The paper brings to the fore the need for developing entrepreneurial competences in school students. It describes the concept of entrepreneurial competence as an ability to put forward original ideas and innovate along with communication, organisation, project management, action planning, and risk-taking competences, receptivity, and also knowledge and skills required for starting a new business and implementing practical ideas to proceed successfully. The case is made for developing courses in entrepreneurship and the criteria of efficiency are determined as follows: clearly set objectives, balanced theoretical and practical content, focus on learning by doing, voluntary approach and motivation, social partnership involving businessmen, financial institutions, and municipal government bodies, openness of the educational environment, availability of training for teachers and contacts with businessmen, and opportunity to present the outcomes. A description is provided of the model and algorithm of creating a school business incubator using the resources of social partnership with businessmen, financial institutions, and municipal governance bodies. The outcomes in entrepreneurship education in the context of a business incubator include the defence of a business project under the supervision of a mentor conducted in a competitive form in two stages, namely, the defence of the business idea and the project itself. Various procedures are used to assess business incubator performance, such as questionnaires for students, teachers, and mentors and expert assessment of students’ entrepreneurial competence acquisition levels by teachers and mentors.

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The modern educational environment is characterized by a number of global challenges and the emergence of a new paradigm of value orientations at the time of unlimited freedom of self-determination, multiculturalism, and multiple identity of the individual. All this escalate the problem of understanding the true, false and pseudo values. In the world of absolute uncertainty, instability, the importance of the character education competence of the teacher is increasing as the teacher is responsible for designing the students' educational environment. In today's reality the effective development of the character education competence of a teacher, which is not limited only to the period of studies at a teacher university, is of utmost importance. The authors consider the development track of the teacher's competence in character education throughout the entire professional life cycle in the regional socio-pedagogical cluster. Experimental research has confirmed the need to update the formation of character education competence both for the teaching staff of a teacher university, who are responsible for organizing the professional character education, and for the future teachers who will come to school tomorrow. The authors suggest that the character education competence of a teacher begins its formation long before entering the teaching profession and is determined by the axiological content of the quasi-professional communities in which an individual is involved.