The relevance of the problem stems from the fact that the implementation of the cluster approach in the regional system of vocational education aimed at the maintenance and development of joint potential opportunities of industrial and educational spheres, which create prospects for progressive development of the Tatarstan Republic. This article aims to identify the features of the cluster approach in the regional system of vocational training that focus on strengthening the relationship network between the cluster members in order to facilitate access to new industrial and educational technologies, to share knowledge and fixed-capital assets, to accelerate learning processes due to continuity and integration processes in a single integrated regional educational-industrial complex. The article stuff is valuable for managers of vocational training institutions and representatives of the industrial sector in order to prepare specialists meeting the requirements of modern production.

The article is aimed to develop the model of the formation of foreign-language skills of the students in selflearning activities. The leading approach to the development of this model is the competence approach, reinforcing the role of experience and practical application of knowledge competencies in self-study of foreign language by students. This article presents the following components of the model of formation of foreign-language competencies of students in self-learning activities: goals, objectives, principles, stages of the formation of foreign language competences in self-learning activities, forms, functions, content of self-learning activities, result. The content of this article can be used to improve the process of teaching of foreign language, not only in the higher schools but also in the secondary vocational schools.

The purpose of the paper is to develop recommendations for the textbooks' creation on social and humanitarian disciplines for university students. The study involves 300 teachers, 300 students, who express their requirements for the content and structure of textbooks, participate in the creation of the project of the textbook and its assessment. The main results of the study are to identify the textbook's functions (informational, transformational, systematizing, organizational and procedural, fixing and selfcontrolling, self-educational, scientific -research, integrating, coordinating, and social), to define current requirements for the structure and content of the textbook, criteria for assessing of its quality (relevance, content availability, optimality and versatility of structure, reliability). The significance of the results obtained is that the proposed content of the textbook integrates fundamental, subject and professional knowledge; the developed structure of the textbook is a systematic alternation of the texts, illustrations, apparatus to organize the mastering of knowledge (questions, assignments, examples, tasks, summarizing tables, conclusions).

The relevance of the study is conditioned by the need to adapt vocational training to the needs of a modern economy. The purpose of the paper is to develop practical guidance on the pedagogical monitoring in vocational education institutions. The leading approach to the study is the processinformation approach, which allows considering monitoring as a specially organized continuous process of search and comprehensive analysis of indicators in order to promptly diagnose and forecast the state of the educational system, taking into account the goals. The study involves 500 teachers, 500 students who have defined the criteria for effective implementation of the regional component of vocational education. The main results of the study are to identify the objects and the main directions of pedagogical monitoring in vocational education institutions. The significance of the results obtained is that the revealed pedagogical monitoring facilities allow to track the results of vocational training on the planned, implemented and achieved stages, provide teachers, heads of vocational training institutions with objective and timely information necessary for making decisions on managing and making adjustments to the trust, organizational, informational, regulatory parameters of the organization of vocational training. Elucidated pedagogical monitoring trends cause systemic-structural integrity and content-methodical continuity at all stages of vocational education KEYWORDSARTICLE HISTORY Pedagogical monitoring, the organization of vocational training, the regional component of vocational education