The article presents the experience in development of the professional%public accreditation concept (PPA) of the higher education programs in the social and humanitarian sphere. The principles underlying the basis of this development are revealed.The paper dwells on the most important characteristics of process of education which have to be considered at an assessment of educational programs. Traditional and latest means of representation which are applied in modern educational process are considered.The concept and the main documents are developed taking into account the internationalexperience of accreditation. We discuss why the main qualities of the developed technology of accreditation will make it an important element of system of development of Russian education and increase its competitiveness in the international division of labor.

The article discusses the problems of assessing the efficiency of university teaching staff in the light of the effective contract introduction. The main stress is laid on the fundamentalquestions such as an assessment, namely: the ratio (proportion) between scientific and educational aspects of teachers’ work; the role of the department and its prospects for change after the innovations introduced; the ratio of quantitative (formal) and qualitative (informal) indicators in assessing the teachers’ performance; possible approaches to quantitative evaluation criteria. Conclusions and recommendations formulated are based on the analysis and lessons learned in a particular higher education institution - Southern Federal University.

E analyze the peculiarities of professional pedagogic preparation of scientific% pedagogical staff in technical institutes and universities, characteristic for the Soviet and contemporary Russia. We focus on the solution of the urgent problem of the formation in Russia of an innovational “outpacing” system of engineering%pedagogical preparation of scientific%pedagogical staff members. We analyze the prospects of using the project%targeted approach for its solution. We discuss the main ideas underlying the concept of a network system for the outpacing preparation of modern technical university teachers.

The article describes various approaches to teacher internship. Analyzing the«successive» and «parallel» models of teacher training, the authors compare the possibility of formation of teachers’ practical skills in the framework of postgraduate education and whilestudying at university. Appealing to the experience of implementing different models of teacher internship, the authors prove the feasibility of its application in the format of aninnovative project. The article presents a pedagogical internship program developed by the authors. The program consists of a number of integrated (practical and theoretical) modules worked out in cooperation with employers. It is aimed at fostering a particular set of professional activities that meet the requirements of the professional standard of a teacher and specific characteristics of the educational environment.

The article discusses an experience of building such general cultural competences as communication abilities, team%working, effective coordination with colleges, self% organization and self%education in the frames of auditorium practices and self%reliant work of students of psychological department of National Research University Higher School of Economics.

The main goal of the article is to highlight the key trends in implementing European%wide reforms of higher education within the Bologna Process, since 2015 - now with Belarus as a member state. The present stage of the Bologna transformations (2015- 2020) is based on a new vision of the European Higher Education Area. Significantly, it features a growing relevance of learning and teaching in the conceptual vein of a new higher education focus on learning outcomes, competence%based and student%centered education process. The added emphasis should be on academic staff development and support to encourage them to achieve excellence in teaching and improve didactic competences. The proposed publication somewhat expands the Bologna process context to the scope of the current “academic revolution” (F. Altbach) caused by the growing role of globalization in modern higher education (D. Neubauer).

The article is devoted to the imaginary and the real challenges facing universities in connection with the problem of matching between skills of graduates and skills demanded by employers. It shows that the labor market demand is indirect, not a direct reference point for universities, and can best be satisfied if a University in its goals and curriculums is ahead of the demand in the economy and not follows it.

The article focuses on the features of University risk-management. The article shows the groups of the risks in higher education, which are based on the risk-management theory and international ISO%standards of risk-management and quality management. The author grounds the following risks for Universities: personnel risks, contingent risks, image-risks, procedural risks, management risks, innovative risks, industrial risks, financial risks, social risks, governmental risks and risks of organizations. They can be divided into three groups: inside, outside and edge risks. The author also describes three levels of managerial decision at University: the top management level, the level of a chair or a department, the level of a teacher or employee. The groups of risks were explained on every managerial level. The author comes to the conclusion that collective risk management is the most effective way to manage the risks and to improve higher education quality.

The article describes the main directions of activities of the North-Ossetian State University in the conditions of Russian higher education reforming; analyzes the results of the implementation of the program of strategic development of the University in improving the quality of the educational process, cultural and educational work, improving the efficiency of research activities, strengthening international academic cooperation, modernization of material-technical base.

The article describes the main directions of development of professional-pedagogical competences of University teachers. The accent is made on content and forms of training, the study of socio-psychological characteristics of modern students, creation of textbooks, development and implementation of individual training programs and educational literature in educational process, students’ research and self-dependent work.

The article deals with the main objectives of research work in higher educational institutions. Analyzing its traditional virtual indicators and those that were recently activated, the author states the multidimensional nature of research activity at the present stage of development of higher education. In this analytical context science is studied as a required element in the system of training specialists with higher education; in accordance with the requirement of the day the universities should be both educational and scientific institutions. The author argues that the purpose of philological education cannot be reduced to methodical training of a school teacher, because the important product of this education is the research and innovation intellectual environment. It plays an important role in the training of modern professionals, which are able not only to reproduce and to share with their knowledge, but also to understand the relevant scientific paradigms, to think creatively and generate their own scientific ideas and ways to realize them.

The role of the Center for collective use of North-Ossetian State University “The physics and technology of nanostructures” in the scientific net of Russian Federation is analyzed. It is shown that adhering to the federal development strategy of CCU net, the North-Ossetian center on the basis of equipment acquiring scientific infrastructure development and attracting youth to science, takes a significant place in realization of priority directions of scientific-technological complex of Russia development, solving the priority scientific tasks, preparation of personnel of higher qualification and creation of the elements of innovative educational environment for higher education.

Pedagogic work is an integral part of the education process. In the article the authors give an overview of the modern system of pedagogic work based on the North-Ossetian State University experience.The authors explain the way the work is organized in compliance with federal law and the University concept idea. Along with that the University supports informal ways of students’involvement, since pedagogic system is considered first as an interaction between faculty andstudents both in academic and out-of-class spheres. As the authors suggest, in this case theUniversity is not only the center for professional education, but also the ground for cultural development and social modernization.

This article describes the features of the application of modern educational technologies in the process of forming of such necessary qualities for a modern specialist as social competence, communication skills, critical thinking skills, the ability to reflect and adequate perception of the events, other people and themselves, that would contribute to the prevention and overcoming of students’ moral alienation. The paper discusses the essence and diversity of modern interactive teaching technologies, the advantages of project method, possibilities of telecommunication training projects. It also provides the examples of practical realization of modern interactive technologies in the educational-upbringing process of the North%Ossetian State University. The results of the study extend the knowledge about the nature and possibilities of modern educational technologies, which facilitates students’ spiritual and moral development.

The development of blended education and the use of MOOCs are discussed in the article from the standpoint of axiological approach and requirements of the Doctrine of Human Education in Russia. In the face of global competition on the world market of educational services, it is necessary to develop the models of MOOCs, with the competitive advantage of a personalized learning environment and with implementation in academic education in Russia. With the aim to reduce the egalitarian nature of the MOOCs («one size fits all») the pedagogical design of personalized MOOCs suggests the differentiation contingent on individual «profiles», tiered content composition, tested previously, when creating digital manuals on local media (CD and DVD), updating content with the participation of learners, formative assessment with the participation of reviewers from different groups of the contingent, pedagogical support at the request of a user, and an integration of MOOCs platforms with social media cloud services. The certification of MOOCs as elements of the education programs at the level of universities associations is proposed.

The article describes a mechanism for the application of wiki-technology in academic master level programs for the formation of general, cultural and professional competencies of graduates from modern Russian innovative University. Using as an example the competency matrix of basic and optional parts of the Master level educational program in the field of «Finance and Credit» authors consider what forms of work with the wiki-technology (writing and placing own articles, reviewing and editing existing articles, the translation of the article on the course subject from a foreign language into Russian, addition of self-created graphic and video content into existing articles) can also generate the competence of master level students. That gives the students the opportunity, along with gaining contemporary knowledge, to develop creativity, entrepreneurial skills, to get an experience of scientific work in groups. And it also helps Russian universities to improve their positions in the world university rankings.

Electronic training and e-Learning technologies, including open educational resources and mass open online courses are considered as a source of national security threats and the instrument of national competitive advantages development. Consideration of aperspective of their implementation is carried out taking into account features of the main educational content consumers - so called “digital generations”. Their socialization took place and proceeds in the conditions of information society formation.

The article deals with the specific issue of training of specialists in information technologies for the oil and gas industry, which is the need to consider the gas and oil industries as complex systems, including subsystems as a natural component, considered from the point of view of Geoinformatics and manufacturing component containing hardware for production and preliminary processing of oil and gas. The modern level of development of information technologies allows to simulate the real operation of industrial production, which enables the students as professionals who know the functioning of the production not only theoretically, but also practically, taking into account the specifics of each field and used them hardware. The second direction of development of information technologies that are relevant at the present time is to develop a methodology of interaction between enterprises and universities at the regional level, which allows to obtain a positive synergetic effect of training of personnel of enterprises.

This article describes the best practices of Tatarstan Republic in creation and development of industrial science and education clusters in the leading universities and their impact on the development of network environment in the regional economy of Tatarstan.