In the system of training a modern competent graduate of a Russian university, one of the ways to improve it is to include in the content of his training discipline “Academic writing”. At the same time, in the context of the principles of succession and continuity, it is necessary to deepen and expand the content of the discipline, increase the number of practical classes, the result of which will be the qualitative writing of scientific texts by students, and ultimately, the scientifically competent writing of the text of the research performed by them. On the basis of the principles of succession and continuity, the stages of development of academic writing at the successive school and university educational levels are presented. It is shown that the training in the course “Academic writing” will form the academic communicative written and verbal competence, that is, to form knowledge about how to write a term paper, graduate work and other types of written texts; knowledge of various methods of working with text information; the ability to write such works, the ability to make a scientific report publicly; possession of the skills of structuring the text and building logical relationships. In general, the analysis has helped to identify the need and necessity of inclusion in school and university curricula of the subject “Academic writing”; the need for the creation of training programs, the continuity of the textbooks, “Academic writing” for general and higher education; the obligation of identification or of training, retraining in the system of training specialists for the implementation of the teaching of this school subject, which will allow to improve the system of training modern competent professionals.

We present the social and pedagogical aspects of the formation of student potential as a personnel reserve. We reveal the functions and applied tasks of the social and pedagogical activity of the formation of student potential as a personnel which includes diagnostic, organizing, educating, developing, correcting, forming, prognostic components. We distinguish several typologies of the personnel reserve according to the type of activity, the speed of replacing posts, and the level of preparedness of a strategic and operational reserve. We study the student potential as a personnel reserve through an analysis of public opinion among full-time students of higher and secondary specialized educational institutions of Moscow and Tambov. The survey involved 220 full-time students. In addition to the survey, students were interviewed by the heads of various structural divisions and firms in order to find out their opinions on student employment and the formation of student potential as a personnel reserve. We indicate that in the process of formation of the personnel reserve a number of interrelated stages are distinguished: social and psychological study, selection of psychodiagnostic methods, psychodiagnostics and social and psychological prognosis.

Formation and preservation of social health of children is an urgent issue of pedagogical theory and practice. Trends in educational systems, interdisciplinary analysis of the concept, age approach allows to consider the social health of the child as a result of educational activity. Interrelation of pedagogical and administrative result of educational activity, examples of levels, criteria and indicators of social health of the child’s personality taking into account age. We conclude that the effectiveness of educational activities in the direction of the formation of social health of the child is the basis for the social security of the individual and society, education of a new culture of interaction that ensures the success of children in different fields of activity with the prospect of their future profession. Social health of a child’s personality is in social, soft skills (emotional intelligence, critical thinking, creativity, stress resistance, etc.). The pilot study confirmed the hypothesis that the increase in the effectiveness of educational activities is associated with the intensive inclusion of trainings on the development of social skills of the child, monitoring and active seminars for educators on the development of innovative technologies to ensure the social health of the child.

The study of models for the social skills formation in the context of ensuring the social health of adolescent’s personality is an important area of theory and practice of the education system development. The basic social skills of aт adolescent are formed in the education system. The contemporary school is a complex system that integrates the capabilities and the resulting dominant of the formal and non-formal types of adolescents’ education in the formation of conflict resolution skills. To understand the essence of programs that ensure the adolescents’ social skills formation, we consider the genesis of adolescents conflict. In contemporary conditions, important causes of increased conflict are social problems, including digitalization of society and the active use of the Internet, the uncertainty of social situations and the blurred identity of adolescents. An analysis of domestic and foreign studies has allowed us to identify three models of programs organization for formation of adolescents’ conflict resolution skills: preventive, educational and service, including school counseling. We highlight the types of trainings introducing adolescents to behavioral strategies in a conflict situation as models of choice - “compromise”, “cooperation”, “rivalry”, “avoidance”, as well as conflict management styles. We give the characteristic of two groups (healthy and unhealthy) of conflict resolution methods. We substantiate the characteristic of a person’s social health, taking into account the skills of mastering healthy ways of resolving conflicts. We also provide the forms, stages of technology and subjects, organizing programs for the formation of conflict resolution skills as the basis of the social health of a adolescent’s personality.

We substantiate the relevance of didactic design of social and pedagogical education programs aimed at formation of ability to develop project performance indicators as an element of the management culture of a future specialist in the field of social and pedagogical activity. It is noted that the modern social situation requires changes in the sphere of social and pedagogical ac-tivity as an instrument of humanization of society through the implementation of strategies, projects and programs of state policy on childhood, and, therefore, changing direction of higher education of specialists in the field of social and pedagogical activity. We show the necessity of implementing an educational module aimed at developing competence in the field of determining (formulating) quantitative and qualitative results of projects. It is proved that one of the elements of the management culture of specialists in the field of social and pedagogical education is the de-finition (formulation) of quantitative and qualitative results. The concept of “managerial culture of a specialist in the sphere of social and pedagogical education” is characterized. The management culture of a specialist in the field of social and pedagogical education is a strategic resource for the development of a professional. We present the main interpretations of the concept of “efficiency”, show that the formation of an adequate mechanism for evaluating efficiency is impossible without the correct selection and accurate formulation of performance indicators. The stages of development of social project performance indicators are considered. The components of the educational module “Quantitative and qualitative indicators of social project performance” are considered. The data of the entrance survey of students are presented.