The appeal to the study of the concept of "justice" is due to several reasons: the ambiguity of the concept itself, its evolution in various socio-cultural contexts, the social need for a reflexive analysis of justice itself as a value that is being transformed in the process of social change, realized by researchers, justice has a special meaning for the self-determination of young people, who, in the process of upbringing, assimilated the transmitted values of an industrial society, but right now in society there are changes in morality, value attitudes, the system of ideals and norms, and an important place in this foundation should be given to "justice" as a category of moral, legal and socio-political. In this regard, the phenomenon of justice requires study and reflective analysis. Of particular interest is the study of the following questions: How does justice fit into the new structure of social space? Doesn't this concept of integrity and universality lose? Does society retain the value perception of justice in its "traditional" form, or is there a value erosion, as a result of which value actually disappears, turning into a simulacrum? The authors made an attempt to record the dynamics of the meanings of justice at different stages of social development, and also, through the focus group method, to establish that the concept of justice among young people, on the one hand, has not yet been fully reflected, but at the same time is an element of their value system, The “new” understanding of justice among young people is associated with the idea of the existence of conditions that provide an opportunity for self-realization for everyone, the disclosure of a person's inner resources. Young people consider the aspect of caring for people with disabilities, disabled, unemployed to be important in defining justice.

The article discusses the possibility of using the method case-study in training military personnel. The method case-study (a method for analyzing specific situations) over the past decades has gained great popularity and distribution as a method of training "managers". This method is a teaching method based on the analysis of real or fictitious situations to develop the most acceptable way to solve the problem. This approach to teaching seems to be quite progressive, because the need to make decisions in conditions of ambiguity of choice accompanies a person throughout his life, including his professional sphere and not only managerial, therefore the importance of using this teaching method in various fields is emphasized by many scientists and teachers. The purpose of the article is to show the possibilities of using the case method in training servicemen, increasing the level of their professional, combat and special training. The authors found that the use of the case method as a necessary addition to the "traditional" methods of training military personnel increases the level of professional training, motivation, the immediate relevance of the material being studied, the importance of the acquired skills in processing and analyzing the information received. It was noted that the students have better formation of the skills of using constructive-communicative methods in communication, diagnostics and formulation of the main problem, isolating it from secondary ones. These skills are not only purely professional, but also personal qualities that allow servicemen to more fully realize themselves in their professional environment. In this connection, the case method can serve as an important addition to the "traditional" methods of training military personnel.

В статье обсуждается проблема применения профессиональных стандартов (ПС) при разработке программ профобразования на основе требований, предъявляемых к специалистам. Мировой опыт показал, что преподаватели профобразования не подготовлены к содержательной интерпретации ПС и применению их положений в процессе обучения. Имеющиеся в ряде стран национальные образовательные стандарты также не базируются на требованиях, сформулированных в профстандартах, что вносит дополнительные трудности при разработке адекватных программ профобразования. Статья описывает пилотную методологию формирования программ профобразования на основе профессиональных стандартов. Методология была разработана с учетом доступного мирового опыта и апробируется в настоящее время в Республике Кыргызстан в трех отраслях экономики применительно к квалификациям рабочих и техников. Методология привязана к формату профстандартов, применяемому в экономически развитых странах, что обусловило и характер процессов, предлагаемых для интерпретации требований ПС с целью обучения и оценки результатов обучения. Статья определяет формат и категории, используемые в зарубежных профстандартах (стандартах компетентности). Методология нацелена на использование преимуществ детального формата профессиональных стандартов, позволяющего трансформировать единицы стандарта в учебные модули и учитывать в дальнейшем требования ПС в качестве обязательных тем в содержании учебных планов по отдельным дисциплинам. Методология способствует разработке сложных программ профессионального образования, включающих преподавание нескольких или многих индивидуальных дисциплин. В этом смысле модульная учебная программа становится механизмом координации и синхронизации преподавания отдельных дисциплин на основе требований к содержанию и оценке результатов обучения, сформулированных в профстандартах. В статье также излагаются предварительные результаты продвижения новых программ в лицеях и колледжах Кыргызстана. The article focuses on the issue of developing competency-based vocational training programs on the basis of workplace requirements. International experience suggests that vocational education teachers lack capabilities for interpretation and application of occupational standards in training. Some countries which opted for developing national educational standards failed to base them on the requirements of occupational standards. This has brought additional dislocations to taking adequate account of the workplace requirements in the development of vocational education programs. This write-up describes a pilot methodology for developing programs of vocational education on the basis of occupational standards. The methodology has incorporated some elements of the world practice and is currently being piloted in Kyrgyzstan in three industries at the qualification levels of certified worker and technician Diploma. The methodology is bound by the template of occupational standards, applied in the economically advanced nations, what has determined the working processes applied for their interpretation for the purpose of skills training and assessment. The paper explains the format and the categories inherent to the advanced occupational standards, which in some countries are also named “the competency standards”. The methodology takes advantage of the detailed template of occupational standards, which lends itself to organic transformation of units of standards into training modules and, further down, to the individual subject-based courses within the modular program. The methodology permits developing complex vocational education programs, which involve teaching of a few or many individual disciplines. А modular program functions as a mechanism for integration and synchronisation of these individual disciplines on the basis of the skills assessment requirements drawn from the occupational standards. The article describes some preliminary results of piloting of the new programs in lyceums and colleges of Kyrgyzstan.