training of agribusiness top-managers and staff. The modern strategy of further training development is based on grasping the information-technological means and pedagogical technologies by means of spending less money. The authors suggest the complex measures on implementation of innovative programmes and projects in the field of land farming, agroecology, livestock farming, the processing of agricultural production, the adaptation of energy and resource saving technologies, innovative projects related to ecolabelling. The authors suggest the development of innovative activity infrastructure in the system of further training.

The structure of ruthenium(III) dipivaloylmethanate is determined by single crystal X-ray diffraction at a temperature of 150 K. The crystallographic data for C₃₃H₅₇O₆Ru are as follows: a = 9.6119(11) Å, b = 17.4603(19) Å, c = 21.519(2) Å, β = 95.187(2)°, space group C2/c, V = 3596.7(7) ų, Z = 4, d_calc = 1.202 g/cm³, R = 0.0642. The structure is molecular, the metal atom coordinates six oxygen atoms of three β-diketone ligands. The Ru-O distances are in the range of 1.99 Å to 2.03 Å. The complexes have a distorted single-layer hexagonal packing with the Ru…Ru distances being 9.84 Å within the layer, and 10.93 Å between the layers.