Keyword: «continuous education»

The article suggests one of the variants of career guidance work with pupils in the form of participation in the competition for solving interdisciplinary problems in mathematics and physics. The organizational struc-ture of the competition in three stages: individual problem solving, team passing route of the four stations, team play "Regatta". Also presented the tasks of each stage.

pre-school meets the needs of the state to maintain a network of pre - school educational organizations in modern socio-economic conditions; to increase the percentage of coverage of children with pre-school ed-ucation; teachers-to create conditions for ensuring the continuity of pre-school and primary education; par-ents to ensure the availability of children's preparation for school for all social groups

The article considers topical issues of operation and development of the system of additional vocational education, as an element of continuous vocational education, in ensuring breakthrough social and economic development of the country in modern conditions. The main problems and contradictions that impede the development of the DPO system in the context of the constant modernization of the education system and significant changes in the labour market demand for a competitive labour force have been analyzed and highlighted.

The active use of ideas and constructs of theorization of pedagogical processes in the modern model of education and personality development reveals the foundations for constructing and clarifying the ideas and ideology of professional support for teachers in an educational organization through the classical and innovative potentials of modern science and education as an actual area of scientific research. The theory of pedagogy allows us to focus on the quality and direction of the choice and clarification of the conditions for the development of the individual in the environment and activity. In this sense, the theorizing process is considered in the context of general pedagogical, general professional and particular-subject clarification of models of professional support for teachers in an educational organization (broad, narrow and local sense of scientific research and determination of concepts and modeling of the pedagogical process components). The components of the ideas and ideology of professional support for teachers in an educational organization are defined and correctly described. In the hierarchy of scientific description and improvement of the quality of theorization, definitions of the concept, problems, tasks, principles, functions, ideas, models, pedagogical conditions for ensuring the quality of the implementation of ideas of professional support for teachers in an educational organization are highlighted. The use of the terms "theorizing the ideas of professional support for teachers in an educational organization", "technologization of the ideas of professional support for teachers in an educational organization" is substantiated. The purpose of the study is to examine and clarify the components of the ideas of professional support for teachers in an educational organization and the correct construction of the ideology of the process described in the study. The foundations for theorizing the ideas of professional support for teachers in an educational organization are defined in the context of a normal distribution of abilities and health, i.e. the system of methodological approaches is fair in theorization and technologization of the components of pedagogical and professional activity: adaptive-productive, reproductive-productive, creative-productive approaches. The significance of the theorized ideas and solving problems of professional support for teachers in an educational organization will be useful to teachers and scientists in didactic and scientific study, construction and improvement of the general theory of modeling and solving problems of personality development in the system of continuous education, taking into account the direction of development and quality management of personality development in the environment and activities.

The article deals with the problem of creating lifelong education programs in the «school-university-enterprise» system. The main requirements for network educational programs are determined. The experience of developing and implementing such programs at the Faculty of Physics and Mathematics is described.