The article deals with the actual practical aspects of the problem of leadership qualities of future specialists of "man-man" type in military and civilian institutions of higher education. The aim of the research is to present the results of empirical research on the comparative diagnosis of the formation of leadership qualities of future specialists in the social sphere (psychologists, social employees) and cadets (military lawyers, psychologists). According to the results of scientific works, it has been determined that leadership qualities are a set of qualities that reflect the attitude to other people and society as a whole, allow oneself to influence other people, contribute to the creation of a positive atmosphere in the group, the team, is displayed in a stable, active, responsible behavior in order to achieve one's own and collective goals. Leadership qualities include commitment, determination, confidence, responsibility, activity, efficiency, success, influence, endurance. Diagnostics of formation of leadership qualities has been carried out by means of survey and a psychodiagnostic technique of the leadership abilities diagnostics by E. Zharikov, E. Krushelnytsky. The diagnostic results showed the predominance of students and cadets of the average level of leadership qualities formation.

The study identifies the ESP teaching strategies of the personnel of the State Border Guard Service of Ukraine (SBGSU) training in the framework of European language standards. According to the results of the needs analysis, the Ukrainian border guards require improving their professional foreign language competence based on the European educational standards and best practices. The main attention is paid to developing listening and speaking skills of border guards. The methodology of the course is aimed at forming the border guards’ foreign-language professional competency, which will facilitate their effective service in the state border protection units. The course program provides border guards with the opportunity to develop the language competence and strategies they need to effectively engage in situations of professional communication that they can have at the border, both while conducting border surveillance activities and border checks.

The paper reports on the results of implementation of European Union (EU) Common Border Guards’ (BG) training standards in Ukraine and presents the outcomes of the conducted comparative analysis of the EU and Ukrainian BG training systems. The research is aimed at analyzing the level of the Ukrainian BGs interoperability according to the European BGs’ training standards, namely - the Common Core Curriculum (CCC) for BGs’ training elaborated by the national BG Authorities under supervision of FRONTEX Agency. The obtained results provide information on the current state of the CCC implementation in the Ukrainian BG Agency and outline solutions for further development of the EU BGs educational standards in Ukraine. The results of the study showed that Ukrainian BGs and their system of education and training correspond to the European professional requirements in this sphere and the Ukrainian BGs can participate in joint operations to protect different border sectors together with the counterparts from the EU Member States. The comparative analysis, which involved 24 educational departments of the Ukrainian BG Academy showed that the overall level of CCC implementation is 77,5%. Implementation process revealed the following advantages of using common European BG standards: common understanding between the BGs from different countries; harmonizing educational standards across Europe; developing job competencies; enhancing cooperation among BG Academies and units; promoting CCC for BG authorities. The results also showed challenges of this process, namely: there is still not full recognition by the decision makers; lack of the expertise regarding European educational standards implementation; not enough national multipliers; difference of the national education systems, short training period at the national BG Academies. The possible solutions for these issues were also outlined: organizing workshops to train the personnel, ensuring mutual support from other institutions; finding different sources to fund the implementation process; requesting other governmental bodies for assistance; training of involved personnel; senior management awareness raising; involving stakeholders for co-funding purposes.

The theoretical approaches to define the scientific definition "corporate culture" in the sociological, economic, psychological and pedagogical contexts have been analyzed. The corporate culture of a social institution is understood as a system of collective norms, beliefs, values and traditions of joint activity of employees, aimed at achieving the strategic goals of the organization. Based on the results of using standardized methods, the conducted monitoring research reflects the role of corporate culture for a high-quality social employees" activity in general, and helps to determine the level of its formation among specialists who work for social services. The diagnostic study was carried out on the basis of seven city centers of social services for families, children and youth from different regions of Ukraine. The object of the study were 78 employees. The diagnostics of formation of corporate culture was performed using the methodology of Ladanov (1997), as well as methods developed by Cameron and Quinn (2011), Denison, Hofstede (2004), Solomandina. The results of the diagnostic analysis have shown a medium level of corporate culture formation among the employees of social institutions.

The article reveals the development of information and communication technologies (ICT) in the foreign languages training of the European Union countries border guards, such as: implementation of the student-centered approach; development of the communicative component of foreign languages training of border guards using ICT; introduction of mobile learning (using of mobile gadgets); the use of augmented, virtual and mixed reality technology. An overview of the possibilities of using augmented, virtual and mixed reality technologies based on the developed by FRONTEX Agency learning tools: An Electronic Training Course (ETC) "English for Personnel of the border crossing points"; ETC on the basis of mobile learning technology (m-learning), English for self-study of EU countries border guards - "English for border guards"; ETC "Training of marine safety specialists on board of a ship" using VR technology; training course on interviewing irregular migrants based on VR technology; interactive program for the first line officers on Schengen law. The content, structure and objectives of the electronic course "Communicative English for Border Guards’ professional use" based on the Virtual Aula web platform has been considered in detail. The training course is an example of an innovative, communicative educational tool for English learning, it is a student-centered, professionally-oriented one and contributes to the development of the professional foreign language competence of the personnel of the border guard authorities. The experience of developing an ETCs for the professional training needs of the border guards in the EU countries provides an opportunity for the specialists in the field of border guards training and education to develop professionally-oriented ETCs according to present-day requirements and common border guard educational standards. Summarizing the responses from the participants of the course shows its effectiveness and students’ motivation to improve their communicative foreign language competence, resulting in their average score increased from 3.92 to 4.11 points.