Introduction: the modern education system presupposes certain mechanisms for the entry of a young specialist into the profession, rendering assistance to him at the initial stage of his professional development. Effective adaptation of a young specialist to the conditions of an educational organization is possible when organizing an effective model of mentoring in this organization. The article examines in detail the phenomenon of mentoring, as well as the results of a study on determining the state of mentoring in general schools in the city of Nizhny Novgorod.

Materials and methods: when writing the article, methods of analysis of domestic and foreign literature, comparative analysis, questioning, statistical methods of information processing were used.

Results: he article contains the results of a questionnaire survey conducted among the teachers of schools in Nizhny Novgorod and the Nizhny Novgorod region to determine the state of mentoring in modern schools. The results of this study prove the low awareness of the teachers of educational organizations about the functional of the mentor, and also demonstrates that the culture of mentoring should be supported and developed.

Discussion and Conclusions: the culture of mentoring provides a great potential for the development of teacher-mentors and young professionals, and also contributes to the greatest success of the educational organization.

Introduction: In the article the organizational and pedagogical conditions of readiness of future teachers for the project activity in conditions of digitalization of education are analyzed. The structure of readiness is defined, which includes the following components: motivational-value, contentprocedural, organizational-managerial, reflex-appraisal. The motivation-value component is aimed at stimulating the motivational attitude of the students to the project activity, understanding its significance for future pedagogical activity. The content-procedural component is aimed at the phased development of the project activities, including the entire life cycle of the project: research, planning, development, deployment and quality assessment. The organizational and management component is aimed at the organization of interaction between teachers, students, administration of the university, developing strategic goals, predicting the result of project activities, performing diagnostics and control in project management. The impact-assessment component is aimed at the formation of a reflective readiness for the project activity. 

Materials and methods: When writing the article, the following methods were used: theoretical and methodological analysis and synthesis of existing special domestic and foreign scientific and methodological literature, a conceptual analysis of scientific articles and publications. An interdisciplinary scientific and theoretical analysis of the problem was conducted on the subject of the research, as a result of which the conclusion was made that the organizational and pedagogical conditions for the readiness of future teachers for the project activity are to be developed.

Results: The set of organizational and pedagogical conditions necessary and sufficient for the successful formation of the project activity of future teachers in conditions of digitalization of education is justified. The program of experimental and experimental research of the readiness of future teachers for the project activity on motivational-value, substantive-procedural, organizational and managerial, reflective-evaluative components is implemented, ensuring objectivity, complexity, consistency of monitoring and evaluation of the results of project activities.

Discussion and Conclusions: The willingness and ability of future teachers to carry out project activities in the digital environment will effectively organize the educational process in the digital age 

Introduction: Axiological approach is considered as the humanistic direction of philosophy of education which theoretical provisions prove the concept of development of the world and the person in the uniform system of the values; the relations; estimates and valuable orientations based on the idea of harmonization. Vocational training of future teachers in the context of axiological approach becomes a condition of familiarizing with spiritual bases and development of sociocultural professional and personal features.

Materials and methods: The methodology of article is carried out on the basis of the methods of the analysis and generalization which have allowed to select the key provisions of axiological approach exerting impact on vocational training of future teachers.

Results: Opening philosophical; psychology and pedagogical bases of axiological approach; authors emphasize that values as his key definition are special education which semantic context is characterized by a certain system and hierarchy of concepts and phenomena. It causes relevance of vocational training of future teachers in unity of the world outlook; professional and personal characteristics leading to development of individual and significant valuable orientations from the point of view of standards of professional ethics and to formation of own relation to fundamental professional values and installations. The conclusion is drawn that vocational training of future teachers has to reflect the cultural and valuable potential of students and develop valuable meanings of a profession due to application of specially organized methods and receptions which flexible and variable application provides the individual differentiated nature of training.

Discussion and Conclusions: The covered theoretical basics of axiological approach and practical aspects influencing process of vocational training of future teachers; presented in work supplement basic provisions and a technique of continuous professional education. The perspective directions of the most efficient researches are; according to authors; justification of expediency and entering of necessary amendments into contents of working programs for the purpose of strengthening of axiological orientation of vocational training of future teachers on education levels.

Introduction: On the basis of the analysis of legal documents trends of state policy in the field of inclusive higher education are identified, state, social and professional order for the activities of University teachers in the field of education of persons with disabilities is defined. The study of the conditions for the competence of a modern University teacher helped to determine the importance of the system of additional professional education in providing staff with inclusive higher education and the need to form a methodic-inclusive competence of University teachers in the training of persons with disabilities in the process of organizing training courses.

Materials and methods: in writing the article theoretical methods were used: legislative documents of different levels, thesis and scientific psychological and pedagogical works on the problem were analyzed, theoretical positions and empirical data of generalization and formalization of the problem. were generalized

Results: The vector of development of higher education in the direction of implementation of inclusion principles as a governmental  requirement, formulated in the legal documents of different levels, is identified; trends in the development of inclusive higher education in domestic science and practice, the need to prepare teachers of vocational education for professional activities in an inclusive education; the concept of "methodological and inclusive competence of a teacher of vocational education", the formation of which has not been studied by scientists to date; the problem of insufficient training of vocational education teachers in the field of training persons with disabilities is actualized.

Discussion and Conclusions: According to the results of the presented analysis, it is proposed to consider the formation of methodological-inclusive competence as the purpose of professional development of vocational education  teachers. This will allow to solve the problems defined by the legislative framework of the state in relation to improving the availability and quality of higher education for people with disabilities.

Introduction: In Minin Nizhny Novgorod State Pedagogical University a tutorial program for first-year students aimed at developing individual educational trajectories of students in the course of their entire education in the university is developed. Each student at the beginning of the training fills in an individual educational plan containing a list of basic disciplines and elective courses studied in the current year in the electronic environment of the university. In addition, the student plans extracurricular  work. Extracurricular work is an integral component of the system of vocational education, allowing, with its effective organization, to form the general cultural, professional and professional competencies of future specialists. The article is devoted to the search for effective forms of extracurricular activity for creative self-realization of students within the framework of individual educational trajectories.

Materials and methods: When writing the article, the following methods were used: analysis of domestic and foreign literature, comparative analysis, and pedagogical experiment.

Results: The experience of the organization of extracurricular activities for future bachelors of directions of preparation "Information systems and technologies" Minin Nizhny Novgorod State Pedagogical University is presented. The possibilities of volunteer activity within the framework of the project "Your course: IT for youth", organization of various events of the week of Russian informatics, networking projects are considered. The didactic potential of the network project activity of students in the framework of the information and educational environment of the basic professional educational program is analyzed. The project method originated more than 100 years ago, but the interest in it does not weaken today, but significantly increases in connection with the transition to a competence-based learning model.  The example of the "Virtual Museum of Russian Informatics" network project demonstrates the features of the research activities of students, the possibilities of their creative self-realization, formation of general cultural and general professional.

Discussion and Conclusions: The search for new effective forms of organization of extracurricular activities of students is aimed at creating pedagogical conditions for creative self-realization, professional adaptation and professional development of future bachelors within the framework of the basic professional educational program.

Introduction: The project activity in professional training of future teachers of vocational training ensures its ability to effectively solve pedagogical tasks, participate in teamwork, develop educational systems. The requirements of the future specialist's readiness for the project activity are reflected in the GEF and in the professional standard. This determines the relevance of involving future teachers of vocational training in project activities when mastering disciplines.

Materials and methods: Experimental work on involving students in the project activities was carried out in three stages. At first, they had experience of participating in different types of project activities, the second involved work on engaging in project activities, and on the third, the effectiveness of involvement in project activities was assessed. At all stages of the study, methods of observation and generalization of pedagogical experience and questioning were used.

Results: The first stage revealed the experience of participation in the project activity (the students took part in the development of the content and the project), the sources of difficulties for the students in the project activity (related to the search for ideas, practical implementation of the project and evaluation of its results) obtaining meaningful results and developing teamwork skills). At the second stage, methodical support of the project activity was developed within the framework of the discipline; experimental work in this direction was carried out. At the third stage, the trainees called the skills they perceived as new (to conduct assessment and self-evaluation of the results of the project work, to apply in ICT projects and on-line resources, etc.), indicated the existence of a strong relationship between the gained experience of the project activity and future professional activity, showed a decrease in the share of difficulties in the project work.

Discussion and Conclusions: conclusions were drawn about the significant pedagogical potential for involving learners in the project activity in the discipline, provided that the quality of the methodical study of its content and the provision of project assignments at each stage with future professional activity are provided.

Introduction: the article reviews graduate qualification works of students studying at the Minin Novgorod State Pedagogical University (Minin University) at the Faculty of Management and Socio-Technical Services. The analysis of scientific works shows the students' ability to solve actual problems within the framework of their future profession. A large number of works are being reviewed in the areas of Pedagogical Education, Service, Life Safety, training is provided by the Department of Service Technology and Technology Education. The practical nature of the writing of final qualification works and the formation of professional competencies are proved in accordance with the requirements of the federal state educational standard of higher education.

Materials and methods: when writing the article, the following methods were used: theoretical and methodological analysis and synthesis of the available special domestic and foreign scientific and methodological literature, the law on education, the analysis of scientific articles on the problem of research and final qualification works.

Results: a high level of performance of final qualification works was revealed, the ability of future graduates to conduct a technical and economic analysis of the activities of a service or educational organization, develop the main directions for its improvement; knowledge of the impact of organizational, economic and psychological factors on the effectiveness of business in the educational and service areas, the development of programs, techniques, technologies; the ability to form and maintain the image of organizations and enterprises, to introduce modern achievements into the sphere of professional activity; organize business activities and increase the competitiveness of goods and educational services; to develop and introduce modern service and educational technologies; use modern computer technologies in service and education; organize educational and educational processes in the surrounding society; know and apply in practice the methods of scientific research in educational and service activities.

Discussions and conclusions: the analysis of final qualification works allows to determine the practical and theoretical preparedness of the graduate for the performance of professional tasks, the degree of mastering the competences established by the federal state educational standard of higher education (GEF VO) and the main professional educational program of the Minin. University (OPOP).

Introduction: In the article the authors address the issue of increasing the motivation to learn a foreign language; using new methods in the learning process. One of the main tasks of the 21st century is to improve the quality of education; including higher education. In addition; the Russian education must meet international standards. This means that there must be an exchange of knowledge; mobility of students and teachers; participation of students in various international projects. Unfortunately; currently developed language education programs for non-linguistic areas do not fully reflect the organization of teaching foreign languages and the role of practical realization of linguoculture as one of the main factors in the education and upbringing of students of non-linguistic specialties. To develop cognitive activity in modern education; it is necessary to use methods that would make the students interested in gaining knowledge. Currently; there are various methods of teaching foreign languages: audio-lingual; the method of "Silent Way"; the method of suggestion; methods using Internet resources (hotlist; multimedia scrapbook; trick hunt; sample sampler; web quest).

Materials and methods: The study was conducted on the basis of the Faculty of Management and Social and Technical Services of Nizhny Novgorod State Pedagogical University named after K. Minin. The study involved students from 1 to 3 courses; both in full-time and part-time studies of non-linguistic specialties. The methods of investigation were determined by the tasks of the problem being solved. We used empirical methods (questionnaire); statistical methods (qualitative and quantitative analysis of results).

Results of the study: The conducted research has allowed to reveal the frequency of use of the Internet; the most popular Internet resources; the purpose of using Internet resources; the amount of time to use Internet resources; degree of interest in learning a foreign language using network resources by students of non-linguistic specialties.

Discussion and conclusions: The use of network resources in the study of a foreign language by students of non-linguistic directions is one of the effective methods of teaching. The use of this method of training gives a number of advantages: students will be able to fulfill assignments in a foreign language at a time when it is convenient for them (especially for students studying by correspondence courses); stimulates students to develop cognitive activity; interaction between the teacher and students is more rapid; independent learning ceases to be passive.

Introduction: the article is devoted to the identification of the specifics of the construction of a rating plan for the academic discipline. It is shown that the rating system, implemented in the university, is not a stable developing system.  One of the reasons is the discrepancy between the three documents: the program on discipline, the rating-plan and the fund of evaluation tools for the academic discipline. The article reveals the author's approach to the development of a rating-plan, evaluation criteria and a fund of valuation means as component parts of  methodical support for students in the study of the academic discipline.

Materials and methods: in the article the key components of the rating system of evaluation are identified, the place of the rating-plan in the rating system of evaluation is determined, its role in establishing the connection between the program on discipline    and the fund of valuation means is determined.

The results of the research: the article establishes the specificity of the rating-plan construction, describes the evaluation tools and the form of their presentation in the rating plan and the fund of valuation means , and shows how to determine the rating scale. Examples are given of the construction of the rating- plan, criteria and scales of assessment, the decomposition of competences in the passport of the fund of valuation means. Recommendations are formulated on the development of the passport of the fund of valuation means, which ensure the coordination of the discipline program, of a rating- plan  and the fund of valuation means.

Discussion and conclusion: the article discusses the existing difficulties in the construction of a rating-plan and a fund of valuation means , analyzes typical errors in the selection of valuation tools, in the description of criteria and scales of assessment. The conclusion formulated in the article is that the rating-plan should be built as a mechanism for assessing the degree of competences formation, which clearly indicated the evaluation criteria and relevant indicators, scale of assessment. This mechanism should be disclosed in the fund of valuation means.

Introduction: The article presents the problem of formation of universal educational actions of younger schoolchildren, affecting their development, education and socialization. The theoretical analysis of the works that interpret the concepts of "universal educational actions", "communicative universal educational actions" is given. The results of the study aimed at identifying the level of formation of communicative universal educational actions of younger schoolchildren and determining the positions of the subjects in communication are considered. Possible variants of individual educational routes for children of this category are described.

Materials and methods: The study was carried out on the basis of theoretical methods (analysis of psychological, pedagogical and methodical literature, including clarification of the essence of the concepts of "individual educational route", "universal educational actions", selection of features of the formation of universal educational actions of Junior schoolchildren, etc.), empirical methods (psychological and  pedagogical experiment aimed at studying the level of formation of communicative universal educational actions of Junior schoolchildren and the development of options for individual educational routes), data processing methods (quantitative and qualitative analysis).

Results: The study enabled us to trace the positive dynamics of growth of the level of formation of communicative universal educational actions of Junior schoolchildren before and after the experimental work with the use of designed individual educational routes.

Discussion and conclusions: The obtained data confirm that the designed individual educational routes for younger schoolchildren were effective, as a positive dynamics in changing the level of formation of communicative universal educational actions of the subjects was noted as well as, the ability to conduct a dialogue, take into account the position of the interlocutor, to carry out joint actions with the peer. The materials of the article can be useful for specialists and teachers of educational organizations interested in the formation of communicative universal educational activities of younger schoolchildren.

Introduction: The article examines the important problem of the formation of pre-schoolers' views on the change of seasons, patterns and features of seasonal changes in nature. The approaches to solving this problem existing in science are stated briefly, the specificity of pre-schoolers' learning of temporary and seasonal ideas is revealed. Theoretically, the effectiveness of the application of the ecological calendar in the work on the environmental education of pupils of 5-6 years is proved experimentally.

Materials and methods: The results of an experimental study of the effectiveness of the application of the ecological calendar for the familiarization of children of over-five  preschool age with seasonal changes in nature, obtained on the basis of the use of diagnostic tools, are presented on the basis of  S.N. Nikolaeva and OA Solomennikova on revealing the level of the formation of knowledge about the seasons.

Results: Based on the research of M.M. Ushakova, S.N. Nikolaeva and other authors the main content of the ecological calendar adapted for over-five preschoolers is presented, the main ecological dates (dates of solstices), events and holidays of ecological orientation, state holidays identified, taking into account the climatic and geographical conditions of the Nizhny Novgorod region, the requirements of the GEF preschool education, the interests of children. Some of the most effective forms and methods of working with children on acquaintance with environmental dates are described.

Discussion and conclusions: On a concrete factual material, the expediency of using the calendar of ecological dates as an orderly system of annual events in nature in the work on making familiar 5-6 years preschoolers with seasonal changes in nature is shown. The obtained data convince that children of the senior preschool age are able to assimilate complex knowledge about the rhythm and cyclic nature of processes.

Introduction: This publication is a Russian translation of the treatise of the Dutch humanist Erasmus of Rotterdam «On the method of study, as well as reading and interpreting of the authors» (1512). The treatise was compiled for the new grammar school of St. Paul in London, but became widely known in the European humanistic environment. To identify and adequately interpret the pedagogical ideas of Erasmus specialists in the history of pedagogy should refer directly to his writings. However, Russian historiography still have neither a verified translation of the treatise, nor the studies devoted to it.

Materials and methods: The basis for this translation from the original was the latest critical edition of the source in the Amsterdam collection of the Latin Erasmus’ writings; the translation was checked with a modern English translation by B. McGregor in Collected Works of Erasmus. When compiling the comment, the researches drew upon the explanatory notes made by J.C.Margolin in the edition of Erasmus’ Opera omnia. The traditional methods of translation, historical-philological criticism and hermeneutical interpretation of the source have been used as the main research tool in the issue. The paradigm-pedagogical approach served as an important methodological guideline for the authors.

Results: In accordance with the Renaissance tradition of the revival of the ancient heritage Erasmus considers the study of classical literature to be the basis of education in general. The humanist develops a two-level curriculum, offers recommendations for choosing  and training of teachers, gives various methodological advice to a teacher for delivering classes in grammar, rhetoric, reading and interpretation of Latin and ancient Greek authors.

Discussion and Conclusions: The provisions of the Erasmus of Rotterdam's treatise «On the method of study» are of an applied nature. They were in demand in the school audience in many European countries in the Modern Age, which led to the popularity of his works. Nowadays his recommendations also have not lost relevance and under the name of «interactive methods» they can be successfully applied (and are being applied) in teaching of both ancient classical and foreign languages. More broadly, Erasmus' ideas allow us to identify the specifics of the pedagogical concept of the Northern Renaissance and the enlightenment reform of education and society as a whole.

Introduction: The article actualizes the problem of employment and postgraduate support of graduates with disabilities after graduation. Conceptual attitude and strategic directions of activity of higher education institutions aimed at the formation of the optimal model of continuous professionalization of persons with disabilities are formulated. Statistics is provided and the need for the development of optimum resources of the University is shown which must be included when implementing of the objectives of promoting employment and post-graduate support of graduates.

Materials and methods: In the course of writing the article the following methods were used : theoretical analysis and generalization; observation, evaluation, description and various types of analysis of positive practices of universities, implementing the task of promoting employment and postgraduate support of persons with disabilities and disabilities; survey of students and graduates.

Results: The importance of the formation of the mentoring system as a necessary tool for employment policy and postgraduate support of graduates, including those with disabilities is analyzed. An example of the author's development of the team of authors of the Minin University – an individual map "Career router" is set as an example. Its conceptual and functional characteristics are described. A brief announcement of the content of the main blocks of the individual card, which are filled in at different stages of professional and career development is provided. Special attention is paid to the actualization of the practice of double mentoring and the Association of graduates.

Discussion and Сconclusions: Integrated career routing is a constructive link in the process of continuous professional development and social integration of students with disabilities. The individual system of support of processes of vocational guidance, specialization, employment and adaptation in the workplace is largely focused on leveling the problems of professional and personal development, analyzed in this article. In addition, the individual card "Career router" acts as an effective tool for the formation and dissemination of professional culture as part of the General culture of inclusion, improving the quality of entry into professional activities, securing the workplace, followed by professional and personal growth and development of persons with disabilities.

Introduction: In the article the author addresses the issue of finding ways to improve the content and methods of training for students with disabilities (LHO). Pointing to the importance of the main socio-economic reforms in the country, the activation of social policy towards democratization and humanization of society, the author emphasizes that the change in the learning conditions of people with disabilities is aimed at the creation and development of the individual with the skills of social and adaptive behavior in relation to the economy.

Materials and methods: The author emphasizes that one of the ways to implement this task is the educational inclusion, which is considered as a means of social rehabilitation of the student. These conditions ensure equal rights, accessibility, and the possibility of choosing the educational route of the student with the LHO.

Research result: The article discusses new conditions for the development of students with disabilities (LHO) by means of economic education, the importance of distance learning. Implementation of the process of economic knowledge formation in students with LHO consists of the following stages: diagnostic; analytical; strategic; forming; developing; final diagnostic. The author identifies interactivity as a key indicator of DL, which: provides interactivity between the student and the teacher; it provides the opportunity of group training; provides feedback; forms and supports motivation; provides a choice of the content of the program module, which allows the trainee to realize their progress from module to module, allows the choice of any module.

Discussion and conclusions: The article offers the option of creating conditions for quality education, students with LHO through the implementation of economic education means.

Introduction: This article is devoted to the problem of personal experience of motherhood of young women from full and incomplete families in the context of their subjective experience of psychological well-being. Some approaches to the study of the phenomenon of psychological wellbeing in modern psychology, as well as the importance of this phenomenon for the implementation of maternal functions are considered. The authors substantiate the importance and relevance of more detailed development of the problem of interconnection of features of manifestation of psychological well-being of young mothers from full and incomplete families and the degree of adoption of parental position.

Materials and Methods: The authors conducted a comparative analysis of general and fundamental components of psychological well-being of young mothers from the full and incomplete families, and also the degree of acceptance of their informative aspects of the parental position. The nature of the relationship between psychological well-being and the parent position of married women-mothers and single-parent mothers is determined.

Results: The research suggest that single-parent mothers unlike married mothers have lower indices both in most of the main components and the total level of psychological well-being, that allows to consider the mothers from full families to be psychologically wealthier than single-parent mothers on the one hand and on the other hand their acceptance of parental position is stronger than  singleparent mothers’ position. The positive nature of the relationship between the level of psychological well-being and the degree of adoption of parental position with married women-mothers as well as the less unambiguous nature of such a relationship withsingle-parent mothers are ascertained.

Discussion and Conclusions: According to the results of the study, the authors have proved the influence of the marital status of young mothers (married / unmarried) on the subjective experience of their psychological well-being and on the degree of acceptance of their parental position, as well as the presence of some specificity of statistically significant correlation relationships with mothers from full and incomplete families

Introduction: Emotional intelligence is one of the key abilities of the modern managers and HR managers. In this study we tried to assess the level of emotional intelligence among students studying Human Resources Management at HSE in Nizhny Novgorod. The study involved 78 students: 56 people (71.79% of the total sample) were undergraduate students and 22 people (28.21% of the total sample) were master level students.

Materials and methods: To measure the level of emotional intelligence we used the Test of emotional intelligence, developed by Professor E.A.Sergienko and E. A. Hlevnaya on the basis of the theoretical model of emotional intelligence as the ability of Mayer, J.D., Salovey, P. and Caruso, D.R.

Results: According to the results, the average values of general emotional intelligence and the main scales of emotional intelligence are at the level of competence. The highest rate is observed on the scale of the Emotion Management (M=102.46). Lower indicators characterize the scale of the Use of emotions (M=95,61). 64.10% of the respondents are characterized by an average level of the development of the ability to understand and rule emotions; 56.41% of students have a high level of development of the ability to perceive, identify their emotions and emotions of the others; 38.46% have a low level of development of the ability to use emotions to solve problems. The growth of indicators of emotional intelligence from Bachelor to Master Degree in all branches of emotional intelligence is noted.

Discussion and Conclusions: This article is largely a statement of the problem of emotional intelligent research and development of - HR-management students in terms of their professional training, development the professional competencies.

Introduction: The concept of uncertainty is quite popular both in science and in philosophy. However, this notion is often used spontaneously, in a broader sense. The purpose of this article is to clarify the meaning of the concept of "uncertainty" in the context of the comparison of the subject and the object of modern scientific knowledge.

However, the clarification of the meaning of the concept of uncertainty is hampered by a number of circumstances today. This is mainly due to the fact that the concept of uncertainty can characterize the process of increment of knowledge both at the stage of posing a problem and at the stage of its solution.

Materials and methods: In the article, we keep to the research scheme stated in previous publications, where uncertainty is examined with respect to the object and subject of cognition. In this case, we pay attention to the conditions of their interaction.

Results: Modern philosophy of science, recognizing the evolutionary dependence of a man and an environment, forms an idea of the subject and the object of cognition (the world) as complex systems, the result of the interaction of which can be characterized as uncertain. Modern psychology supplements the notion of uncertainty as an orientation of the subject to the knowledge of the image of the world, the recognition of its variability and instability. Nonclassical philosophy introduces the notion of a collective subject and related concepts such as a scientific community, convention, consensus, the analysis of which allows us to demonstrate that situations of uncertainty characterize the process of increment of knowledge at the stage of raising a scientific problem.

Discussion and Conclusions: The article summarizes modern concepts of scientific uncertainty in the context of the subject and the object of cognition, determines promising perspectives of the study.

To describe the stage of solving the problem in science, it is more appropriate to use the notion of probability, which is not identical to uncertainty and reduces to choosing a solution from possible alternatives. It should be stressed that uncertainty as a characteristic of the stage of posing a scientific problem seems to be the most promising direction for further research.

Introduction: The article analyzes the problems of Informatization of education management at the municipal level. On the basis of systematization of the revealed problems and their reasons the variant of model of formation and development of information culture of subjects of management of education is offered. The elements of this model allow us to determine the main reasons for the inefficient use of the achievements of Informatization at the municipal level of education management.

Materials and methods: The paper uses the materials of scientific publications of researchers on the problems of Informatization of education management, data from statistical collections of Rosstat, HSE, regulatory documents of the Russian Government website. As the main research methods are used: the method of theoretical analysis of scientific works, statistical data analysis, structural and functional method, theoretical modeling.

Research result: The main elements of the model of information culture of education management of the municipality, aimed at preventing the risks of inefficient use of information achievements are: it competence of municipal employees of education management and subjects of the educational process, information and technical support of education management, information interaction between all components of the education management system and the regulatory framework governing the work of this system.

Discussion and conclusions: As the main system reasons preventing formation of information culture of management of formation of the municipal area it is possible to allocate:

-          Inconsistency of goals and objectives of Informatization of state and municipal programs;

-          Economic and information disparities of consumers of educational services;

-          A low it competence of municipal employees;

-          The absence of strict requirements to the it competencies of municipal employees and the system of their formation;

-          The lack of management education in-house it specialists of high class.

Prevention of risks associated with inefficient use of information support is based on the idea of continuous and advanced it education of municipal employees, which, in turn, being a system element of information culture, should be changed before all other elements.

The proposed model of information culture can become the basis of the concept of information policy and programs of Informatization of education management, preventing the risks of inefficient use of the results of Informatization.