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In the Late Paleozoic-Early Mesozoic, the Central Asian Rift System formed in the southern framing of the Siberian Craton. It has a specific structure owing to zoned magmatic areas comprising the largest world’s batholiths (Angara-Vitim, Khangai, and Khentei) in the core and coeval rift zones on the periphery. By the example of the Khangai batholith, which is the core of the Hangayn zoned magmatic area, we have demonstrated that the batholith granites are a specific class of anorogenic granitoids. Each batholith is composed of nearly coeval rocks of widely varying compositions, from low-alkali to subalkalic and alkaline and from mafic to ultrafelsic. The geochemical and isotopic characteristics of rocks of the Khangai batholith are intermediate between the host continental crust and the juvenile mantle source. The melts from this mantle source formed lava sequences on the rift periphery of the batholith and were also manifested in its core as synplutonic mafic intrusions. The isotope-geochemical characteristics of the batholith granitoids evidence that mantle magmas took part in the formation of granite melts. With regard to the volume of the batholith rocks (~1 mln km3), the Khangai zoned magmatic area can be considered a silicic large igneous province, whose formation was controlled by a localized source of material and heat, i.e., mantle plume. We propose a model relating the composition, structure, and geologic position of batholiths to the impact of mantle plumes on the lithosphere of a folded area. The model assumes that mantle melts intruded into the base of crust by the underplating mechanism or formed underlayers, caused crustal anatexis, and were mixed with anatectic melts. The geochemical and isotopic characteristics of the resulted magmatic products were intermediate between the parameters typical of the convergent boundaries of lithospheric plates and those characteristic for intraplate environments.

High-pressure mafic granulites and garnet pyroxenites occur within the South Muya block as boudins or lenses among metamorphic rocks of the Kindikan Group. Their primary minerals crystallized at 670-750 ºC and 9.5-12.0 kbar. Granulite metamorphism peaked at 630 Ma, according to LA-ICP-MS U-Pb zircon ages. Judging by their major- and trace-element compositions and Hf isotope ratios in zircons, the South Muya granulites were derived from differentiated within-plate basalts, which, in turn, resulted from melting of juvenile mantle source and Meso- or Paleoproterozoic crust. The events of granulite and eclogite metamorphism in the South and North Muya blocks, respectively, were coeval and the two blocks were spatially close to each other at the onset of Late Baikalian subduction and collision events

The idea of developing reflexive-professional competence in lifelong innovative learning is the expression of the imperative of our time, because the present level of development of human civilization and the level predictable for next decades are inseparable from accelerated growth of the intellectual potential of mankind and from achieving a qualitatively new state of its spiritual culture. Complex pedagogical, psychological and acmeological research of such a complicated fundamental problem, as the development of reflexive-professional competence in lifelong innovative lerning, rests on conceptual theoretical achievements of modern higher education, which requires taking into account the methodology of interaction of the Humanities and their interconnections with professional practice. The systematically important factor of developing reflexive-professional competence in lifelong innovative lerning is the cultivation of reflection and competence. In this context, development of reflexive-professional competence in lifelong innovative learning becomes the subject matter of specific complex research. Development of reflexive-professional competence in lifelong innovative learning is of consistent nature and lies in the fact that reflection serves as a mechanism for analyzing professional experience, contributes into overcoming difficulties in professional activity, determines the development of professional competences, creates conditions for personal and professional development and directly correlates with acmeological achievements of a person. Reflection as a condition of developing 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 system of Russian education has obviously proven its resiliency and viability in the challenging conditions of the 1990s social and cultural revolution; it managed not to surrender to the American standards of education modernization. The author puts forward a hypothesis that the social and cultural institution of Russian education possesses a hidden long-standing potential, which can ensure further development of the Russian education regardless the current educational system modernization. Subject of the research involved searching for social and cultural features of this institution, which ensured its viability in the epoch of changes and revolutionary shakedowns while providing for its further development. Theoretical foundation of the research includes the theoretical and methodological approach suggested by M. Castells, an American sociologist of Spanish decent, for analysis of the modern economy. The research has extensively relied on a social and cultural approach, as well as on monitoring of information on the topic and a descriptive method as a method of collecting information, its primary analysis and description of the data and its features. The author emphasizes the fact that before the collapse of the Soviet Union, only two world powers were educating professionals independently, without cooperating with other countries: the Soviet Union and the USA. In the Soviet Union, the system of education was developing independently from the monopolist hegemon, which greatly contributed to its success in the world. Russia’s current international activities are focused on promoting the idea of a multi-polar world. Development of the Soviet / Russia system of education has shown that it is impossible without a single educational space that would correspond to the related center of economic development. The fundamental principles of this educational space are as follows: accelerated internationalization and integration of national educational systems within a common center of economic development; diversification of education ensuring the training of professionals for economy and various industrial facilities; conversion of diplomas via recognizing them; a system of academic (patronizing) connections between universities of the «center-province» type; a system of multi-level education ensuring a general education of higher level; availability of economic tools of managing the academic and professional mobility. According to the author, the European experience of forming a single educational space should not be taken as a role model since it does not exist as of the year 2015. In the context of a monopolar world, a hegemon-monopolist pursues its targets by imposing its standards in national economies, politics and education. These standards stop working in a multi-polar world.

Humanization and humanitarization are treated as a necessary condition of renewal of education contents at the modern higher institution as technocratic thinking exhausts the culture. This contradiction makes important the problem of humanization and humanitarization of education in the XX century. Moral human values enhance specialist’s ability to see scientific and technological projects, technology and methodology of technological art. This allows to choose instruments for self-development, keep and develop personal identity and potential. The article explores some aspects of formation of humanitarian culture of a specialist.

The article explores the problem of globalization in the context of geopolitics. The author examines the transformation of particular geopolitical space in the context of modern globalization processes. He analyzes the “new world order”, claimed by the subjects of globalization. The author argues that the government of the world on the basis of unipolarity is not effective as it leads to multiplication of disasters and sufferings of many nations. The historical development of Russia proves that the spiritual anthropology can not be personalistic only as moral anthropology investigates moral health of the nation and family. Moreover, the unique and the general are interrelated. The author argues that alternative projects of globalization should be based on the primacy of spiritual values that develop fundamental values, in contrast to the unattainable human values; the so-called “globalization of the spirit”. The ideological foundation of the new projects can be, firstly, the idea of how the entire human civilization all humanity achieved sequential or joint development of cultural-historical types of people. Secondly the idea of unity and coevolution with nature, based on the philosophy of Russian cosmism - the phenomenon of global-historical dimension, expressing the spirit of Russian-Russian civilization; spirit, their aspiration for the future, to the disclosure of the meaning of human destiny and human capital opposing spirit, the spirit of market-capitalist civilization.

The article explores changes in approach to the activity of departments of further training due to changes in legislation in the system of further training and implementation of the Federal Law No. 44-FZ on procurements of institutions. The authors outline that changes occur in the further training programmes and their fulfilling the needs and requirements of employers. It determined the main ways of interaction between the Council of Further Training under the Council of Rectors of Omsk universities with the community of employers of Omsk region.

The article shows importance of realization of form of education and implementation of further training programmes. The authors used parameters of statistics and analysis, civil legislation aspect and quality of training when outlining the importance of consideration of forms of training when conducting further training programmes. The article is concerned with interaction between quality and form of training when implementing further training programmes.