The purpose of this study is to determine the methods of designing the normative content of education in Russian technical universities according to the Russian professional standards and the EU Qualification Framework. The content of the professional training of bachelors comprises four educational programs at four technical universities in the Republic of Tatarstan. Over 250 students took part in the survey aimed at assessing their professional skills and knowledge in compliance with professional standards by means of specific tasks designed for this purpose. This allowed us to determine the design of the program and to assess the educational staff awareness of the importance of professional standardization. According to the expert evaluation, the normative content of professional training in the university allows providing higher-level education in case of closer cooperation.

The need conditions the relevance of the article for the formation of higher education teachers’ pedagogical competence as the optimal system and purposeful work in this direction has not yet been formed. The goal of the article lies in the analysis of the study of the theoretical aspects of higher education teachers’ pedagogical competence and identifying the main types of professional competence. The leading approach to the study of this problem for the authors was their understanding of the concept of "competence", the distinction between the concepts of “qualification” and “competence”, as well as an understanding of the essence of higher school teacher’s pedagogical competence. The article presents a scheme of competencies of a higher school teacher, a distinction between key, subject and professional competencies. Taking into account the results of this study, it is possible to identify several scientific problems and promising areas that require further consideration: in particular, the development of new training programs for teachers of higher education institutions.

The research is devoted to the problem of aesthetic education in contest of moral education. Aesthetic education is studied in context of Russian educational reformation (The end of ХХ -the beginning of XXI century) and growth of national consciousness and spiritual revival of the people. This period is suggested as an ideological return to the national cultural and historical traditions. This period is characterises by the rise of public activity towards national heritage and traditions of folk culture and art. Authors suggest and prove that the separation of education and national culture, as soon as lack of training in national-cultural issues, leads not only to local culture regression but to certain problems in international relations and national egoism. Only spiritually and morally enriched education, that means not only local language study, as it is often done in Russian Federation, but also study of traditional customs, art and values of cultural and historical traditions of local nationality (in our research Tatars), allows to teach children to appreciate the human values and spiritual achievements of other nationalities.This means that today the educational process at schools has to be inherent in the nature of the identification of possible and effective forms and methods for the implementation of the students education on national traditions and art, as the most valuable thing for centuries, formed by the wisdom and culture of the people, should become a part of the upbringing and education of the modern school.The authors developed the system of artistic and aesthetic education of students by means of Tatar decorative and applied arts that promote artistic and aesthetic education, development of artistic and creative abilities of students, on the basis of national consciousness of personality development. This system creates the sense of humanity of students and develops there interethnic attitudes to others. This system was implemented at a number of schools where developed course has welcomed by authorities. Students have studied a corresponding material of the Tatar arts and crafts together with their parents and teachers. The results have shown that not only the level of students' spiritual and moral education, aesthetic education has risen. The growth of their tolerance to other nation's representatives from the position of understanding of prevention every national culture peculiarities became the most amazing.

The problem of physical education of college students is a fundamental step in the system of lifelong professional music education. The purpose of the article is to identify the organizational and pedagogical conditions for the implementation of the integration of physical education in the process of professional training of students of musical educational institutions. In the process of study, the following research we used: theoretical analysis and synthesis of scientific literature; the study and synthesis of advanced educational experience. At the same time, physical education is presented as an integrative component of improving the quality of professional training of musicians. It's determined that the effective organizational conditions allowing the integration of physical education into the process of vocational training of students of musical secondary specialized colleges is the development of modern physical education, in which the structure and substantive accompaniment have a pronounced professional orientation. In turn, the pedagogical conditions allowing the integration processes are the level of physical culture teacher's competence and the formation of students' motivation to physical culture exercises.

The concept of modeling teacher's personality, which concerns inclusive identity, refers to the formation of individual's social maturity and spiritual affluence and readiness to evaluate multicultural and language situations that take place in modern society. This research aimed to make up a model of formation of a personality of a teacher. It covers the conditions and principals of pedagogical process that create the opportunity to form a teacher of a new type. Theoretical and empirical methods were used in the process of research. Results: the model of formation of multicultural competence of teachers in the course of studying a foreign language in university was developed.