Introduction. Nowadays, in relation to the marked increase in the proportion of citizens of senior working age in the total Russian population, it is necessary to create the conditions for the development of human and educational potential in order to maintain social activity of senior people for as long as possible and successfully continue their professional activities.The aims of the present research are the following: to understand and promote foreign and Russian practices of education of people of pre-retirement and retirement age; to study readiness of senior citizens for training and further employment.Methodology and research methods. At the theoretical stage of the survey, an analytical review of scientific and regulatory sources was carried out. A questionnaire survey was organised in order to collect empirical data. 418 people (males and females) aged 50 to 72, who have different social statuses, education levels and incomes, took part in the survey.Results and scientific novelty. Comparative theoretical analysis of Russian and foreign solutions to the problems under discussion has shown that in Russia there is a legislative framework for managing the development of educational potential of senior citizens. However, unlike most developed countries, Russia does not have practical experience in the implementation of training of senior citizens. The factors, which have a positive impact on the employment of older generations, are identified: in addition to material interest, they include a high level of qualification, rare skills, and a desire to maintain good health, independence and self-respect. The surveys have demonstrated that many senior people, especially university diploma holders, entrepreneurs and self-employed, quite highly appreciate their professional qualities, abilities, merits and reputation. Senior people would like their experience, wealth of knowledge and skills to be in demand; they believe that they could perform social roles and functions such as a mentor or consultant in the professional sphere, an adviser in the authorities, an independent expert, etc. However, negative stereotypes regarding senior workers in the society – as they tend to have poor health, they are passive, helpless, ineffective, conservative, poorly trained, etc. – become a source of discrimination in the labour market. The interviewees disagreed with the characteristics attributed to them. The greatest objections were judgments that senior people were the brake of innovation (71.6%) and incapable of learning (77.1%). The respondents approved the planned measures to provide them with opportunities for additional education and more than half of respondents demonstrated readiness to receive education in various forms: at universities for people of the third aged, in retraining institutions, in courses of advanced training, etc. At the same time, in Russia, adequate organisational, socio-psychological, pedagogical and other conditions for the education of citizens of this age category have not been created yet.Practical significance. The research findings, the results of surveys and the conclusions drawn could contribute to the justification of new directions of state education policy in order to improve its effectiveness for people of senior generations.

Introduction. During the COVID-19 pandemic variety of digital tools and technologies were demonstrated owing to the global digitalization of education and the total transition to online learning. The purpose of present research is to determine factors of digitalization of education and their effect on transformation of social values among high school students in conditions of the COVID-19. The results of research on social values of students were considered using comparative analysis. It was revealed that the paradigm of values among young people changed from an individual-personal one at the beginning of the XXI century to the social oriented paradigm – tolerance, openness, public recognition through social networks, self-development and contribution to the community. Materials and Methods. The analysis of pedagogical experience in the field of digitalization of education allowed to formulate the main factors of global digitalization of education and to highlight positive and negative aspects of online learning. According to M. Rokich’s method, an empirical study of instrumental values transformations was carried out among 137 students of Ural Federal University in the conditions of full-time online learning. A questionnaire method was implemented to determine studentsʼ attitude to online learning during COVID-19 pandemic and possibility for further development of this form of learning. Results. It was revealed that only 13.7% of respondents did not notice any decrease in the quality of learning and did not experience discomfort in obtaining knowledge in online form. According to the studentsʼ opinion the values that are subjected to transformation are the following: efficiency, self-control, responsibility, honesty. It can be concluded that the era of network personality and new scientific knowledge in pedagogy has begun. Online learning is a fait accompli which requires scientific substantiation of a new didactics and social values system development among students in a digital education environment. Discussion and Conclusion. Achieved results contribute to ecological system of new digital services that change life and educational activities of a human, as well as transform his personality and values system. Thus, for the purpose of health and emotional intelligence preservation in students the continuation of interdisciplinary study of various aspects of education digitalization is required.

УДК 351.72 Аннотация. Цель работы: проанализировать причины возникновения коррупции, как негативного общественного явления и исследовать уровень коррупции в сфере образования по данным Всероссийского центра исследования общественного мнения. Методы исследования: при выявлении основных причин возникновения коррупции в сфере образования использован метод анализа, который позволил провести анализ и обобщение научных исследований, посвящённых исследованию коррупционных проявлений в сфере образования. Результаты: выявлены основные причины коррупции в сфере образования -несовершенство правовой базы, способ увеличения дохода; влияние культурных различий. Выводы: разработать и внедрить в систему образования типовой кодекс поведения в образовательном процессе, качественный подбор педагогических кадров, формирование у учеников неприятия к коррупции и коррупционным проявлениям. Ключевые слова: коррупция, образование, причины коррупции в образовании, антикоррупционное законодательство, уровень коррупции в образовании.

This article deals with the theoretical and methodological justification of practice-oriented education as a mechanism for the development of professional potential of students in higher education. The authors consider the process from the point of the historical and social aspects of this phenomenon. The historical approach made it possible to analyze the pedagogical heritage of world-renowned scientists in Russia and abroad in the field of the formation of professional competences and the development of human potential. As a result it is shown that on the basis of the analysis of goals, tasks, forms and results of the received education practice-oriented training includes two educational approaches: competence-based and practice-oriented, which are based on human activity, which leads to the development of professional potential of students. The social approach is used to analyze the organization of practical training of higher education in Russia, Europe, USA, Asia and China and the use of the mechanism of development of professional potential. Practice-oriented training can be considered as a mechanism for the development of students' professional potential, taking into account national characteristics. A sociological study conducted among students of higher educational institutions revealed the most effective forms and types of training that provide practical orientation and professional development (56% of respondents approved practical master classes). There are revealed modern social risks: new social policies in the sphere of higher education, digitalization of education, spread of clip-thinking and internet-addiction among students of higher education.

No abstract