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The article deals with the Russian universities and main objectives and tasks connected with distance educational technologies and e-learning in supplementary vocational programs.When implementing the program of further training it is necessary to take into account that students are already employed and work according to their profession. The educational process is carried out on the work-based basis. Due to this fact, the educational process meets additional requirements. These are training and methodological support of the students’ independent work, remote access to teaching materials that should be convenient for students, remote online and offline consulting and experienced professionals for conducting lessons. Application of distance learning technologies must be combined with the organization of workshops on the basis of the modern equipment and facilities.Following these factors, the educational process in RSACU is organized as a team work and individual work. The entire training period is divided into two parts: the period of self-study and laboratory exams (LES).Students’ independent work is controlled by means of LMS Moodle. It includes learning, posted training materials, controls, learning outcomes, as well as the interaction between the participants of the educational process. Distance learning is conducted on the individual basis. In addition to the resources of distance learning, the Russian State Agrarian Correspondence University created Interuniversity electronic library system (EBS) “AgriLib”, by combining teaching resources Agrotechnological profile of agricultural universities.

The article explores the necessity to found the system of lifelong learning for training, retraining and further training of the staff involved in agricultural production. The paper outlines a disbalance between the need of agricultural production in qualified staff and individual interests of alumni of agricultural institutions. The authors represent the strategy aimed at solution of this problem by means of the cluster model that comprises academic complex, business and authorities. The publication speaks about importance of independent students work in frames of degree distance interactive learning that is a part of the system of lifelong learning in the field of agriculture. The paper demonstrates differences between the notions “contents of education” and “contents of training”; it shows the main didactic principles that provide independent training. The authors describe the mechanism of application of didactic means that provide independent student’s work in the area of multilevel (degree) distance interactive learning. The publication specifies the order of education and training activity. The authors consider motivation of students through the principles of haecceity and constructivism. The article studies organization of individual training and team training. When developing multilevel distance interactive learning as a part of lifelong learning, the authors try to answer three questions: 1. to teach what? 2. How to teach? 3. How to study?

The article explores the problem of training in the area of folk art and crafts. The author puts special accent on further training of the students from vocational schools and higher institutions as well as the artisans of folk art who don’t have higher education in this sphere but very professional ones. The article describes institutions engaged in training in “Arts and Crafts”. The publication sees problematic areas as a necessity to raise the rank and outlook of the profession and make it more prestigious; introduced fee-based education in this sphere; complicated employment of the students and lack of lifelong learning.

The paper explores the experience of Voronezh SAU in the field of further training (departments engaged in training on the programmes of further training and that are structurally united in the management board of further training of the university) and exhibition activity implemented by expocentre “Agribusiness of the Chernozem region of VSAU”. The author highlights the motivation of clients and partners (students) trained at Voronezh State Agrarian University for participation in the programmes of further training and shows data on the specific features of the students. Cooperation of the expocentre “Agribusiness of the Chernozem VSAU” and management board of further training allows to use thematic exponents of equipment and technical devices that are represented in the expocentre on specific professional exhibitions. The publication outlines that the most important exhibitions are “Voronezhagro” (anniversary exhibition held for 20^th time in November 2015) and spring exhibition “Agrosezon” (held for 10^th time in April). The exhibitions of technological equipment, technologies of agricultural processing and food production as “Beer time”, “Modern bakery”, “Sweettooth” and “Voronezhprodmash” were held in the previous years.

The author outlines specific changes in specialists training that occur in education, particularly at the Faculty of Further Training. The reason deals with new requirements provided by educational standards and new approach to lecturing and conducting seminars. As Novosibirsk State Academy of Architecture and Art has become the university, there is a topical issue related to increasing and enhancing of educational level at the institution. The author applies such methods of scientific knowledge as forecasting, analysis and data comparison. The theoretico-methodological approach implies modern research that deals with national and foreign education in the sphere of design, architecture and art. The author uses experience of teachers affiliated with Novosibirsk State Academy of Architecture and Art in terms of preparation of lecture material, teacher aids and scientific papers. In this approach the author takes into account the rules and regulations of outdoor advertisement in Novosibirsk. The research is concerned with improvement of education at the Faculty of Further Training and development of distance learning by means of electronic textbooks, video materials and infographic. The paper makes conclusions that improve the process of information assimilation by students, and introduce electronic textbooks for distance learning in educational process.

This article describes the problems of agricultural specialists training through the system of secondary education and further training. The author outlines the scheme of lifelong learning in agricultural sphere, which includes specific interaction between the institution and secondary schools, vocational schools, higher institutions and further training institutions. The authors analyze the activity of the Centre of Further Training at the Institute in respect to further training and retraining of different categories of students. The paper explains the majors for full-time students and correspondent studies in the system of lifelong learning by means of further training programmes in order to increase competitiveness at the labour market. The authors suggest conceptual directions for agribusiness staff training in the region.

The author sees the important task of the modern times as overcoming of criminal situation and criminalization. This is necessary for building civil society and requires implementation of professional activity in the field of social work in the penitentiary institutions. The activity is aimed at reintegration of law-obedient people and people who conform to the social standards. Social work at penitentiary institutions requires development of specialist’s professional culture during the whole life. Professional culture is a qualitative feature of a specialist that defines the specialist’s attitude to efficiency of professional activity and career growth. Development of the specialist’s professional culture on social work at penitentiary institutions should be managed and regulated as its results, success and efficiency depends on all the organizational and pedagogical conditions. The author outlines, that development of professional culture of social workers at penitentiary institutions should be implemented in frames of further training that assumes individually-differentiated approach. This approach contributes to effective cooperation with social workers and provides professional growth of each person taking into account personality and professional experience at penitentiary institutions.

The article represents the methodology of studying the processes of professional social education in modern Russia. The author highlights the problem of social service and sees the main solutions as theoretical and methodological research on processes of formation and development of national professional education in the sphere of social work. The paper represents the main provisions of the system analysis in the institutional model as an independent methodological approach that provides detailed research on the processes of formation and development of professional education in the sphere of social work in Russia. Combination of institutional approach and system approach in the same methodological view allows to explore professional education in the sphere of social work as a social institute necessary for social development. The author analyzes historical view and modern situation of social education in the system and institutional combination and represents system and institutional approach. This approach defines the institutional model of system analysis of professional education in the sphere of social work by means of correlation between the system elements and institutional processes related to professional education in the sphere of social work. The institutional model of the system analysis covers the whole complex of scientific tasks that define scientifically based pedagogical research of processes of formation and development of professional education in social work in modern Russia.

The article deals with the organization features of architectural education in Russia, in comparison with Western European countries, the USA and Canada; and reveals the differences in organization and plan content. Russian architectural education has passed the same way in its development, as the architectural education in other countries: from craft-labor approach in training (X-XVII centuries) to the academic knowledge. Before the October revolution in 1917, the architectural education in Russia and all over the world was artistic and engineering. But after the October revolution, this division of higher school of architecture, existing in Western countries, has been lost; architectural education has become universal: combining artistic and technical, and independent, getting in specialized institutions. The universality of the Russian architectural education complicates its comparison with the architectural education abroad in terms of content. Modern Russian model of architectural education, as the continuation of the Soviet education, stands against the Anglo-American model, with full liberalization of the education sector, free from the state; the French model, with a fully government-regulated educational standard, and the German model, with strong research component. Besides the superficial differences in the training of architects in Russia and abroad, there are deep differences with social conditionality. These differences are determined by the roles of architects in Western society, which are wider than the functions of Russian architects; and other social order, other requirements, that Western society has for the erected buildings and structures.

The text is a an attempt to show the police ethics from a practical point of view. The author presents the results of research on public opinion on the professional ethics of policemen and shows the areas in which people frequently come into contact with the police. The author argues that this is not the penalties imposed by the police impact on public opinion but the way to achieve them.The article is a presentation of empirical research conducted by the author.