LEADERSHIP POSITION AS A COMPONENT OF THE PERSONALITY OF THE FUTURE SPECIALIST

the article reveals the concept of leadership position of the future specialist in the context of his connections with personal qualities. The latest research on the topic of leadership is considered. It is specified that the leadership position of the future specialist is a personal education that includes awareness of the future specialist’s readiness to play the role of leader and ability to organizational influence on the production team, it is based on leadership potential and is formed in the process of mastering leadership in various life situations, including conditions of the professional sphere. The results of the study of the leadership position of future specialists in various professional fields are presented. It is determined that most future professionals are characterized by the presence of personal traits necessary for the development of leadership, but their experience in the process of education does not allow to try on the role of leader, which negatively affects their motivation to develop leadership.

Problems of distance education in the context of philosophy of personal education

Analyzed is experience of distance education in the context of the coronavirus pandemic. In the context of education quality problems, attention is drawn to the inability of most students to organize their independent work and low motivation for independent mastering of the specialty. Meanwhile, under conditions of rapid development of technologies, rapidly changing economic conditions, flexible and timely planning in the context of overcoming the production crisis, specialists, who possess modern technologies in a narrow field, programming languages and the skills of working on specific equipment, are required. But, at the same time, employers are interested in well-educated and big-minded professionals, for example, crisis managers. Graduates should have broad knowledge that allows them to quickly adapt to new requirements, independently choose and master new professions in the future, receiving necessary education, navigate growing flows of information, strive for self-education and self-development, which should be based on the motivation of independent learning. The article focuses on the role of humanitarian knowledge, mastery of which is the basis for self-education and self-development. The definition of the concept of “philosophy of personal education” as a system of thinking in which the principles of philosophy of education are projected onto a personal assessment of one’s own physical, intellectual, spiritual, moral and ethical potential as a foundation for self-education and self-development is given. On the basis of philosophy of personal education, abilities, intellectual and creative potential of the individual are realized and a clear motivation for the need to master a particular specialty and self-improvement in this area is determined.

Personal indicators of academic mobility of students with disabilities in the context of professional training

The openness of a modern university ensures that students from heterogeneous groups are included in education. Academic mobility is a significant trend in the global educational space. The success of the education of students with disabilities is determined by their personal readiness to be active and academically mobile. The authors note a tendency towards the implementation of academic mobility in the process of professional training mainly through the creation of external conditions. At the same time, insufficient attention is paid to the analysis of mobility as a personal education, which determines the weak provision of the mechanisms of its formation, especially among students with disabilities. The purpose of this study is to analyze the personal indicators of academic mobility of students with disabilities based on respondents' portfolios containing information about the facts of academic mobility in the experience of students, a survey about the perceptions and motivation of respondents to implement academic mobility, the Tomsk Rigidity Questionnaire G.V. Zalevsky. The results obtained indicate the low activity of students in educational, scientific activities that go beyond the educational program. At the same time, more than half of the respondents are ready for academic mobility. Comparative analysis of the studied components in the samples of students with health standards and with disabilities showed: lack of expression of rigidity in students with disabilities; correlations between the characteristics of rigidity and disability features; the severity of the components of personal readiness for academic mobility among students with disabilities. The presented results are unique and prove the importance of inclusive transformation of the educational space of universities to ensure the possibility of learning and academic mobility of students of heterogeneous groups.

Disappointing Prospects for Distance Education

On the basis of a variety of literature on educational, social, psychological sciences, the conditions for the qualitative life of the educational process are determined, including, first of all, the problems of the formation of morality, responsibility and initiative of the student, as well as his mental and physical health. The true end result is the fact of the fundamental impossibility of replacing full-time or personal education with its detached, irresponsible distance form. The transformation of the educational environment through personalities from each other leads not only to the depletion of opportunities to acquire quality knowledge, but also to intimate loneliness with disastrous consequences for moral, mental and physical health.

Applied orientation of physical training of cadets in military universities of National Guard troops

The article objective is to justify the need for applied orientation of physical training of cadets depending on the specific military profession that the university prepares students for. Introduction. The educational process of a military university is aimed at solving tasks aligned at quality training of military specialists who have high command qualities, are able to fully perform qualified their duties. The professional readiness of a cadet of a military university to fulfill tasks is a complex developing subjective-personal education consisting of three components that reflect the need-semantic, operational-technical and physical-volitional characteristics of the cadet. This encourages researchers to look for ways to further improve the organization of physical training of cadets in military universities taking into account modern reality. Research methodology and methodology. The author presents the organization peculiarities of physical training in various universities at present, paying attention to the dependence of the maintenance and organization of cadet physical training on the specific military- professional activities that the university prepares students for. Improving the physical training of cadets of the National Guard troops is combined with the need to create conditions to develop service-applied and national sports. The authors emphasize that applied physical training is designed to develop the professional qualities of future officers, which are important for service in the units of the Russian Guard and ensure their effective professional activities in these units. Results of a research. The article presents a content analysis of the concepts of «vocational and applied physical training», «vocational and applied physical culture». The analysis showed various interpretations of the concept of «vocational physical training», however, many authors present it as a «specialized type of physical education». The applied focus emphasizes the profiling of physical education on the professional activities of cadets. The authors conclude that the applied physical training of cadets is a systemically important element of the entire educational process of military universities of the National Guard troops and should consist of the following components: educational, motivational-value, practical-activity, physical ones.

The potential of the educational environment of the military educational organization of higher education in the development of the intelligence of the future officer

During the developing of the officer’s intelligence as a subjective personal education that characterizes his personality, it is not enough to identify the means and methods of such development, it is necessary to reveal the laws of his real existence and functioning of the components, to establish how this development is embedded in pedagogical activity and what conditions affect the change in its dynamics. It is possible by assessing the educational environment’s potential of the military educational organization of higher education in the development of the intelligence of the future officer, by identifying the objective and subjective conditions of this environment and understanding the opportunities for teachers.

ELEMENTS OF SCHOOLCHILDREN’S COMPETENCE MODEL IN RELATION TO THE COMPONENTS OF FUNCTIONAL LITERACY: CONTENT ANALYSIS OF THE FEDERAL STATE EDUCATIONAL STANDARD

The article examines the problems of including the concept of “functional literacy” in the Russian educational field, reveals the interrelationships of basic ideas about the formation of functional literacy of a school graduate in the international PISA monitoring and the requirements of the Federal State Educational Standard of basic general education for subject, meta-subject and personal education results.