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Public participation as a set of institutional mechanisms for sustainable social development today is undergoing significant changes. The article estimates the prospective analysis of this phenomenon through the prism of the theory of social capital. The article analyses the features of participation interpretations, emphasizes significant variables. It shows the relative dependence of the quality of social capital on the nature of public participation. It is noted that the very willingness and ability to participate, and the presence in the social media opportunities for public participation, can be considered as social capital. It can be accumulated or run away.

The paper discusses development of methodology of determination of economic strategy of enterprise with regard to mutually beneficial exchange of resources with other enterprises. Demand and supply functions depending on exchange norms are introduced, their properties are examined and the iterative method of determination of a mutually beneficial exchange of resources between enterprises is developed on their basis. Principle of the method is as follows: one enterprise establishes a rate of exchange of resources, and the other determines volumes of resources it is ready to exchange at that rate. Such negotiating process directly between enterprises ends at fixed point that defines balanced norm of exchange rate, demand and supply.

The article considers and discusses issues of performance appraisal of general education system. The aim of this research is elaboration of universal method of performance appraisal of general education system, with adequate benchmark of the system performance and resources spent on its achievement; such algorithm makes it possible to apply it for all regions of the Russian Federation with minimal adjustments. System of indicators of the «Results» module of performance of general education system is suggested. Calculation results with regard to appraisal of the «Results» module, grouping of districts of Novosibirsk region by values of summary index and index of general education system efficiency are presented. Main principles of use of calculation results by the given method are formulated, assessment of further direction of development of the method is made. Government and department statistics data is used as a data base.

The paper discusses the concept of wave-corpuscle duality based on Fourier-related mathematical models of corpuscle movement as signals in coordinate and frequency space.

The article considers some instruments of performance management at the level of municipal formation. A comparison of level of development of workforce productivity with main competitive cities is made. Applied methods of management of workforce productivity are considered. The effect of estimation of efficiency of activity of municipal officials on the real growth of workforce productivity and satisfaction with quality of services, rendered by municipal enterprise in the territory of municipal formation, is defined. The results of application of the balanced scorecard are appraised. Conclusions on positive and negative trends, occurring due to application of the balanced scorecard as a main method of estimation of efficiency of work of municipal officials, are drawn. The conclusions are proved by data of the sociological research. Development of the system of mechanisms, including all spheres of influence of administration of municipal formation on municipal sector of economy, is suggested as a solution of the revealed problems.

The methodological approach to management of workforce productivity is developed; it makes it possible to determine level of workforce productivity for overall production and production costs plan fulfillment; reveal and range factors, having effect on efficiency of labour of workers, assess their effect on financial result; choose activities aimed at increase of workforce productivity; organize and control work with regard to responsibility centers; assess effect of management results on financial situation of colliery undertakings.

The philosophy of education represents unique research space in which all the world of events, widest in the subject relation, and problems of domestic and world education concentrates, generalized and brought under certain scientific bases. The philosophy of education feels special need for directing modern philosophical and general scientific knowledge on studying of regularities of development of the philosophy of education, on disclosure of yet not studied its subject and methodological uniqueness, on detection of its historically unique features. It is still a little told about role of this sort of large-scale informative projects in destiny of the opening essentially new relations between philosophy and science in general. Article purpose - to open features of the philosophy of education relating to essentially new type of modern branch interdisciplinary and social and culturological researches. The organizing force of philosophy of education in relation to promptly extending empirical and theoretical massifs of researches is explained by its ability to place emphasis on subject variety and open methodological dialogicity of industry publications. This subject and methodological variety is considered in article in aspect of its form and content. The form is set by a large number of printing streams. On the one hand, the structure of these streams decides according to the general theoretical fundamentals of philosophy of education, and on another, - each of printing participants carries out presentation of a private subject and method of the research. In «form» internal and external its parties differ. The inside of a form is turned directly to education, and external - is always burdened with social and economic conditions of its existence. The special attention is paid to research of optimum ways of realization of theoretical knowledge in practice. Expansion and updating of base of innovative knowledge began to have a strategic importance for the countries of the modern world. It is accepted to call this process now a knowledge ekonomization which became the reason of significant increase in number of publications about scientific and methodical bases of development of training programs of the latest generation. The status of a research trend was received by the concept of the praktiko-focused training. In the concept the attention to individual qualities of the personality in the course of training of the master or the expert as direct carriers of innovative knowledge is strengthened. The emphasis is placed on value of «the competence-based principle» in training. Thus, the education philosophy, more and more distinctly finds ability to interdisciplinary researches with open subject and methodological borders.

The paper deals with the cultural and historical roots and the genesis of the research education concept from the perspective of the knowledge society development. The challenge is to clarify the origin of the modern model of science education of a research type and to determine the trends of its development. The preamble shows the key role of research education in the development of the knowledge society. The socioeconomic framework of the knowledge society is the creation of new knowledge and its innovative use. This is a result of the research function of thinking which is fostered by the science education of a research type. Such education uses methods of cognition inherent in scientific research; it is instituted in the cluster-online forms and distributed in educational and scientific innovative environment. Modern education, both higher and secondary, while moving towards the knowledge society, acquires a paradigmatically differentiated structure. Research education becomes its cultural-producing locus, which provides an end-to-end prevailing character of education in secondary and higher educational institutions that was previously separated. I. Kant put the search and «public presentation of the truth», which are usually provided by the Department of Philosophy, into the idea of University. Later, through the Department of Philosophy, natural sciences penetrated into the university education. In the 19th century, the Humboldt University of Berlin was built on the idea of connection between research and teaching rather than between research and education. The University in the industrial epoch required the student’s participation in research, which was becoming a part of the learning process. However, its mission was education and research, i.e., the searching work was a part of training, but did not determine its content and structure as a whole. At the end of the 20th century, scientific research became a genetic part of the university education of a research type in which research was used as a training method. They began to form the learning process and cognitive thinking. The influence of the «Russian school of training for engineers», formed in the second half of the 19th century in IMTU (now the Bauman MSTU), on the genesis of the research education concept in the world is shown in the present paper. The conceptual principles of the new educational episteme are examined, which were formulated in the theory of knowledge society, the theory having been created by P. Drucker in 1940-1960-ies. Drucker's ideas on the innovation system of society have been implemented by the beginning of the new century in the Western universities, which began to play a leading role in the commercial development of scientific knowledge and became a key link in implementing the ideology of research excellence in the EU. The studies conducted in the United States and Western Europe, have shown the fundamental role of secondary education in the formation of research competences. To implement this task, it is necessary to form educational partnerships of schools, universities and research organizations to build successive training based on the principles of investigative cognition. The analysis of traditional ideas, proceeding from I. Kant and W. Humboldt, shows that such a task is new to the school institution. The issues of enhancement of the socio-cultural space have been actively discussed since the middle of the 20th century. During this period, the task of creative teaching of schoolchildren began to be resolved in the United States at the State level; in a number of European countries, the evolution in the direction of using education as a means to identify and train talented and gifted children from all social groups was taking place. In the 80’s, the promotion of research activities in school became an integral part of human potential development policies implemented by the European Commission. In Russia, the development of modern models of research education in secondary and higher educational institutions started to be implemented under the influence of «The Step into the Future» Program in the early 1990’s. Thus, the educational institution of a research type - the university and school - appears at the end of the industrial era, in the late 20th century. Research education is being formed as a separate part of the paradigmatically differentiated system of education in the society developing towards the knowledge society.

The authors give a review of the publications of Russian researchers that have been studying problems of teachers’ education in the period 2000-2015. The article presents an analysis of the ongoing status of pedagogical science; the characteristics of modern teachers’ education and characteristics of pedagogical studies; description of the problematics of pedagogical studies and description of the main directions of pedagogical studies; the expert and focus-group evaluation of the directions identified in the article. While discussing the ongoing status of pedagogical science, the authors underline the intensity of such processes as integration and differentiation, the development of problematic field of pedagogical studies, the increase in the number of publications, the qualitative growth in scientific-pedagogical knowledge, the enrichment of conceptual apparatus of pedagogical science and the development of the structure of pedagogy. In the article, it is then pointed out that some humanitarian strategies and methods are penetrating into pedagogy: interpretation, content-analysis, case-study, modelling, sociometric methods, etc. that give a possibility to get new knowledge about developing pedagogical objects as well as give a qualitative assessment of the accumulated knowledge. Characterizing teachers’ training as a complex object to study, the authors emphasize that the content and structure of pedagogical studies are also becoming more complex and complicated as they reflect the status and development of teachers’ education. With the help of such methods as content-analysis, problematical analysis, keyword analysis, a wide overview of the problematics of the studies of teachers’ training for the last fifteen years is presented in the article. It gives a reason to identify the main research trends in pedagogical studies: the description of the outcomes of teachers’ education and the development of competency-based approach to teachers’ training; practice-oriented principles in teachers’ education; content and structure of teachers’ education; vocational training of teachers; the development of the values of teaching profession; management approaches to teachers’ education; forms, methods and technologies of teachers’ training at all levels of teachers’ education, etc. The authors mention the lack of works in the field of research methodology of teachers’ training, the lack of works devoted to the changes in teachers’ education as well as the lack of integral researches on the history and development of teachers’ education since the year 2000. With the help of the expert and focus-group analysis, an evaluation is presented of the research trends in pedagogical studies; the list of research trends is complemented, in particular, the deficit is identified of comparative studies and studies on the history of teachers’ training with the help of which it would be possible to develop modern practice of teachers’ education; the development of new research trends is forecasted. The article contains some conclusions concerning the topical research trends in pedagogical studies of teachers’ education in modern sociocultural and socioeconomic conditions. The article can be used as a ground for working out one’s research position and a plan of one’s own pedagogical study.

In the article there are discussed the problems of formation of some professional qualities of the teacher in the legal educational space of modern Russia. The authors thinks that among the most important professional qualities of the teacher there is the professional knowledge, which includes knowledge of the subject area and pedagogical knowledge; level of communicative culture; commitment to professional growth; and the ability to reflect. Despite the fact that the professional qualities of the teacher largely determine the effectiveness of the educational system, the question of formation of these qualities is actually outside the framework of the legal education space. Based on the analysis of the provisions of the Russian legislation, the author comes to the following conclusions. The state, represented by the legislative power, confined itself to declarative rules in this matter, leaving to the executive authorities of the Federal or the Federal entity level to solve this problem. These organs, in turn, has delegated the corresponding authority to the competence assessment commissions, not providing them with specific criteria and algorithms for assessment of the amount of knowledge of the teacher in the subject, psychological and educational spheres, as well as not providing specific forms of participation in the certification of the public associations and pedagogical educational institutions. Thus, the question of the minimum amount of knowledge in the subject area and relevant psychological and pedagogical knowledge has been left to the teacher to decide upon.