The article is devoted to the actual problem of higher educational establishment brand creating and raising with the help of branding tools and clarifying the peculiarities of professional orientation work as its strategy. Creation of applied developments and identification of reserves for increasing socio-strategic potential of higher education institutions' brands are of particular relevance nowadays. To enhance the promotion of Kyiv National University of Culture and Arts as a branding strategy, professional orientation work among schools and colleges graduates, has been selected. Taking into account educational services specificity provided by this higher educational establishment, branding in this sphere can be defined as a set of methods, techniques and ways that enable to bring higher educational establishment developed brand to the consumer of educational services, having formed in his mind the image of this institution and thereby providing effective assistance to the applicant in the perception and analysis of the distinctive features and benefits of an educational institution. The main objects of higher educational establishment branding are specific productseducational service, corporate culture, staff, managers, students and graduates. KNUC&A professional orientation work, which has established itself as a strategy for the strengthening of higher educational establishment brand, has its advantages and specifics in comparison with other educational institutions. Through the personal image of university head, higher educational establishment brand upgrading is taking place. Professional orientation work as a branding strategy turned out to be a long-term action plan aimed at ensuring and continuously strengthening the commitment and loyalty of the socio-cultural environment to higher education institution. The main common formats of professional orientation are analyzed: mentoring programs, internships, volunteer activity, action "Gap Year".

The features of arts and cultural education in the context of general trends in social development are studied. The issues of professional training of arts and culture-related experts are relevant not only for Ukraine but also for other European countries, which experience attracts the attention of researchers and experts who are trying to apply it in higher school. The purpose of the article is to reveal the experience of MA in education in arts and culture setting, combining traditional and up-to-date programs of study. There is research in the methodology of historical and theoretical analysis and modeling approaches. With all the progressiveness of educational technologies offered by modern pedagogical science, one should not abandon the historical experience in this field. With all the progressiveness and relevance of training technologies offered by modern educational science, one should not refuse from historical experience in this area. The Kyiv National University of Culture and Arts successfully test various educational models, in particular, retro-archaic and creative. The retro-archaic model combines the fringe locality of teaching (teacher) and modern information technologies, thanks to which the recipient does not just receive information, but also-school‖ oneself. This model is elite, exclusive and exotic, despite its retro-archaic backgrounds. The creative model prevents from providing knowledge as impersonal information. It is especially relevant in the arts and cultural teaching of students that based on the direct share of experience (skill) and the value of interpersonal communication. The university uses both models in the preparation of creative projects by students as one of the forms of graduate qualification work for the degree of master. The scientific novelty of the article consists in revealing the experience of master's art design that meets the key features of modern cultural and creative activity-cultural potential, social-cultural demand, theoretical and framework rationale, aesthetic-art and ethical-educational focus, commercial and recreational-entertaining-performance‖. Conclusions. We call such a setting for the formation of project competencies a-crossover point‖ (in English-intersection point‖,-intersection‖) as the principle of preparation and presentation of a creative project. There are test laboratories that work as workshops for teaching arts and culture-related students (audio-visual arts and production, design, choreography, musical art, and stage art). It is developed and tested an-ideal‖ model for the training of masters in the process of creative and design activity. MA`s creative project contains both research and experimental backgrounds combining design modeling and scientific activity. Conclusions. We believe that it is necessary to develop a creative education research program, a non-aggressive and non-constructive approach based on cultural and historical reenactment, design-model analysis and creative thinking. It will allow us to form not only a creative per...

This study discusses the issues of evaluating a teacher as a media figure in modern higher education within the framework of a competence-based approach to perform this evaluation. The relevance of the subject matter is determined by the importance of media education problems in the development of modern pedagogy and the need to find effective ways to resolve the issues of evaluating the teacher’s role as a media figure considering their place in the system of modern higher education. The prospects for further research on this subject are determined by the importance of the proper development of the media educational space in a modern university, considering the acute need of society for a media-competent teacher, as well as the importance of a proper evaluation of the teacher’s role as a media figure in this process. The practical value of this study lies in the possibility of practical application of its results to develop an objective outlook on the evaluation of the teacher’s role and functions as a media figure in modern higher education.

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