The relevance of the study is determined by the need of pedagogical theory and practice in prognostic research in order to reveal the prospects and risks of the professional school development programmes. The purpose of the study is to determine the specific character of professional education as an object of forecasting. The author notes that professional education is a synergetic system, which is characterized by the following features: disequilibrium, nonlinearity, variability and probability of development. The provisions of the social forecasting methodology of A.S. Akhiezer are interpreted in the study. The article also shows that professional education has static, intensive and destructive types of reproduction. Different approaches to forecasting are compared: the one based on mutually exclusive oppositions (such as optimistic and pessimistic development options) and the other based on complementary scenarios. The author shows that binary oppositions in making forecasts are unproductive, whereas considering the possibility of several potential scenarios, and determining their prospects and risks are expedient. Further, the study identifies three potential growth points for the system determined by possible bifurcation situations in the development of professional education and three corresponding scenarios for further development: organizational, technological, and subjective. The organizational scenario implies the spread of regional educational associations and it is strategically aimed at reducing the difference in the level of socio-economic development of central and peripheral regions. The technological scenario is associated with the spread of digital educational platforms, virtual laboratories and simulators. It is aimed at individualizing students’ educational trajectories. The subjective scenario is characterised by the change in the axiology of professional education, by the consolidation of the environmental protection (in the broadest sense) of the professional activity. The author draws the conclusion that specific features of forecasting in professional education are determined by the characteristics of a synergetic system, its anthropocentric nature and the increasing role of the methodology of environmentally-centred professional activity.

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The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.