The article describes different areas of professional activity that are chosen by graduates of bachelor degree programs in Entrepreneurship, typical directions of their business, types of appropriate business for them and main targets of successful studying. Also the article focuses on systems of professional competencies to be formed during learning process in Entrepreneurship education necessary for them to do business fruitfully on professional level and systems of entrepreneurial abilities which ought to be developed through teaching process. As a conclusion the author describes a practical model of learning process in Entrepreneurship for bachelor degree students.

The presented paper covers the issues connected with entrepreneurial education formation, implementation and further development in modern university. Based on entrepreneurial activity in Russia data analysis the j udgement about the low level of youth involvement into entrepreneurial activities was produced. Such situation is governed by inadequate educational programs in the sphere of entrepreneurial education, which are being implemented on the all levels of professional education. This paper shows possibilities of creation of multilevel and sustained system of entrepreneurial education, which forms all necessary basic and professional competencies. The authors drew to a conclusion about the importance and the role of soft skills in the process of entrepreneurial education. The effective creation of all necessary entrepreneurial competencies is possible only in the framework of modern innovative educational policies and techniques implementation, namely, the system of majors and minors. Such educational policy is being implemented in Ural Federal University and in the Institute of Public Administration and Entrepreneurship of UrFU nowadays.

This paper analyzes the results of research carried out in 2004-2015 to select students for training in the supplementary program of Elite Engineering Education (EEE) of Tomsk Polytechnic University. The authors have designed an admission test system using psychological and pedagogical criteria that predict students' success in learning natural sciences and mathematics, which are the fundamentals of engineering invention. The article provides an overview of students’ personal and professional competence development within the EEE Program in Tomsk Polytechnic University, as well as procedures and criteria used to measure it, and provides a comparison of the resulting values with those of the students of traditional programs. The article addresses the integrated approach in training bachelor's degree students for creative professional activity on the basis of engineering invention, as exemplified by the Elite Engineering Education Program implemented at National Research Tomsk Polytechnic University.

The article based on the analysis of scientific publications identifies three approaches to understand the structure of competence as a matter of assessment. The authors reveal the main problems faced by university teachers in the evaluation of competencies (substitution of the subject assessment, identification of correspondence between specific topics of discipline and competence components; harmonization of teachers of different disciplines in the process of formation and evaluation of competences and others). The article shows the role and place of different means of diagnosis and assessment of competencies; tendencies of the development of forms and methods for assessing competencies. Taking into account the prolonged character of assessment process it is expedient to use individual diagnostic cards that enable to register all the stages of competence components formation and thus to get the dynamic competence model. This approach is efficient in regard to non-cognitive competence components (motivation, value, activity). It also implies using the model of concentrated education (three-four courses with interdisciplinary ties in a module, three-four modules within a semester). The authors come to a conclusion of a necessity to implement competency-oriented assessment tasks in every training area and in every course.

The article presents the results of the study, which aims to quantitatively describe the state of higher education in Moscow and the Moscow region by several characteristics. The article considers quantitative characteristics of the higher education system of these subjects of the Russian Federation, such as the status, specifics of activity, number of students, and departmental affiliation. The location of the higher education institutions in the Moscow region, the distribution of students at institutions of various types and fields of education and the location and the reorganization and liquidation of higher education institutions where analyzed. The study is based on the data of the Monitoring of effectiveness of higher education institutions, which was conducted in 2015. The results ofthe research presented in the article might be of interest to researchers and analysts in the field of education, because it contains analyzed and aggregated quantitative data on certain characteristics of universities and branches located in Moscow and the Moscow region.

The paper analyzes indicators used in higher education institution monitoring from the point of view of estimation the goals of monitoring. It is suggested that monitoring results can be efficiently used to define higher education growth engines, and not only to estimate directions of educational institution reduction. The authors come to a conclusion that the monitoring procedure needs further improvement. First of all it is necessary to define the goals of monitoring and to explicate the meaning of the indices used.

The article analyzes the constructive and critical aspects ofthe yearly monitoring of educational institutions and the use of the adopted criteria of their work. The author notes strengthening of bureaucratization and document circulation increase at universities, decreasing not only their economic efficiency and functioning quality but also the psychological atmosphere in teachers community, lowering students' motivation and interest in studies. Nevertheless, there is a positive trend in changing students' subjectness, which corresponds with the modernization of education system. Almost the third part of students involves their own intellectual and information resources, address e-learning services and begin to realize the principle of lifelong education.

The author gives an overview of the first few academic writing centers in Russian universities and compares their missions and functions in terms of target audience and outcomes for the universities. She concludes that writing centers in Russia will currently develop with the aim of providing help for faculty in publishing their papers in international academic journals rather than helping students with their academic writing. Students' writing should remain the responsibility of university language programs, which need considerable improvement and involve academic writing methodology. The future of writing centers is viewed as a tool in overcoming disciplinary and institutional borders and leading to the internationalization of Russian higher education. The author recommends that both academic writing and writing for publication should be delivered in both English and Russian, thus covering a much wider audience of students and faculty.

The article outlines the difficulties learners experience when mastering writing in English for Academic Purposes Course. It considers different approaches to teaching writing, their advantages and disadvantages. It is suggested how tasks peculiar to each approach can be used in academic writing courses to resolve these difficulties. The examples given illustrate how tasks can be combined when essays and abstracts are created.

The article investigates the formal and informal restrictions in the system of higher education in Russia, explores the behaviour patterns generated by various restrictions. The frameworks are imposed not only by the regulator and by university authorities, but also by the society. There were analyzed various methods that are used by an administration (the issues of mobbing, the mechanism of gift exchange, the possibility of opportunistic behavior). Special attention is paid to the fact of increasing value of the teaching load in University and mechanisms of the distribution of this particular resource within higher education institutions. The university teacher depends on the informal requirements of the institution, which ultimately shape not only his (her) behavior, but also affects his (her) views and beliefs.

The article considers the factors promoting development of Russian universities in various areas such as improving the educational activity efficiency, development of research, the use of distance learning (MOOC), the formation of required competences of graduates. The article aims at formulating one of the conditions for solving these tasks. An important consequence of this decision will, in particular, the real wage increase of teaching personnel. An excessive auditorium workload of lecturers hampering the development of universities in the above mentioned areas can be radically reduced by means of the assimilation by Russian universities of the global practice oriented towards students' self learning managed and controlled by professors. The originality of this approach lies in the destruction of well-established in the Russian higher education stereotype, which binds the long overdue reduction of teaching load with an increase of the number of faculty staff and a decrease of student/ teacher ratio.

The article highlights the development of mutually beneficial system of long-term and constructive cooperation between the University and social partners represented by potential employers such as secondary vocational, higher educational institutions, skills raising and retraining centres, governments and other organizations, in order to consolidate efforts for effective training of future teachers and sustainable development of pedagogical education in the region.

The article addresses the development of Blagoveshchensk State Pedagogical University in all areas of its activity at the present stage. Particular attention is paid to the core mission of the University - the preparation of teachers for the Amur region.

The materials of the article present the methodological fundamentals of the project "Methodical support for the professional development of a bachelor of pedagogical education". The authors outlines the essence of the system of methodological support of a Bachelor of education in his (her) independent professional activity. This new form of teacher skills training uses Internet community and Internet resources and provides a continuing self-regulated process of professional development.

The article dwells on the problems of pre-school teacher's training in connection with the implementation of the important legal documents recently enacted in the system of pre-school education. The author analyzes the important professional qualities essential for a teacher, substantiates the demand for communicative and reflexive abilities of future teachers. Special attention is paid to the fact that the specialist training in the field of pre-school education should be carried out taking into account the uniqueness of pre-school age and the challenges facing the national education system.

This article presents the structure of professional training of future teachers to develop pupils' spatial thinking. The authors dwells on some features of the organization of students' psychological training on the basic, higher and creative levels with the use of interactive forms of the activities.

The article describes the results research aimed at revealing the influence of physical activities on subject teachers' working efficiency.The research included an experiment with a control group and an experimental group of teachers at the age about 39 without health problems. The different elements of physical activities were introduced over the period of school year. On completion of the experiment we have accomplished the control measurements using the Harvard step test. The experimental group has demonstrated the reliably better results regarding mental working capacity.

The present article contains the author's research results on the peculiarities of Professorial Institute graduates' academic activity. The Professorial Institute was founded in the first quarter of 19^th century at Dorpat imperial university. The training system for professors of a new formation in this Institute is examined by the author as academic school. Due to the analysis of professional activities of the Professorial institute graduates, the author comes to a conclusion that this activity was impelled by the ideas about the role and image of a Russian university professor. These ideas were formed in the atmosphere of Professorial institute academic school. There were common essential features that characterize the graduates of the Professorial institute such as encyclopedic scientific knowledge, lecture skills, effective methods of teaching, methods of fostering students for investigation and teaching activities. Appealing to the history of professors training at Russian universities in the 19^th century enables us to find reasonable solutions of the topical problems facing higher education system in the period of current reformation.

The article highlights new educational technologies applicable in higher school educational process. Today the universities face challenge to achieve high-quality educational outcomes that meet the standard, and to provide the necessary level of motivation, health and development of students. To improve the quality of education and to develop students' competencies stated in the standard it is expedient to use modern educational technologies such as technologies for the revitalization and intensification of students' activities on the basis of schematic and symbolic models, modular system, enlarged didactic units, new information technology training, mind-management, etc. These technologies allow to analyze any volume of information quickly and to make thorough decisions to achieve your goal, to communicate efficiently, and to present the result simply and clearly.

The article accentuates the importance of information competence in medical student training. The authors consider the ability to search for an the expert knowledge, to analyze, select, sort and process the information obtained from outside sources via the Internet to be one of the necessary skills to assimilate into the professional environment. The paper presents the experience of the Ural State Medical University on the formation of information competence of medical students, including the use of electronic textbooks.