The submitted article deals with the theoretic and practically-oriented aspects of planning and implementing the modular competence-based curriculum in higher professional institutions. Particularly, the authors submit the structure of the modular competence-based curricula, develop the principles of their projecting, describe the technology of introducing the modular competence-based curriculum in higher professional institutions. The developed structure and technology can be applied in the professional institutions, further training and retraining centers in the process of core curriculum drafting, additional vocational programs and working programs as well.

The relevance of the problem of arranging the educational process in modern university using design technology remains one of the most demanded in educating the future experts for modern production. Therefore, the objective of this article is to submit a scientific rationale for the didactic construct of design technologies in higher educational process as a productive educational model focused on educating a student's personality -a future professional demanded by today's job market. The paper submits theoretic and methodological foundations for designing and implementing project technologies into the university educational process, the nature and structure of the didactic construct of these technologies as a system category (the learning objectives, syllabus, the means of pedagogical partnership including motivation and teaching tools, arrangement of the educational process, the subjects of the learning process, the results of the activity and the level of professional proficiency). The article submissions may be useful for the teachers of educational institutions in the system of continuing professional education, young scientists, post graduate students, the university counselors, the attendants of the advanced training and retraining courses. It is also recommended for undergraduates and students participating in the research work.

The urgency of the need to develop a model of the systemic commitment of creative-project activity of technical university students to their self-development is due to the fact that the reserve possibilities of this type of teaching, research and professional activities from the perspective of the systemic commitment to self-development of the students' competitiveness remain insufficiently investigated in the theory and practice of teacher education. In this regard, the article presents the main components of the model of systemic commitment of the creative-project activity of technical university students to their selfdevelopment, as well as the results for its implementation in practice of higher professional education. The presented components of the model in the article (objectives, contents, methods, learning and educational environment)

The authors studied the effect of capacitively coupled radio-frequency (RF) discharge at low pressure on cotton fiber. It is shown that non-cellulose impurities of cotton fiber are removed during processing: the content of extracted substances is reduced by 22-70% depending on the type of solvent when using air, by 5-6% – when using argon. The surface of the fibers becomes hydrophilic, additional submicroscopic pores appear, the roughness increases 1.6 times, water absorption increases 1,5-1,8 times. Discontinuous knitted fabric dyeing was carried out varying the concentration of the active dyes (remasol) in the dye-bath. It was found that the sorption capacity of cotton fibers in relation to the dye increases on average 1.1-1.25 times. To achieve the required color intensity of plasma pre-treated samples dye concentration on average 10-30% less than in the controlled dyeing is needed. The concentrations of dyes that allow obtaining the same intensity of color for the knitted fabric prepared in different ways are selected.

The need to develop a competences model of competitive process engineer is due to the fact that his professional career is multifaceted and there are quite a lot of specializations, professional success in which is determined by the competitiveness of the individual engineer. In this regard, this article aims at developing a competences model of competitive process engineer. The model presented in the paper reflects the technological University students' individual personality traits which are more significant in their future professional activity, as well as individual targets in self-development of students' competitiveness -future engineers, that is especially important in the context of opportunities identifying for the forms and methods improving to design the individual self-development programs of students' competitiveness. The article also reveals persistently recurring seven types of individual self-development of students' competitiveness in their design and creative activity: heuristic, research, technology, practice-oriented, social, communicative and mixed types. The material of this paper are both of theoretical and practical value for scientific and methodological divisions in the development of programs for increasing the competitiveness of universities, as well as for faculty in courses of lectures developing for students of engineering specialties.