Review: The article is devoted to the socio-cultural environment as one of the most important elements of today's preschool education system. The author of the article demonstrates that the socio-cultural environment allows to activate a critial thinking ability of a child, take into account his or her role in social processs as well as contribute to his or her 'self manifestation' as a 'developing personality' in the situation of continuous education taking into account cultural traditions. The given principle allows to orient elective activities of a preschool educational institution at developing children's love for Homeland and positive attitude to their folk culture. The author of the article also notes that it is necessary to take into account the regionalization principle when building the socio-cultural environment at a preschool educational institution as well as pay attention at the main learning conditions that promote a child's personal growth and intellectual development. The analysis of the socio-cultural environment as a new method in the system of preschool education has shown that the aforesaid approach allows a child to grow personally taking into account peculiarities of folk pedagogy. Being an innovative method, regionalization forms elective activities taking into account features of the socio-cultural environment where a child develops. 

Keywords: folk pedagogy, traditions, FSES PE (Federal State Educational Standards of Pr, socio-cultural environment, Homeland, patriotism, culture, teacher, regionalization, parenting

References:
Krivykh S.V. Sootnoshenie ponyatiy «Sreda» i «Prostranstvo» v sotsiokul'turnom i obrazovatel'nom aspektakh // MNKO. 2011. ¹ 2. S. 106-111.
Rozenberg N.V. Uspeshnaya lichnost' i sotsiokul'turnaya sreda // Analitika kul'turologii. 2015. ¹ 2(32). S. 23-29.
Kasatkin A.A. Dinamika sotsiokul'turnoy sredy kak faktor formirovaniya lichnosti // Vestnik KGU im. N.A. Nekrasova. 2011. ¹ 4. S. 130-132.
Nenakhova E.N. Teoretiko-metodologicheskie podkhody k formirovaniyu sotsiokul'turnogo prostranstva obrazovatel'nogo uchrezhdeniya // Izvestiya RGPU im. A.I. Gertsena. 2010. ¹ 128.
Boguslavskaya T.N. Formirovanie podkhodov k otsenke kachestva doshkol'nogo obrazovaniya // Problemy sovremennogo obrazovaniya. 2012. ¹ 4. S. 52-63.
Peretyagina N.N. Sotsiokul'turnaya sreda obrazovaniya: predposylki modelirovaniya, model' // ISOM. 2011. ¹ 5. S. 103-111.
Kazakova O.A., Ivanova L.A., Kurochkina N.E. Vliyanie pedagogicheskikh usloviy na sotsializirovannost' doshkol'nika // Uchenye zapiski universiteta Lesgafta. 2016. ¹ 5(135). S. 110-115.
Lopsonova Z.B. Regionalizatsiya soderzhaniya doshkol'nogo obrazovaniya v usloviyakh vvedeniya FGOS // Vestnik BGU. 2014. ¹ 4-1. S. 12-17.

References (transliteration):
Krivykh S.V. Sootnoshenie ponyatiy «Sreda» i «Prostranstvo» v sotsiokul'turnom i obrazovatel'nom aspektakh // MNKO. 2011. ¹ 2. S. 106-111.
Rozenberg N.V. Uspeshnaya lichnost' i sotsiokul'turnaya sreda // Analitika kul'turologii. 2015. ¹ 2(32). S. 23-29.
Kasatkin A.A. Dinamika sotsiokul'turnoy sredy kak faktor formirovaniya lichnosti // Vestnik KGU im. N.A. Nekrasova. 2011. ¹ 4. S. 130-132.
Nenakhova E.N. Teoretiko-metodologicheskie podkhody k formirovaniyu sotsiokul'turnogo prostranstva obrazovatel'nogo uchrezhdeniya // Izvestiya RGPU im. A.I. Gertsena. 2010. ¹ 128.
Boguslavskaya T.N. Formirovanie podkhodov k otsenke kachestva doshkol'nogo obrazovaniya // Problemy sovremennogo obrazovaniya. 2012. ¹ 4. S. 52-63.
Peretyagina N.N. Sotsiokul'turnaya sreda obrazovaniya: predposylki modelirovaniya, model' // ISOM. 2011. ¹ 5. S. 103-111.
Kazakova O.A., Ivanova L.A., Kurochkina N.E. Vliyanie pedagogicheskikh usloviy na sotsializirovannost' doshkol'nika // Uchenye zapiski universiteta Lesgafta. 2016. ¹ 5(135). S. 110-115.
Lopsonova Z.B. Regionalizatsiya soderzhaniya doshkol'nogo obrazovaniya v usloviyakh vvedeniya FGOS // Vestnik BGU. 2014. ¹ 4-1. S. 12-17.

Review: The research subject of the given article is the system of working with gifted children in one of the countries of South-East Asia, South Korea. The authors reveal the specifics of the region and socio-pedagogical experience of work with gifted children both for the region in general and each country in particular. The system of work with gifted children at state and private levels of education is specified. There are parallels in this area with the Russian experience work with gifted children. The article presents a comparative analysis of the work of specialized schools for gifted children in South Korea. The main results of the study are insights about the positive and negative sides of the system of work with gifted children in South Korea. Also, the authors come to the conclusion that despite the fact that schools for gifted children in Korea appeared relatively recently, great results in the education system have been achieved.

Keywords: Singapore, China, educational policy, modernization, education, South Korea, gifted children, Thailand, carriculum, mathematics

References:
Kiong Mi Choy, Dae Sik Khon Obuchenie odarennykh v Yuzhnoy Koree: opyt trekh shkol dlya matematicheski odarennykh // Psikhologicheskaya nauka i obrazovanie. 2011. ¹4. S. 87-94.
Markelov E.V. Sistema obrazovaniya dlya odarennykh detey v stranakh Yugo-Vostochnoy Azii // Psikhologicheskaya nauka i obrazovanie. 2009. ¹4. S. 87-100.
Ofitsial'nyy sayt Koreyskoy nauchnoy akademii // URL: http://www.ksa.hs.kr/ (Data obrashcheniya – 29.06.2015).
Ofitsial'nyy sayt Seul'skoy sredney nauchnoy shkoly // URL: http://en.sshs.hs.kr/html/index.php (Data obrashcheniya – 29.06.2015).
Clark N., Park H. Education in South Korea // URL: http://wenr.wes.org/2013/06/wenr-june-2013-an-overview-of-education-in-south-korea/ (Data obrashcheniya – 29.06.2015).
High performance, high pressure in South Korea’s education system // URL: http://monitor.icef.com/2014/01/high-performance-high-pressure-in-south-koreas-education-system/ (Data obrashcheniya – 29.06.2015).
Tripol'skaya I.Yu. Integratsiya sistemy obrazovaniya Rossiyskoy Federatsii s sistemami obrazovaniya drugikh stran kak uslovie povysheniya effektivnosti gosudarstvennoy obrazovatel'noy politiki // Trendy i upravlenie. - 2014. - 4. - C. 416 - 420. DOI: 10.7256/2307-9118.2014.4.12851.

References (transliteration):
Kiong Mi Choy, Dae Sik Khon Obuchenie odarennykh v Yuzhnoy Koree: opyt trekh shkol dlya matematicheski odarennykh // Psikhologicheskaya nauka i obrazovanie. 2011. ¹4. S. 87-94.
Markelov E.V. Sistema obrazovaniya dlya odarennykh detey v stranakh Yugo-Vostochnoy Azii // Psikhologicheskaya nauka i obrazovanie. 2009. ¹4. S. 87-100.
Ofitsial'nyy sayt Koreyskoy nauchnoy akademii // URL: http://www.ksa.hs.kr/ (Data obrashcheniya – 29.06.2015).
Ofitsial'nyy sayt Seul'skoy sredney nauchnoy shkoly // URL: http://en.sshs.hs.kr/html/index.php (Data obrashcheniya – 29.06.2015).
Clark N., Park H. Education in South Korea // URL: http://wenr.wes.org/2013/06/wenr-june-2013-an-overview-of-education-in-south-korea/ (Data obrashcheniya – 29.06.2015).
High performance, high pressure in South Korea’s education system // URL: http://monitor.icef.com/2014/01/high-performance-high-pressure-in-south-koreas-education-system/ (Data obrashcheniya – 29.06.2015).
Tripol'skaya I.Yu. Integratsiya sistemy obrazovaniya Rossiyskoy Federatsii s sistemami obrazovaniya drugikh stran kak uslovie povysheniya effektivnosti gosudarstvennoy obrazovatel'noy politiki // Trendy i upravlenie. - 2014. - 4. - C. 416 - 420. DOI: 10.7256/2307-9118.2014.4.12851.

Review:  êà÷åñòâå ïðåäìåòà èññëåäîâàíèÿ ïðåäñòàâëåíà ìîäåëü äîøêîëüíîé îáðàçîâàòåëüíîé îðãàíèçàöèè êàê îòêðûòîé îáðàçîâàòåëüíîé ñèñòåìû â êîíòåêñòå Ôåäåðàëüíîãî ãîñóäàðñòâåííîãî ñòàíäàðòà äîøêîëüíîãî îáðàçîâàíèÿ êàê îñíîâíîãî íîðìàòèâíîãî óïðàâëåí÷åñêîãî äîêóìåíòà. Ïðèíÿòèå ðÿäà äðóãèõ âàæíûõ àêòîâ: íàöèîíàëüíîé îáðàçîâàòåëüíîé èíèöèàòèâû «Íàøà íîâàÿ øêîëà», ïðèîðèòåòíîãî íàöèîíàëüíîãî ïðîåêòà «Îáðàçîâàíèå», ãîñóäàðñòâåííîé ïðîãðàììû ÐÔ «Ðàçâèòèå îáðàçîâàíèÿ íà 2013–2020», Ôåäåðàëüíîãî çàêîíà «Îá îáðàçîâàíèè â ÐÔ», íîâûõ íîðìàòèâíûõ äîêóìåíòîâ äëÿ äîøêîëüíûõ îáðàçîâàòåëüíûõ îðãàíèçàöèé: Ïðîôåññèîíàëüíîãî ñòàíäàðòà ïåäàãîãà, Ïîðÿäêà îðãàíèçàöèè è îñóùåñòâëåíèÿ îáðàçîâàòåëüíîé äåÿòåëüíîñòè ïî îñíîâíûì îáùåîáðàçîâàòåëüíûì ïðîãðàììàì - îáðàçîâàòåëüíûì ïðîãðàììàì äîøêîëüíîãî îáðàçîâàíèÿ - òàêæå óêàçàëî íà íåîáõîäèìîñòü ðàçðàáîòêè ìîäåëè.  êà÷åñòâå îñíîâíûõ ïîäõîäîâ ïðè ðàçðàáîòêå ìîäåëè ìû ðàññìàòðèâàåì ñèñòåìíûé è ñèíåðãåòè÷åñêèé ïîäõîäû êàê íàèáîëåå àêòóàëüíûå äëÿ äàííîãî èññëåäîâàíèÿ. Íîâèçíà èññëåäîâàíèÿ çàêëþ÷àåòñÿ â ñîçäàíèè è íàó÷íîì îáîñíîâàíèè ìîäåëè äîøêîëüíîé îáðàçîâàòåëüíîé îðãàíèçàöèè êàê îòêðûòîé îáðàçîâàòåëüíîé ñèñòåìû, âûñòðîåííîé â ñîîòâåòñòâèè ñ òðåáîâàíèÿìè íîâîãî çàêîíîäàòåëüñòâà. Àâòîðàìè ñòàòüè âûäåëåíû ñèñòåìîîáðàçóþùèå ôàêòîðû ÄÎÎ êàê îòêðûòîé áðàçîâàòåëüíîé ñèñòåìû, ðàñêðûòî ñîäåðæàíèå ñòðóêòóðíûõ è ôóíêöèîíàëüíûõ êîìïîíåíòîâ ìîäåëè, îïðåäåëåíû ñðåäñòâà îáåñïå÷åíèÿ îòêðûòîñòè ÄÎÎ.

Keywords: FSES of preschool education, model of the OED, strategic factors, structural, functional components, public education system, preschool educational institution, Russian education system, competitiveness of additional education, modernization education system, regulatory requirements OED

References:
Safonova O.A. Upravlenie obrazovatel'nymi sistemami: Pedagogika: uchebnoe posobie dlya stud. vyssh. ped. ucheb. zavedeniy / pod red. V. V.Nikolinoy, L. V. Zagrekovoy. – N. Novgorod: NGPU, 2011.
Romanenko E. V. Upravlenie DOU v sovremennykh usloviyakh [Tekst] / E. V. Romanenko // Aktual'nye voprosy sovremennoy pedagogiki: materialy VI mezhdunar. nauch. konf. (g. Ufa, mart 2015 g.). — Ufa: Leto, 2015. — S. 77-79.
Mayer A.A. Programma razvitiya doshkol'nogo obrazovatel'nogo uchrezhdeniya. Sovremennye tendentsii razvitiya doshkol'nogo obrazovaniya
Mayer A.A. Strukturno-funktsional'naya model' deyatel'nosti doshkol'nogo obrazovatel'nogo uchrezhdeniya kak otkrytoy i razvivayushcheysya sistemy // Sovremennoe doshkol'noe i nachal'noe obrazovanie: puti razvitiya. Chast' pervaya: Pedagogika i psikhologiya doshkol'nogo i nachal'nogo obucheniya: Materialy mezhdunarodnoy nauchno-prakticheskoy konferentsii 20-21 marta 2003g., posv. 300-letiyu Sankt-Peterburga. – SPb.: izd-vo RGPU im. A.I. Gertsena, 2003. – S. 30-34. http://www.famous-scientists.ru/11466
Bykova N.G. Ponyatie i sushchnost' «otkrytogo» doshkol'nogo obrazovatel'nogo uchrezhdeniya (stat'ya) http://superinf.ru/view_helpstud.php?id=995
Ignatova, G.A. Pedagogicheskie aspekty sinergetiki. /V.A. Ignatova // Pedagogika. – 2001.-¹8. – S.26 – 31.
Prikaz Mintruda Rossii ot 18.10.2013 N 544n (s izm. ot 25.12.2014) «Ob utverzhdenii professional'nogo standarta «Pedagog (pedagogicheskaya deyatel'nost' v sfere doshkol'nogo, nachal'nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya) (vospitatel', uchitel')» (Zareg. v Minyuste RF 06.12.2013 N 30550).
Prikaz Minobrnauki RF ot 30 avgusta 2013 g. N 1014 «Ob utverzhdenii Poryadka organizatsii i osushchestvleniya obrazovatel'noy deyatel'nosti po osnovnym obshcheobrazovatel'nym programmam-obrazovatel'nym programmam doshkol'nogo obrazovaniya», utv. (zareg. v Minyuste RF 26 sentyabrya 2013 g. Registratsionnyy N 30038) http://base.garant.ru/180422/
Federal'nyy zakon ot 29 dekabrya 2012 goda N 273-FZ "Ob obrazovanii v Rossiyskoy Federatsii" (SZ RF, 2012, N 53, st. 7598) http://www.garant.ru/hotlaw/federal/623241/
Prikaz Minobrnauki RF ot 7 oktyabrya 2013 g. ¹ 1155 "Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta doshkol'nogo obrazovaniya» Zaregistrirovan v Minyuste RF 14 noyabrya 2013 g. Registratsionnyy N 30384 http://www.rg.ru/2013/11/25/doshk-standart-dok.html
Natsional'naya obrazovatel'naya initsiativa «Nasha novaya shkola», utverzhdennaya Prezidentom Rossiyskoy Federatsii Dmitriem Medvedevym 4 fevralya 2010 g
Federal'naya tselevaya programma razvitiya obrazovaniya do 2020 goda, utverzhdennaya postanovleniem Pravitel'stva RF ot 7 fev. 2011 g. ¹ 61;
Safonova O.A. Programmno-tselevoe upravlenie DOU. Metodicheskoe posobie/O.A.Safonova, N.N. Gumanitarnyy tsentr NIRO 2001.
Professional'nyy standart «Rukovoditel' obrazovatel'noy organizatsii (upravlenie v sfere obrazovaniya)». Proekt. // URL: http://base.consultant.ru/cons/cgi/online.cgi?req=doc;base=PNPA;n=2368#1

References (transliteration):
Safonova O.A. Upravlenie obrazovatel'nymi sistemami: Pedagogika: uchebnoe posobie dlya stud. vyssh. ped. ucheb. zavedeniy / pod red. V. V.Nikolinoy, L. V. Zagrekovoy. – N. Novgorod: NGPU, 2011.
Romanenko E. V. Upravlenie DOU v sovremennykh usloviyakh [Tekst] / E. V. Romanenko // Aktual'nye voprosy sovremennoy pedagogiki: materialy VI mezhdunar. nauch. konf. (g. Ufa, mart 2015 g.). — Ufa: Leto, 2015. — S. 77-79.
Mayer A.A. Programma razvitiya doshkol'nogo obrazovatel'nogo uchrezhdeniya. Sovremennye tendentsii razvitiya doshkol'nogo obrazovaniya
Mayer A.A. Strukturno-funktsional'naya model' deyatel'nosti doshkol'nogo obrazovatel'nogo uchrezhdeniya kak otkrytoy i razvivayushcheysya sistemy // Sovremennoe doshkol'noe i nachal'noe obrazovanie: puti razvitiya. Chast' pervaya: Pedagogika i psikhologiya doshkol'nogo i nachal'nogo obucheniya: Materialy mezhdunarodnoy nauchno-prakticheskoy konferentsii 20-21 marta 2003g., posv. 300-letiyu Sankt-Peterburga. – SPb.: izd-vo RGPU im. A.I. Gertsena, 2003. – S. 30-34. http://www.famous-scientists.ru/11466
Bykova N.G. Ponyatie i sushchnost' «otkrytogo» doshkol'nogo obrazovatel'nogo uchrezhdeniya (stat'ya) http://superinf.ru/view_helpstud.php?id=995
Ignatova, G.A. Pedagogicheskie aspekty sinergetiki. /V.A. Ignatova // Pedagogika. – 2001.-¹8. – S.26 – 31.
Prikaz Mintruda Rossii ot 18.10.2013 N 544n (s izm. ot 25.12.2014) «Ob utverzhdenii professional'nogo standarta «Pedagog (pedagogicheskaya deyatel'nost' v sfere doshkol'nogo, nachal'nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya) (vospitatel', uchitel')» (Zareg. v Minyuste RF 06.12.2013 N 30550).
Prikaz Minobrnauki RF ot 30 avgusta 2013 g. N 1014 «Ob utverzhdenii Poryadka organizatsii i osushchestvleniya obrazovatel'noy deyatel'nosti po osnovnym obshcheobrazovatel'nym programmam-obrazovatel'nym programmam doshkol'nogo obrazovaniya», utv. (zareg. v Minyuste RF 26 sentyabrya 2013 g. Registratsionnyy N 30038) http://base.garant.ru/180422/
Federal'nyy zakon ot 29 dekabrya 2012 goda N 273-FZ "Ob obrazovanii v Rossiyskoy Federatsii" (SZ RF, 2012, N 53, st. 7598) http://www.garant.ru/hotlaw/federal/623241/
Prikaz Minobrnauki RF ot 7 oktyabrya 2013 g. ¹ 1155 "Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta doshkol'nogo obrazovaniya» Zaregistrirovan v Minyuste RF 14 noyabrya 2013 g. Registratsionnyy N 30384 http://www.rg.ru/2013/11/25/doshk-standart-dok.html
Natsional'naya obrazovatel'naya initsiativa «Nasha novaya shkola», utverzhdennaya Prezidentom Rossiyskoy Federatsii Dmitriem Medvedevym 4 fevralya 2010 g
Federal'naya tselevaya programma razvitiya obrazovaniya do 2020 goda, utverzhdennaya postanovleniem Pravitel'stva RF ot 7 fev. 2011 g. ¹ 61;
Safonova O.A. Programmno-tselevoe upravlenie DOU. Metodicheskoe posobie/O.A.Safonova, N.N. Gumanitarnyy tsentr NIRO 2001.
Professional'nyy standart «Rukovoditel' obrazovatel'noy organizatsii (upravlenie v sfere obrazovaniya)». Proekt. // URL: http://base.consultant.ru/cons/cgi/online.cgi?req=doc;base=PNPA;n=2368#1

Review: The subject of the research is the education and upbringing or the system of cultivation of human and his socialization in Russia which presently does not satisfy the requirements set by the modern development of productive forces for the level of intellectual and social maturity of human. With the help of nanotechnologies, an individual becomes the force that can change the evolution of the planetary socionatural Universum. This situation demands a drastic change of the entire system of personal education and upbringing as well as new worldviews regarding the place and the role of human in the nature and society. Based on statistical data, the author's expert evaluation, researches of famous specialists and comparative analysis of the system of education during the Soviet Union, perestroika and contemporary periods, the author describes drawbacks of the process of cultivation within the family, schools and universities. Special attention is paid to the ability of educators, school and university teachers to raise intellectually and socially mature and creative members of the society who are capable of understanding their place and role in the nature and society and providing further development of human and society. According the author, the main reason of the non-conformity of the system of cultivation of human is the postmodern value orientations rather than the low quality of teachers' training or lack of modern equipment at schools or universtities. Postmodern society needs an easily manipulated individual who is ready for performing narrow professional functions without critical re-evaluation of his role in the nature and society but not versatile personality. The results of the present research can be helpful for those who search for drastic changes of the system of education and upbringing. 

Keywords: information, pedagogue, knowledge, institute of higher education, school, upbringing, education, man, society, Weltanschauung

References:
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Review: The article is devoted to innovative processes in additional professional education of teachers. There are considered the approaches of anthropological concept of additional professional education's innovative development to its institutional design as a strategic educational institution of innovative development of economy and society. Based on the national and foreign experience in additional professional education as a kind of adult education, the authors describe typical features of functioning and development of modern models of additional professional education in accordance with the principles of project-transformative paradigm. The research methodology is based on the understanding of additional professional education of teachers as an independent activity system having its own ideology, values, goals, qualified personnel, organization chart, mechanisms of functioning and development. The authors also proposed a conceptual scheme of the co-existence activity-related educational technologies modeling which is realized in the conditions of additional professional education of teachers and includes ontological context associated with the idea of educational co-existence as the source of subjectivity's development. The authors also give characteristics of the anthropological (co-existence) additional professional education's model, as the methodological context of the conceptual scheme, as well as the description of technological parameters of subjectivity's development and forms of educational process's co-existence organization in the conditions of additional professional education.

Keywords: educational co-existence, activity-related educational technology, additional professional education, development of subjectivity, anthropological approach, professional pedagogical position, proficiency improvement, professional development, continuing education, adult education

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Uzlov N. D. Nastoyashchee i budushchee gumanitarnykh tekhnologiy // Vestnik Permskogo universiteta. Filosofiya. Psikhologiya. Sotsiologiya . 2011. ¹4. URL: http://cyberleninka.ru/article/n/nastoyaschee-i-buduschee-gumanitarnyh-tehnologiy (data obrashcheniya: 19.12.2015).
Samaroo S., Cooper E., Green T. Pedandragogy: A way forward to self-engaged learning // New Horizons in Adult Education and Human Re-source Development. Volume 25, Issue 3. 2013. P. 76-90.
Anderson J. Cognitive Styles and Multicultural Populations // Jour-nal of Teacher Education. 1988. ¹ 39 (1) P. 2-9.
Refleksivnyy podkhod k psikhologicheskomu obespecheniyu obrazo-vaniya: sbornik statey / pod obshch. red. A.V. Karpova, I.N. Semenova. Otv. red. V.K. Solondaev. M.; Yaroslavl': Remder, 2004. 240 s.
Semenov I.N. Refleksivno-psikhologicheskie aspekty razvitiya i professional'nogo samoopredeleniya lichnosti // Mir psikhologii. 2007. ¹2. S. 203-216.
Gromkova M.T. Andragogicheskaya model' tselostnogo obrazova-tel'nogo protsessa. Dissertatsiya ... doktora pedagogicheskikh nauk. Moskva, 2006. 372 s.
Stepanov S.Yu. Refleksivnaya praktika tvorcheskogo razvitiya che-loveka i organizatsiy. M.: Nauka, 2004. 174 s.
Habermas J. The Theory of Communicative Action. Translated by Thomas McCarthy, Cambridge: Polity, 1987. 809 r.
Mezirov J. Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco, Jossey Bass, 2000. 416 r.
Slobodchikov V.I. Innovatsionnoe obrazovanie: vvedenie v pro-blemu // Innovatsii i eksperiment v obrazovanii. 2009. URL: http://www.in-exp.ru/arhive/125-vved-in-probl.html (data obrashcheniya: 11.12.2015).
Proektno-setevoy institut innovatsionnogo obrazovaniya. Sbor-nik metodicheskikh materialov. Sbornik proektnykh initsiativ (spetsial'-nyy vypusk informatsionnogo byulletenya) / pod red. N.Yu. Barmina, G.A. Ignat'evoy. Nizhniy Novgorod: Nizhegorodskiy institut razvitiya obra-zovaniya, 2011. 178 s.
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Ignat'eva G.A., Slobodchikov V.I. Postdiplomnoe obrazovanie pedagogov: antropologicheskaya proektsiya. //Chelovek i obrazovanie. 2014. ¹ 3 (40). S.13-20.
Nicolaides A. Generative Learning: Adults Learning Within Ambigui-ty. // Adult Education Quarterly, 65. 2015. R. 179-195.
Slobodchikov V. I. Antropologicheskaya perspektiva otechestven-nogo obrazovaniya. Ekaterinburg: Izdatel'skiy otdel Ekaterinburgskoy eparkhii, 2009. 264 s.
Gorshkov M.K., Klyucharev G.A. Nepreryvnoe obrazovanie v kon-tekste modernizatsii. M.: IS RAN, FGNU TsSI, 2011. 232 s.
Pankova I.V. Metodologicheskie osnovy formirovaniya gosudar-stvennoy politiki v sfere obrazovaniya. Avtoreferat diss. … d-ra eko-nom. nauk. SPb, 2009. URL: http://dissers.ru/avtoreferati-dissertatsii-ekonomika/a631.php (data obrashcheniya: 11.12.2015).
Zverev S. M., Tuzov D. V. Problemy razrabotki kontseptsii pro-fessional'no-pedagogicheskogo obrazovaniya // Mezhdunarodnyy zhurnal eksperimental'nogo obrazovaniya . 2013. ¹7. URL: http://cyberleninka.ru/article/n/problemy-razrabotki-kontseptsii-professionalno-pedagogicheskogo-obrazovaniya (data obrashcheniya: 11.12.2015).
O.K. Filatov Kontseptsiya nepreryvnogo obrazovaniya kak osnova razvitiya obrazovatel'nykh tekhnologiy // Psikhologiya i Psikhotekhnika. - 2010. - 4. - C. 62 - 71.
Teoreticheskie osnovy prognozirovaniya nauchno-innovatsionnogo razvitiya professional'nogo obrazovaniya. Kollektivnaya monografiya / pod red. A.V. Todosiychuka i V.A. Polyakova. M.: IUO RAO, 2006. 191 s.
Federal'naya innovatsionnaya ploshchadka Ministerstva obrazova-niya i nauki RF «Proektno-setevoy institut innovatsionnogo obrazovaniya. Informatsionnye materialy k stendovomu dokladu. Informatsionnye ma-terialy k stendovomu dokladu / pod red. N.Yu. Barmina, G.A. Ignat'evoy. – Nizhniy Novgorod: Nizhegorodskiy institut razvitiya obrazovaniya, 2012. 24 s.
Maslovskaya S.V. Kul'turno-antropologicheskoe proektirovanie obrazovatel'nogo prostranstva pedagoga v sisteme povysheniya kvalifika-tsii. M.: Flinta, 2014. 250 s.

References (transliteration):
Ignat'eva G.A. Proektirovanie deyatel'nostnogo soderzhaniya professional'nogo razvitiya pedagoga v sisteme postdiplomnogo obrazovaniya. Dissertatsiya … d-ra ped. nauk. Nizhniy Novgorod. 2006. 414 s.
Alekseev N.G. Proektirovanie // Organizatsiya eksperimental'noy deya-tel'nosti v obrazovatel'nykh uchrezhdeniyakh g.Moskvy. 2002. V.6. S.102-115.
Slobodchikov V. I., Isaev E. I. Osnovy psikhologicheskoy antropologii. Psikhologiya razvitiya cheloveka: Razvitie sub'ektivnoy real'nosti. M.: Shkol'naya pressa. 2000. 421 s.
Borisova I.N. Russkiy razgovornyy dialog: Struktura i dinamika. 2-e izd. M. : Izd-vo LKI, 2009. 320 s.
Vachkov I. V. Polisub'ektnyy podkhod k pedagogicheskomu vzaimo-deystviyu // Voprosy psikhologii. 2007. URL: http://www.vash-psiholog.info/voprospsih/214/17723-polisubektnyj-podxod-k-pedagogicheskomu-vzaimodejstviyu.html (data obrashcheniya 19.12.2015).
Tyupa V. I. Kommunikativnye parametry uroka v shkole konver-gentnoy pedagogiki // Universum: Vestnik Gertsenovskogo universiteta . 2012. ¹1. URL: http://cyberleninka.ru/article/n/kommunikativnye-parametry-uroka-v-shkole-konvergentnoy-pedagogiki (data obrashcheniya: 19.12.2015).
Stein D. S. Establishing conceptual boundaries: What is an adult ed-ucation project, promise and practice // New Horizons in Adult Education and Human Resource Development. Vol. 26, Is. 1. 2014. R. 22–32.
Toporkova O.V. Razvitie dopolnitel'nogo obrazovaniya vzros-lykh v Velikobritanii. Dissertatsiya ... kandidata pedagogicheskikh nauk. Volgograd, 2007. 254 s.
Ermakov S.V., Popov A.A. Sobytie kak edinitsa obrazovatel'nogo proektirovaniya. URL. http://xn--24-olc6aplz.xn--p1ai/uploads/files/Texts/Metodicheskie/Sobytie_kak_edinica.pdf. (data obrashcheniya: 12.12. 2015).
Yudin B. G. Ot gumanitarnogo znaniya k gumanitarnym tekhnologiyam // Znanie. Ponimanie. Umenie. 2005. ¹ 4. S. 104-110. URL: http://www.mosgu.ru/nauchnaya/ZPU/2005_4/Yudin/index.pdf. (data obrashcheniya: 19.12.2015).
Uzlov N. D. Nastoyashchee i budushchee gumanitarnykh tekhnologiy // Vestnik Permskogo universiteta. Filosofiya. Psikhologiya. Sotsiologiya . 2011. ¹4. URL: http://cyberleninka.ru/article/n/nastoyaschee-i-buduschee-gumanitarnyh-tehnologiy (data obrashcheniya: 19.12.2015).
Samaroo S., Cooper E., Green T. Pedandragogy: A way forward to self-engaged learning // New Horizons in Adult Education and Human Re-source Development. Volume 25, Issue 3. 2013. P. 76-90.
Anderson J. Cognitive Styles and Multicultural Populations // Jour-nal of Teacher Education. 1988. ¹ 39 (1) P. 2-9.
Refleksivnyy podkhod k psikhologicheskomu obespecheniyu obrazo-vaniya: sbornik statey / pod obshch. red. A.V. Karpova, I.N. Semenova. Otv. red. V.K. Solondaev. M.; Yaroslavl': Remder, 2004. 240 s.
Semenov I.N. Refleksivno-psikhologicheskie aspekty razvitiya i professional'nogo samoopredeleniya lichnosti // Mir psikhologii. 2007. ¹2. S. 203-216.
Gromkova M.T. Andragogicheskaya model' tselostnogo obrazova-tel'nogo protsessa. Dissertatsiya ... doktora pedagogicheskikh nauk. Moskva, 2006. 372 s.
Stepanov S.Yu. Refleksivnaya praktika tvorcheskogo razvitiya che-loveka i organizatsiy. M.: Nauka, 2004. 174 s.
Habermas J. The Theory of Communicative Action. Translated by Thomas McCarthy, Cambridge: Polity, 1987. 809 r.
Mezirov J. Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco, Jossey Bass, 2000. 416 r.
Slobodchikov V.I. Innovatsionnoe obrazovanie: vvedenie v pro-blemu // Innovatsii i eksperiment v obrazovanii. 2009. URL: http://www.in-exp.ru/arhive/125-vved-in-probl.html (data obrashcheniya: 11.12.2015).
Proektno-setevoy institut innovatsionnogo obrazovaniya. Sbor-nik metodicheskikh materialov. Sbornik proektnykh initsiativ (spetsial'-nyy vypusk informatsionnogo byulletenya) / pod red. N.Yu. Barmina, G.A. Ignat'evoy. Nizhniy Novgorod: Nizhegorodskiy institut razvitiya obra-zovaniya, 2011. 178 s.
Isaev E. I., Slobodchikov V. I. Psikhologiya obrazovaniya chelove-ka: stanovlenie sub'ektnosti v obrazovatel'nykh protsessakh: uchebnoe poso-bie. M.: Izd-vo PSTGU, 2013. 432 s.
Ignat'eva G.A., Slobodchikov V.I. Postdiplomnoe obrazovanie pedagogov: antropologicheskaya proektsiya. //Chelovek i obrazovanie. 2014. ¹ 3 (40). S.13-20.
Nicolaides A. Generative Learning: Adults Learning Within Ambigui-ty. // Adult Education Quarterly, 65. 2015. R. 179-195.
Slobodchikov V. I. Antropologicheskaya perspektiva otechestven-nogo obrazovaniya. Ekaterinburg: Izdatel'skiy otdel Ekaterinburgskoy eparkhii, 2009. 264 s.
Gorshkov M.K., Klyucharev G.A. Nepreryvnoe obrazovanie v kon-tekste modernizatsii. M.: IS RAN, FGNU TsSI, 2011. 232 s.
Pankova I.V. Metodologicheskie osnovy formirovaniya gosudar-stvennoy politiki v sfere obrazovaniya. Avtoreferat diss. … d-ra eko-nom. nauk. SPb, 2009. URL: http://dissers.ru/avtoreferati-dissertatsii-ekonomika/a631.php (data obrashcheniya: 11.12.2015).
Zverev S. M., Tuzov D. V. Problemy razrabotki kontseptsii pro-fessional'no-pedagogicheskogo obrazovaniya // Mezhdunarodnyy zhurnal eksperimental'nogo obrazovaniya . 2013. ¹7. URL: http://cyberleninka.ru/article/n/problemy-razrabotki-kontseptsii-professionalno-pedagogicheskogo-obrazovaniya (data obrashcheniya: 11.12.2015).
O.K. Filatov Kontseptsiya nepreryvnogo obrazovaniya kak osnova razvitiya obrazovatel'nykh tekhnologiy // Psikhologiya i Psikhotekhnika. - 2010. - 4. - C. 62 - 71.
Teoreticheskie osnovy prognozirovaniya nauchno-innovatsionnogo razvitiya professional'nogo obrazovaniya. Kollektivnaya monografiya / pod red. A.V. Todosiychuka i V.A. Polyakova. M.: IUO RAO, 2006. 191 s.
Federal'naya innovatsionnaya ploshchadka Ministerstva obrazova-niya i nauki RF «Proektno-setevoy institut innovatsionnogo obrazovaniya. Informatsionnye materialy k stendovomu dokladu. Informatsionnye ma-terialy k stendovomu dokladu / pod red. N.Yu. Barmina, G.A. Ignat'evoy. – Nizhniy Novgorod: Nizhegorodskiy institut razvitiya obrazovaniya, 2012. 24 s.
Maslovskaya S.V. Kul'turno-antropologicheskoe proektirovanie obrazovatel'nogo prostranstva pedagoga v sisteme povysheniya kvalifika-tsii. M.: Flinta, 2014. 250 s.

Review: The subject of the article is the organizational and economic mechanisms of development of educational institutions, methods and tools for organizational management of additional professional education (APE) services. The aim of this article is to improve the management of APE organizations and development of practical recommendations for the integration of the model of strategic management of the APE organizations in additional vocational training. This model presumes the units providing the attraction of potential consumers of educational services and feedback from graduates, improving the quality of services provided. The task is achieved by the methods of statistical research, expert assessments, systematic approach, generalization and systematization. The current problems in the APE in Russia were disclosed by analyzing legal, informational and instructional materials and synthesis processes typical for the Russian market of educational services of APE purposely the modernization of the existing administrative tools of organizations for use in APE organizations based on theories of strategic and cost management was carried out. As a result, features of functioning and management of the APE organizations in modern conditions were identified. By analyzing modern scientific researches in the field of strategic and cost management, the authors offer their own conceptual model for strategic development of the organization to increase the investment attractiveness and competitiveness of APE organizations in terms of integration of Russia into the world educational space.

Keywords: business school, educational organizations, cost management, model of strategic management, strategic management, educational services market, additional vocational education, centre of competences, public-private partnerships, alumni association

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Samorukov V.I. Organizatsionno-pedagogicheskie usloviya upravleniya innovatsionnymi protsessami v obrazovatel'noy sisteme/ Materialy III Vserossiyskoy nauchno-prakticheskoy konferentsii: «Innovatsionnye i informatsionnye tekhnologii v obrazovanii» 19-20 fevralya 2015 goda, SPb: Izdatel'stvo «LEMA», 2015. – S.25-28.

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BCG REVIEW ¹ 28, Oktyabr' 2013. – s.19.
Analiticheskiy doklad po funktsionirovaniyu sistemy dopolnitel'nogo professional'nogo obrazovaniya v Rossiyskoy Federatsii v 2013 godu / A.G. Abramov, E.S. Kiknadze, D.A. Kovrizhko, A.O. Krivosheev, A.A. Mel'nichenko, N.V. Mel'nichenko, A.V. Simonov. – M.: FGAU GNII ITT "Informika", 2013. – 90 s.
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Postanovlenie Pravitel'stva Sankt-Peterburga ot 13 maya 2014 goda N355 «O Strategii ekonomicheskogo i sotsial'nogo razvitiya Sankt-Peterburga na period do 2030 goda».
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Misikova Z.V. Tendentsii rynka i tsennost' uslugi biznes-obrazovaniya // Problemy sovremennoy ekonomiki.-¹3.-2009.-s.379-381.
Samorukov V.I. Organizatsionno-pedagogicheskie usloviya upravleniya innovatsionnymi protsessami v obrazovatel'noy sisteme/ Materialy III Vserossiyskoy nauchno-prakticheskoy konferentsii: «Innovatsionnye i informatsionnye tekhnologii v obrazovanii» 19-20 fevralya 2015 goda, SPb: Izdatel'stvo «LEMA», 2015. – S.25-28.

Review: The article deals with the problem of the revitalization of all sectors of economy by the means of implementation of the policy of lifelong education. Russia's WTO accession requires to analyze the risks of vocational education and associated problems of quality of personnel potential of the country, especially since conditions of WTO apply not only for goods but also for services. The article is devoted to the measures to counter the weakening of the competitiveness of the Russian education system. Under current conditions, the competitiveness of our personnel training system has a weak position in a number of fundamental parameters, and in most cases in the context that is different from other countries. The main guidelines for the development of education scheduled by the international community by 2030 are Russia's frontiers that had long been overcome by the end of the 80s, but then abruptly lost in the 90s. Therefore, Russia needs to restore financial and economic indicators of the education. The current stage of education in developed countries over the past 25 years has given a powerful impetus to new technologies due to the policy of lifelong education, increasing the numbers of not only and not so many new students as increasing the number of adults who continue their education as part of so called 'additional' education system, both formal and informal ones. This has created the problem of the recognition of actual competencies, development of methods of evaluation of competence that logically requirs the creation of a national framework of competencies and certain international identification. The authors of the present article analyze the socio-economic conditions and technologies offered by the world practice to develop ways to respond to the needs of the knowledge economy. The experience of the most advanced countries in dealing with these challenges is presented: the Republic of Korea, France, Finland, Germany, Denmark, Estonia, and other countries. The actions taken by the Russian Federation to create a national system for the recognition of competence are considered. The authors have shown the most effective way of solving these problems, taking into account international experience and Russian realities. The main key to the success of adaptation to the demands of the knowledge economy and the new learning culture is to harmonize the joint efforts of the three sectors of the economy. In their work the authors revealed the place and role of public, private and community sectors. The assessment of the prospects of their joint action in the field of education and human resources policies in our country has been given.

Keywords: system for the recognition of competence, national framework of competencies, competitiveness, education system, adult education, longlife (continuous) education, private sector, public sector, community sector, informal education

References:
UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal learning.//http://unescdoc.unesco.org/imagts/0021/002163/216360e.pdf
Souto-Otero, M., Murphy, I., Duchemin, C., Howley, J., Alvarez Bermúdez, N. and Coles, M. (2014) European Inventory on validation of non-formal and informal learning 2014. Final synthesis report. European Commission// http:// opus.bath.ac.uk/
Prikaz Mintruda Rossii ¹148n ot 12 aprelya 2013 g. «Ob utverzhdenii urovney kvalifikatsii v tselyakh razrabotki proektov professional'nykh standartov»// www.rosmintrud.ru/docs/mintrud/orders/48
Rasporyazhenie Pravitel'stva RF ot 15.05.2013 N 792-r Ob utverzhdenii gosudarstvennoy programmy Rossiyskoy Federatsii "Razvitie obrazovaniya" na 2013-2020 gody//http://www.consultant.ru/document/cons_doc_LAW_146497
Ukaz Prezidenta Rossiyskoy Federatsii ot 7 maya 2012 N 597 ; "O meropriyatiyakh po realizatsii gosudarstvennoy sotsial'noy politiki"// www.rg.ru/2012/05/09/soc-polit-dok.html
Ukaz Prezidenta Rossiyskoy Federatsii ot 7 maya 2012 g. N 599 "O merakh po realizatsii gosudarstvennoy politiki v oblasti obrazovaniya i nauki" //0http://www.rg.ru/2012/05/09/nauka-dok.html
Academic Credit Bank System//Ministry of Education, Science and Technology, Seoul 2009, c.3-15.
Michel Feutrie The recognition of individual experience in the context of lifelong learning. Recognition of non-formal and free training in France // «Lifelong Learningin Europe» #3, 2008 s. 164-171.
La Belgique federate apres la quatrieme reforme de 1'Etat de 1993// www.law.edu.ru/script/cntSource.aspcntID=100066362
Investing in people | Fiskars Corporation //www.fiskarsgroup.com/careers/investing-people
MB-Ihre Logistik// http://www.cedefop.europa.eu/EN/news/press-releases.aspx
Fond integratsii migratsii «Nashi lyudi»// http://www.andras.ee/default.asp?wa_site_id=3
Realkompetence // www.realkompetence-forening.dk, www.realkompetence-frivillig.dkwww.realkompetence-folkeoplysning.dk

References (transliteration):
UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal learning.//http://unescdoc.unesco.org/imagts/0021/002163/216360e.pdf
Souto-Otero, M., Murphy, I., Duchemin, C., Howley, J., Alvarez Bermúdez, N. and Coles, M. (2014) European Inventory on validation of non-formal and informal learning 2014. Final synthesis report. European Commission// http:// opus.bath.ac.uk/
Prikaz Mintruda Rossii ¹148n ot 12 aprelya 2013 g. «Ob utverzhdenii urovney kvalifikatsii v tselyakh razrabotki proektov professional'nykh standartov»// www.rosmintrud.ru/docs/mintrud/orders/48
Rasporyazhenie Pravitel'stva RF ot 15.05.2013 N 792-r Ob utverzhdenii gosudarstvennoy programmy Rossiyskoy Federatsii "Razvitie obrazovaniya" na 2013-2020 gody//http://www.consultant.ru/document/cons_doc_LAW_146497
Ukaz Prezidenta Rossiyskoy Federatsii ot 7 maya 2012 N 597 ; "O meropriyatiyakh po realizatsii gosudarstvennoy sotsial'noy politiki"// www.rg.ru/2012/05/09/soc-polit-dok.html
Ukaz Prezidenta Rossiyskoy Federatsii ot 7 maya 2012 g. N 599 "O merakh po realizatsii gosudarstvennoy politiki v oblasti obrazovaniya i nauki" //0http://www.rg.ru/2012/05/09/nauka-dok.html
Academic Credit Bank System//Ministry of Education, Science and Technology, Seoul 2009, c.3-15.
Michel Feutrie The recognition of individual experience in the context of lifelong learning. Recognition of non-formal and free training in France // «Lifelong Learningin Europe» #3, 2008 s. 164-171.
La Belgique federate apres la quatrieme reforme de 1'Etat de 1993// www.law.edu.ru/script/cntSource.aspcntID=100066362
Investing in people | Fiskars Corporation //www.fiskarsgroup.com/careers/investing-people
MB-Ihre Logistik// http://www.cedefop.europa.eu/EN/news/press-releases.aspx
Fond integratsii migratsii «Nashi lyudi»// http://www.andras.ee/default.asp?wa_site_id=3
Realkompetence // www.realkompetence-forening.dk, www.realkompetence-frivillig.dkwww.realkompetence-folkeoplysning.dk

Review: The subject of this article is the main reasons that underlie modern educational migration, in particular, higher education at foreign educational institutions. In their article the authors also address to the current state of the educational migration of foreign students to Russia as well as the value of export of Russian education to the world market. The growing prestige of Russian universities and the increasing number of foreign students coming to Russia meet the basic geopolitical and socio-economic interests of the country and have a positive effect on the country's participation in the international processes of education, science and culture. The research method used by the authors is the theoretical analysis of the Russian sociological and pedagogical scientific literature. This work presents the results of the theoretical analysis of the causes and characteristics of migration of students to study at foreign universities. The authors identify the two basic motives of a foreign student involved in the educational migration: to receive quality education and become a highly demanded specialist or to immigrate to the country where he or she receives education.

Keywords: social mobility, students, higher education, study abroad, foreign students, migration for education, educational migration, education, international student flows, export of education

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Review: The research subject of this article is the distinctive features of educational migration in Russia today. The author of the article focuses on both negative and positive sides of educational migration. In addition, in her article Lakomova outlines the problems faced by migrant school students and their parents, foreign students, young scientists and specialists in the course of their studying or undergoing a traineeship in Russia. The author also describes the factors that make young men and women to migrate to other countries in order to study a foreign language, receive higher or additional education, participate in conferences, master classes and etc. The research methods include the analysis of sociological, socio-economical and pedagogical literature. Moreover, the author has also used of􀏔icial statistical data provided by the Federal Migration Service of Russia. Educational migration has become quite a widespread phenomenon in many countries and Russia in particular. Future students and young scientists are attracted by many factors. In this article educational migration is viewed from the two points of view: as the educational migration of young researchers and students from Russia to other countries (to study at more prestigous, as they think, universities) and as the educational migration of young foreigners to Russia where they undertake a traineeship, university courses, language courses, study our culture, etc. Lakomova also examines particular problems faced by migrant school students and their parents as well as peculiarities of social work with them.

Keywords: higher education, educational migration, traineeship, adaptation, integration, foreign students, university, prestige, young scientists, educational goal.

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References (transliteration):
Katrovskiy A. Migratsiya na uchebu kak sotsial'no-geograficheskiy protsess // Migratsionnaya situatsiya i migratsionnaya politika v sovremennom mire. Materialy mezhdunarodnoy shkoly-seminara «Migratsiya: teoriya, metody i praktika regulirovaniya migratsionnykh protsessov» (3-22 avgusta, 2003, Smolensk). Smolensk, Universum 2003. S. 108 – 115.
Zborovskiy G.E., Shuklina G.E. Obuchenie detey migrantov kak problema ikh sotsial'noy adaptatsii // Sotsiologicheskie issledovaniya. 2013. ¹ 2. S. 80–91.
Kazantsev A.A. Tsirkulyarnaya migratsiya rossiyskikh uchenykh v Evropu i SShA // Vestnik MGIMO-Universiteta. 2012. ¹ 6. S. 220 – 225.
Dement'eva S.V. Uchebnaya migratsiya v Rossiyu v fokuse tolerantnosti // Vestnik Tomskogo gosudarstvennogo universiteta. 2008. ¹ 317. S. 39–46.
Gritsenko G.D., Maslova T.F. Migranty v novom soobshchestve: adaptatsiya i/ili integratsiya // Sotsiologicheskie issledovaniya. 2010. ¹ 5. S. 82 – 86.
Gradirovskiy S., Lopukhina T. Tipologii migratsionnykh protsessov. URL: http://antropotok.archipelag.ru/text/a302.htm.
Vykhovanets O.D. Obrazovatel'naya migratsiya kak chast' migratsionnoy politiki Rossii // Demoskop Weekly. 31 avgusta – 13 sentyabrya 2009. ¹ 387 – 388. URL: http://demoscope.ru/weekly/2009/0387/analit01.php.
Gasanov Z.T. Pedagogika mezhnatsional'nogo obshcheniya. M.: Pedagogika, 1999. 236 s.
Boyarkin G.N., Gromova E.A. Problemy i perspektivy razvitiya obrazovatel'noy (uchebnoy) migratsii v sovremennoy Rossii // Kreativnaya ekonomika. 2011. ¹ 7 (55). S. 105-113. URL: http://www.creativeconomy.ru/articles/4141/.
Bel'mesova M.V. Osobennosti sotsial'no-psikhologicheskoy adaptatsii studentov-migrantov v VUZe. URL: http://www.mivlgu.ru/conf/site_molo_2013/pdf/Section_33.pdf.
Bortnikova T.G. Sotsial'naya rabota i volonterstvo v obshchestvennykh ob'edineniyakh etnicheskikh grupp za rubezhom // Sotsial'no-ekonomicheskie yavleniya i protsessy. 2012. ¹12 (046). S. 440-442.
Aref'ev A.L. Inostrannye studenty v rossiyskikh vuzakh // Demoskop. – 2013. – ¹571–572. URL: http://demoscope.ru/weekly/2013/0571/analit02.php.
Asratyan N.M. Etnicheskoe samosoznanie i obshcherossiyskaya identichnost' v polietnicheskoy srede // V mire nauchnykh otkrytiy.2012. ¹11.4 (35). S. 360-375.
Baranova V.V. Yazykovaya sotsializatsiya detey migrantov // Antropologicheskiy forum. 2012. ¹ 17. S. 157 – 172.
Akmalova A.A., Kapitsyn V.M. Sotsial'naya rabota s migrantami i bezhentsami: Ucheb. posobie / Otv. red. P.D. Pavlenok. M.: INFRA-M, 2008. 220 s.
Aleksandrov D.A., Baranova V.V., Ivanyushina V.A. Deti i roditeli-migranty vo vzaimodeystvii s rossiyskoy shkoloy // Voprosy obrazovaniya.2012. ¹ 1. S. 176 – 199.
Kashpur V.V., Popravko I.G. Sotsiokul'turnaya adaptatsiya migrantov: problemy i strategii // Vestnik Tomskogo gosudarstvennogo universiteta. 2012. ¹354. S. 88 – 93.
Kolokolova I.V., Levitskaya I.B. Pedagogicheskie usloviya podderzhki lichnosti uchashchegosya v polikul'turnom obrazovatel'nom prostranstve: materialy mezhdunarodnoy nauchno-prakticheskoy konferentsii // Rossiyskiy Gosudarstvennyy Pedagogicheskiy universitet. M.: RGPU, 2001. Vyp. 1. S. 72 –89.
Korel' L.V. Sotsial'naya adaptatsiya: etyudy apologiy / L.V. Korel', otv. red. F.M. Borodkin; IEOPP SO RAN. Novosibirsk, 1997. 160 s.
«Kul'turnyy shok» i sotsial'no-pedagogicheskoe soprovozhdenie podrostkov za granitsey. Teoriya i praktika / Pod red. S. A. Raschetinoy, V. E. Zyussa. SPb., 2010. 264 s.
Kushnareva A.A. K voprosu o sushchnosti ponyatiy «migrant» i «student-migrant»: rossiysko-britanskiy kontekst // Obrazovanie. Nauka. Innovatsii: Yuzhnoe izmerenie. 2010. T. 15. ¹5. S. 64-71.
Lakomova A.A., Khusyainov T.M. Problema sotsial'noy integratsii sredi studentov-migrantov v rossiyskom VUZe // Reshenie – 2014: materialy Tret'ey Vserossiyskoy nauchno-prakticheskoy konferentsii shkol'nikov i studentov.Perm': Bereznikovskiy filial Permskogo natsional'no-issledovatel'skogo politekhnicheskogo universiteta, 2014. S. 190-191.
Lebedeva N.M., Stefanenko T. G., Luneva O. V. Mezhkul'turnyy dialog v shkole // Kniga 1: teoriya i metodologiya. Kniga 2: programma treninga. M., 2004. S. 82–97.
Ledeneva L.I. Rossiyskie studenty, obuchayushchiesya v zarubezhnykh universitetakh: perspektivy vozvrashcheniya // Byulleten' «Naselenie i obshchestvo». 2002. ¹ 64.
Luk'yanova E.L. Obrazovatel'nye dostizheniya detey migrantov (po materialam oprosa v Sankt-Peterburge) // Zhurnal issledovaniy sotsial'noy politiki. 2011. T. 9. ¹ 3. S. 319 – 338.
Makarov A.Ya. Osobennosti etnokul'turnoy adaptatsii detey migrantov v moskovskikh shkolakh // Sotsiologicheskie issledovaniya. 2010. ¹ 8. S. 94 – 101.
Martynova M.Yu. Polikul'turnoe prostranstvo Rossii i problemy obrazovaniya // Al'manakh «Etnodialogi», 2004. ¹ 1(21). S.37 – 52.
Mashtakova A.Yu., Khusyainov T.M. Teoreticheskiy analiz faktorov uspeshnoy sotsializatsii studentov sovremennogo vuza // Sbornik Tezisov 3‐y Vserossiyskoy Internet‐konferentsii «Grani nauki 2014» / Otv. red. A.V. Gerasimov. Kazan'.: Izd‐vo KFU, 2014. 1 elektron. opt. disk (CD‐ROM); Adobe Acrobat Reader, ISSN 2227 – 8389. S. 184 – 185.
Nagaytseva E.A. Adaptatsiya uchebnykh migrantov v VUZakh Zapadnoy Sibiri (po rezul'tatam sotsiologicheskogo issledovaniya v Altayskom krae) URL: http://migrocenter.ru/publ/pdf/metod.pdf.
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Prokusheva N.V. Prakticheskie metody sotsial'noy raboty s vynuzhdennymi migrantami // Vestnik Buryatskogo gosudarstvennogo universiteta. 2009. ¹5. S. 254-259.
Rasporyazhenie Pravitel'stva RF ot 15.05.2013 g. ¹ 792-r «Ob utverzhdenii gosudarstvennoy programmy Rossiyskoy Federatsii «Razvitie obrazovaniya» na 2013 – 2020 gody» // Spravochno-pravovaya sistema Konsul'tantPlyus. URL: http://www.consultant.ru/document/cons_doc_LAW_146497/.
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Review: Social consequences of the convergence of science and technology (CKTS) are the grounds of the progress in the 21st century. The analysis of social consequences of convergence allows to study the problems which can’t be studied using methods of special sciences as well as to create new skills, technologies and knowledge thereupon. To summarize, it should be noted that CKTS can appear at all levels of knowledge, technology and society and, as a rule, is a result of ongoing integration processes and interdisciplinary interactions. Today convergence is at the cutting age of scientific and technological development and promises to become of the main integrative spheres of knowledge and the transforming force as it already happened to information technologies and nanotechnologies. The main research methods include convergence of knowledge, technologies and society (CKTS), nano-, bio-, info-, cognitive and social humanitarian technologies, science and technology studies or science, technology and society (STS), social and economic risks, science and education. According to Baksansky, CKTS initiative may have an influence on all aspects of social life, from improving education to raising the basic level of health, from achieving environmental sustainability to encouraging innovation-based development of the economy. Convergence has very promising prospects such as gaining new knowledge, creating new ideas, materials and technologies. Its influence on everyday life will be immensely positive, especially in such spheres as education, work, development and life of population. Social convergence has potentials for a significant and efficient improvement of human abilities, increase of the economic competitive ability and guarantee of safe life activity.

Keywords: CKTS approach, NBICS technologies, STS approach, world view, science, education, social consequences, human potential, development strategy, system approach, social and economic risks, IT infrastructure.

References:
Convergence of Knowledge, Technology and Society: Beyond Convergence of Nano-Bio-Info-Cognitive Technologies Editors M.C. Roco, W.S. Bainbridge, B. Tonn, G. Whitesides. Dordrecht, Heidelberg, New York, London: Springer, 2013.
Roco M.C., Bainbridge W.S. Converging technologies for improving human per-for-mance: nanotechnology, biotechnology, information technology and cogni-tive science. Dor-drecht. 2003. 488 p.
Baksanskiy O.E. Kognitivnye reprezentatsii: obydennye, sotsial'nye, na-uch-nye, M., 2009.
Baksanskiy O.E., Gnatik E.N., Kucher E.N. Nanotekhnologii. Biomeditsina. Filosofiya obrazovaniya. V zerkale mezhdistsiplinarnogo konteksta, M., 2010.
Baksanskiy O.E., Kucher E.N. Kognitivnyy obraz mira: prolegomeny k fi-losofii obrazovaniya, M., 2010.
Baksanskiy O.E., Kucher E.N. Moya kartina mira. Kak chelovek sozdaet povse-dnevnuyu real'nost', M., 2014, 580 s.
Gurevich P.S. Filosofskaya interpretatsiya cheloveka (K 80-letiyu prof. P.S. Gurevicha), SPb: Petroglif, 2013, 428 s.
Kastel's M. Informatsionnaya epokha: ekonomika, obshchestvo, kul'tura. M., GU VShE, 2000.
Kobayasi N. Vvedenie v nanotekhnologiyu, M., 2005.
Koval'chuk M.V. Ideologiya nanotekhnologiy, M., 2010.
Koval'chuk M.V. Skol'ko let meganauke? V mire nauki, 2012, ¹6.
Spirova E. M. Simvol i filosofskoe osmyslenie cheloveka: filosofsko-antropologicheskaya refleksiya, Germany, Saarbrucken: LAP LAMBERT, 2011, 467 c.
Khartmann U. Ocharovanie nanotekhnologii, M., 2008.
P.S. Gurevich Zhiznennyy mir cheloveka // Filosofiya i kul'tura. - 2013. - 1. - C. 7 - 8. DOI: 10.7256/1999-2793.2013.01.1.
P.S. Gurevich Filosofskoe mirovozzrenie // Filosofiya i kul'tura. - 2012. - 12. - C. 4 - 5.
P.S. Gurevich Zhiznennyy mir cheloveka // Filosofiya i kul'tura. - 2013. - 2. - C. 243 - 259. DOI: 10.7256/1999-2793.2013.02.12.
E.M. Spirova Kak formirovalas' ideya vospitaniya? // Pedagogika i prosveshchenie. - 2013. - 1. - C. 53 - 59. DOI: 10.7256/2306-434X.2013.01.6.

References (transliteration):
Convergence of Knowledge, Technology and Society: Beyond Convergence of Nano-Bio-Info-Cognitive Technologies Editors M.C. Roco, W.S. Bainbridge, B. Tonn, G. Whitesides. Dordrecht, Heidelberg, New York, London: Springer, 2013.
Roco M.C., Bainbridge W.S. Converging technologies for improving human per-for-mance: nanotechnology, biotechnology, information technology and cogni-tive science. Dor-drecht. 2003. 488 p.
Baksanskiy O.E. Kognitivnye reprezentatsii: obydennye, sotsial'nye, na-uch-nye, M., 2009.
Baksanskiy O.E., Gnatik E.N., Kucher E.N. Nanotekhnologii. Biomeditsina. Filosofiya obrazovaniya. V zerkale mezhdistsiplinarnogo konteksta, M., 2010.
Baksanskiy O.E., Kucher E.N. Kognitivnyy obraz mira: prolegomeny k fi-losofii obrazovaniya, M., 2010.
Baksanskiy O.E., Kucher E.N. Moya kartina mira. Kak chelovek sozdaet povse-dnevnuyu real'nost', M., 2014, 580 s.
Gurevich P.S. Filosofskaya interpretatsiya cheloveka (K 80-letiyu prof. P.S. Gurevicha), SPb: Petroglif, 2013, 428 s.
Kastel's M. Informatsionnaya epokha: ekonomika, obshchestvo, kul'tura. M., GU VShE, 2000.
Kobayasi N. Vvedenie v nanotekhnologiyu, M., 2005.
Koval'chuk M.V. Ideologiya nanotekhnologiy, M., 2010.
Koval'chuk M.V. Skol'ko let meganauke? V mire nauki, 2012, ¹6.
Spirova E. M. Simvol i filosofskoe osmyslenie cheloveka: filosofsko-antropologicheskaya refleksiya, Germany, Saarbrucken: LAP LAMBERT, 2011, 467 c.
Khartmann U. Ocharovanie nanotekhnologii, M., 2008.
P.S. Gurevich Zhiznennyy mir cheloveka // Filosofiya i kul'tura. - 2013. - 1. - C. 7 - 8. DOI: 10.7256/1999-2793.2013.01.1.
P.S. Gurevich Filosofskoe mirovozzrenie // Filosofiya i kul'tura. - 2012. - 12. - C. 4 - 5.
P.S. Gurevich Zhiznennyy mir cheloveka // Filosofiya i kul'tura. - 2013. - 2. - C. 243 - 259. DOI: 10.7256/1999-2793.2013.02.12.
E.M. Spirova Kak formirovalas' ideya vospitaniya? // Pedagogika i prosveshchenie. - 2013. - 1. - C. 53 - 59. DOI: 10.7256/2306-434X.2013.01.6.

Review: The subject under research is the relation between stabilization and variable processes and elements of the educational system of an individual’s socialization. The breaking of traditional bonds leads to the crisis of an educational institution and combination of elements generated by globalization processes creates the system of education and up-bringing of a new unstable type. As an example, the author of the article chooses the dialectic and heuristic approaches which, if balanced, have a positive in􀏔luence on selecting certain forms and methods and activities performed by an educational institution in the age of globalization. Research methods used by the author include the dialectic method of universal bonding and development of educational and social activities of an educational institution. The scienti􀏔ic novelty of research is in the provision about the crisis and shift of technical and humanitarian education. This provision has been scienti􀏔ically founded by the author in his numerous researches. In the age of globalization systems that have qualities of all their elements including didactic and heuristic components have a good chance of survival.

Keywords: up-bringing, teaching, globalization, didactic method, knowledge, crisis, personality, education, cognitive need, socialization, educational institution.

References:
Vakhterov, V.P. Nashi metody prepodavaniya i umstvennyy parazitizm. Izbrannye pedagogicheskie sochineniya. M.: Pedagogika, 1987. 400 s.
Ursul, A.D. Global'nye protsessy i ustoychivoe razvitie: sbornik statey. M.: Izd-vo RGTEU, 2011. 382 s.
Ursul, A.D. Global'noe znanie i global'noe obrazovanie (evolyutsionnyy podkhod). Krasnoyarsk: SFU, 2011. 48 s.
Komenskiy, Ya.A. Velikaya didaktika, soderzhashchaya universal'noe iskusstvo uchit' vsekh vsemu // Izbrannye pedagogicheskie sochineniya: V 2-kh t. T.1. M.: Pedagogika, 1982. 656 s.
Vakhterov, V.P. Predmetnyy metod obucheniya. Izbrannye pedagogicheskie sochineniya. M.: Pedagogika, 1987. 400 s.
Andreev, A.L. Istoricheskoe samosoznanie. Teoriya. Istoriya. Praktika. Krasnoyarsk, «LITERA-print», 2007. 316 s.
Fatenkov, A.N.. Perezhivanie proshlogo v situatsii kontsa istorii // Opublikovano v zhurnale "Filosofiya i kul'tura" v ¹ 4 za 2014 god v rubrike "Filosofiya istorii" na stranitsakh 535-545. DOI: 10.7256/1999-2793.2014.4.11414
Knyazeva, E.N.. Evolyutsionnoe myshlenie v nauke i filosofii. Opublikovano v zhurnale "Filosofiya i kul'tura" v ¹ 11 za 2013 god v rubrike "Rubezhi i teorii poznaniya" na stranitsakh 1532-1542. DOI: 10.7256/1999-2793.2013.11.9923
Artemov, V.M. Svoboda i nravstvennost' v russkom klassicheskom anarkhizme: dissertatsiya na soiskanie uchenoy stepeni doktora filosofskikh nauk. M.: MGU im. M.V. Lomonosova, 1999. 372 s.
Kershenshteyner, G. Trudovaya shkola. M.: Tipografiya Vil'de «ZADRUGA», Malaya Kislovka, dom ¹3, 1913. 64 s.
Kudashov, V.I. Strategii i stsenarii razvitiya vysshego obrazovaniya v usloviyakh globalizatsii // Filosofiya obrazovaniya. 2012. ¹6(45). S.78-82.
Pfanenshtil', I.A., Pfanenshtil', L.N., Yatsenko, M.P. Obrazovanie i budushchee razvitie Rossii v kontekste sovremennykh protsessov globalizatsii // Filosofiya obrazovaniya. 2012. ¹6(45). S.20-27.
Ursul, A.D., Il'in, I.V. Evolyutsionnyy podkhod k global'nym issledovaniyam i obrazovaniyu: teoretiko-metodologicheskie problemy // Vek globalizatsii. ¹1. 2010. S. 3-17.

References (transliteration):
Vakhterov, V.P. Nashi metody prepodavaniya i umstvennyy parazitizm. Izbrannye pedagogicheskie sochineniya. M.: Pedagogika, 1987. 400 s.
Ursul, A.D. Global'nye protsessy i ustoychivoe razvitie: sbornik statey. M.: Izd-vo RGTEU, 2011. 382 s.
Ursul, A.D. Global'noe znanie i global'noe obrazovanie (evolyutsionnyy podkhod). Krasnoyarsk: SFU, 2011. 48 s.
Komenskiy, Ya.A. Velikaya didaktika, soderzhashchaya universal'noe iskusstvo uchit' vsekh vsemu // Izbrannye pedagogicheskie sochineniya: V 2-kh t. T.1. M.: Pedagogika, 1982. 656 s.
Vakhterov, V.P. Predmetnyy metod obucheniya. Izbrannye pedagogicheskie sochineniya. M.: Pedagogika, 1987. 400 s.
Andreev, A.L. Istoricheskoe samosoznanie. Teoriya. Istoriya. Praktika. Krasnoyarsk, «LITERA-print», 2007. 316 s.
Fatenkov, A.N.. Perezhivanie proshlogo v situatsii kontsa istorii // Opublikovano v zhurnale "Filosofiya i kul'tura" v ¹ 4 za 2014 god v rubrike "Filosofiya istorii" na stranitsakh 535-545. DOI: 10.7256/1999-2793.2014.4.11414
Knyazeva, E.N.. Evolyutsionnoe myshlenie v nauke i filosofii. Opublikovano v zhurnale "Filosofiya i kul'tura" v ¹ 11 za 2013 god v rubrike "Rubezhi i teorii poznaniya" na stranitsakh 1532-1542. DOI: 10.7256/1999-2793.2013.11.9923
Artemov, V.M. Svoboda i nravstvennost' v russkom klassicheskom anarkhizme: dissertatsiya na soiskanie uchenoy stepeni doktora filosofskikh nauk. M.: MGU im. M.V. Lomonosova, 1999. 372 s.
Kershenshteyner, G. Trudovaya shkola. M.: Tipografiya Vil'de «ZADRUGA», Malaya Kislovka, dom ¹3, 1913. 64 s.
Kudashov, V.I. Strategii i stsenarii razvitiya vysshego obrazovaniya v usloviyakh globalizatsii // Filosofiya obrazovaniya. 2012. ¹6(45). S.78-82.
Pfanenshtil', I.A., Pfanenshtil', L.N., Yatsenko, M.P. Obrazovanie i budushchee razvitie Rossii v kontekste sovremennykh protsessov globalizatsii // Filosofiya obrazovaniya. 2012. ¹6(45). S.20-27.
Ursul, A.D., Il'in, I.V. Evolyutsionnyy podkhod k global'nym issledovaniyam i obrazovaniyu: teoretiko-metodologicheskie problemy // Vek globalizatsii. ¹1. 2010. S. 3-17.

Review: The author views the issues related to the creation of a new research and teaching department of the National Research University ‘Higher School of Economics’, i.e. Institute of Security Studies, and its step-by-step development in the sphere of education. Based on the analysis of a standard educational startup and monitoring of the target audience, the author shows the paths of the development of the institute and improvement of the concept of its development taking into account conducted researches of the real sector of economy. The author explains the reasons for choosing the main target audience by the institute, ways of creating the basic educational concept and step-by-step development of the institute from an additional university course to the department of the additional professional education of experts working in the sphere of non-state security. The author of the article clearly shows that the educational activity of the aforesaid institute is being performed in the competitive environment. Therefore, for studying competitive educational strategies, the author uses the methodology of the modern market management, in particular, methodology of the startup of an educational institute on an established market of educational services. Data that has been obtained by the author since 2012 till 2014 prove that in terms of the educational startup, both products and markets are equally important. Moreover, these two categories complement and mutually determine each other. Taking into account the inconsistency of the market, it is necessary to adjust educational products to the ‘caprice’ of the market on the other hand and carry out the ‘reverse’ in􀁹luence of innovative educational programs on assigning demands of the target audience on the other hand.

Keywords: startup, education, target audience, general additional course at a university, additional professional education, standards of higher education, security of entrepreneurial activity, basic concept, real sector of economy, search for an educational niche.

Contact information: Yurchenko Alexander Vasilievich, 101000, Russia, Moscow, ul. Myasnitskaya 20

References:
Avdiyskiy V.I., Dadalko V.A. 2010. Tenevaya ekonomika i ekonomicheskaya bezopasnost' gosudarstva. M.: Al'fa-M;
Androshchuk V.V. 2013. O vozmozhnosti ispol'zovaniya v rossiyskikh usloviyakh opyta i rekomendatsiy ob'edineniy zarubezhnykh revizorov po protivodeystviyu moshennichestvu i khishcheniyam. Natsional'naya bezopasnost'/nota bene, ¹ 26, M.;
Bankovskiy menedzhment. Pod redaktsiey Lavrushina O.I. 2011.M.: Knorus;
Bogomolov V.A., Eriashvili N.D. i dr. Ekonomicheskaya bezopasnost'. M.: Yuniti;
Vasin S.M., Shutov V.S. 2010. Upravlenie riskami na predpriyatii. M.: Knorus;
Gorokhova D.I. 2013. Konventsiya Soveta Evropy o zashchite fizicheskikh lits pri avtomatizirovannoy obrabotke personal'nykh dannykh. Natsional'naya bezopasnost'/nota bene, ¹ 24, M.;
Daft R. 2011. Menedzhment. M.-SPb.: Piter;
Kavasaki G. 2011. Startap. M.: Al'pina;
Kiselev N.S. 2013. Preventivnaya zashchita ot reyderskikh atak. Natsional'naya bezopasnost'/nota bene, ¹ 24, M.;
Korolev M.I. 2011. Ekonomicheskaya bezopasnost' firmy: teoriya, praktika i vybor strategii. M.: Ekonomika;
Kochergina T.E. 2007. Ekonomicheskaya bezopasnost'. Rostov-na-Donu: Feniks;
Krivenko S.G. 2013. Ispol'zovanie ofshornykh kompaniy v tselyakh provedeniya somnitel'nykh finansovykh operatsiy i pravovye riski kontragentov dannykh kompaniy. Natsional'naya bezopasnost'/nota bene, ¹ 24, M.;
Krichevskiy M.L. 2012. Finansovye riski. M.: Knorus;
Krui M., Galay D., Mark R. 2011. Osnovy risk-menedzhmenta. M.: Yurayt;
Kuper B., Vlaskovits P. 2011. Startap vokrug klienta. M.: Mann, Ivanov i Farber;
Senge P. 2012. Tanets peremen. Novye problemy samoobuchayushcheysya organizatsii. M.: Biblioteka Sberbanka;
Yurchenko A.V. 2013. Ob opyte organizatsii obshcheuniversitetskogo fakul'tativa po voprosam obespecheniya bezopasnosti predprinimatel'skoy deyatel'nosti v Natsional'nom issledovatel'skom universitete "Vysshaya shkola ekonomiki". Natsional'naya bezopasnost'/nota bene, ¹ 24, M.;
Yurchenko A.V. 2014. Budushchim menedzheram o neobkhodimosti ucheta funktsii bezopasnosti pri upravlenii biznesom. Natsional'naya bezopasnost'/nota bene, ¹ 30, M.; Yurchenko A., Rudchenko A. 2013. The First Experience of Establishment of All-university Elective Course for the Business Security Problems at the National Research University Higher School of Economics. International Jornal of Education and Research. Vol. 1 No 6

References (transliteration):
Avdiyskiy V.I., Dadalko V.A. 2010. Tenevaya ekonomika i ekonomicheskaya bezopasnost' gosudarstva. M.: Al'fa-M;
Androshchuk V.V. 2013. O vozmozhnosti ispol'zovaniya v rossiyskikh usloviyakh opyta i rekomendatsiy ob'edineniy zarubezhnykh revizorov po protivodeystviyu moshennichestvu i khishcheniyam. Natsional'naya bezopasnost'/nota bene, ¹ 26, M.;
Bankovskiy menedzhment. Pod redaktsiey Lavrushina O.I. 2011.M.: Knorus;
Bogomolov V.A., Eriashvili N.D. i dr. Ekonomicheskaya bezopasnost'. M.: Yuniti;
Vasin S.M., Shutov V.S. 2010. Upravlenie riskami na predpriyatii. M.: Knorus;
Gorokhova D.I. 2013. Konventsiya Soveta Evropy o zashchite fizicheskikh lits pri avtomatizirovannoy obrabotke personal'nykh dannykh. Natsional'naya bezopasnost'/nota bene, ¹ 24, M.;
Daft R. 2011. Menedzhment. M.-SPb.: Piter;
Kavasaki G. 2011. Startap. M.: Al'pina;
Kiselev N.S. 2013. Preventivnaya zashchita ot reyderskikh atak. Natsional'naya bezopasnost'/nota bene, ¹ 24, M.;
Korolev M.I. 2011. Ekonomicheskaya bezopasnost' firmy: teoriya, praktika i vybor strategii. M.: Ekonomika;
Kochergina T.E. 2007. Ekonomicheskaya bezopasnost'. Rostov-na-Donu: Feniks;
Krivenko S.G. 2013. Ispol'zovanie ofshornykh kompaniy v tselyakh provedeniya somnitel'nykh finansovykh operatsiy i pravovye riski kontragentov dannykh kompaniy. Natsional'naya bezopasnost'/nota bene, ¹ 24, M.;
Krichevskiy M.L. 2012. Finansovye riski. M.: Knorus;
Krui M., Galay D., Mark R. 2011. Osnovy risk-menedzhmenta. M.: Yurayt;
Kuper B., Vlaskovits P. 2011. Startap vokrug klienta. M.: Mann, Ivanov i Farber;
Senge P. 2012. Tanets peremen. Novye problemy samoobuchayushcheysya organizatsii. M.: Biblioteka Sberbanka;
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