The authors examine the essence of professional competencies determined by the modern development of higher education on the basis of analysis of their integrative nature, essence and peculiarities. It reveals the nature of the integration of personality-oriented and professional knowledge of the control and its role in the competence formation. It reveals the importance of the integrative nature of the educational process in improving the education system. In the paper, the researchers point out modular training that enables the identification of the objectives and procedures of examination, assessment of the educational process. The researchers also showed that the subjects serve as a methodological basis, serve as a guide in the educational space. It is concluded that the use of technology of bringing together the practice and theoretical education, the formation of a practice-oriented training induces a change in the methodology and content of disciplines

The purpose of this paper is aimed at studying the issue of formation of learning content based on its fundamentalization and professionalization under the competence approach. The presented paper demonstrates the process of professionalization and fundamentalization of training as a conceptual framework of shaping the content of disciplines in higher education. The basis of the presented work is the ideas of the competence approach, theory of fundamentalization and professionalization of vocational education. The paper presents the principles and mechanisms of fundamentalization and professionalization of the discipline's content and the algorithm of formation of fundamental and applied discipline content under the competence approach. This article is intended for teachers, researchers, heads of educational institutions involved in the formation and selection of the content of disciplines in higher education.

Background: The crisis that the modern university is experiencing today, is conditioned by the crisis of its idea as of a classicalessence. The idea of university was formulated by W. von Humboldt, however, its history starts with the Greek-Roman era whenthe ancient philosophy in its cognitive attitude to the world saw its truth, leaning on intelligence that brought it to the harmony ofbeauty and good. In this quality, the idea of university was changing the university history. However, today, by rejecting anynatural unity and integrity and also reconsidering classics, the postmodern views diversify the classical university and eliminatethe possibility of its common form. Questions arise: can the common idea for the university be preserved in these conditions?Will it be preserved (and should it be preserved) by the postmodern culture? Is it possible today to have the unity of theuniversity as a classical social and educational institution? Do modern university models (entrepreneurial, corporate, research,etc.) have their own idea? Methods: The purpose of this article is to search for differences between the modern and classicaluniversities. The comparative method is used. Results: Distinctive characteristics (peculiarities) of the modern university havebeen discovered and described. Conclusions: A conclusion is drawn that there are transformations of the modern university formsin accordance with the conditions of the modern culture