Abstract: The formation of a youth policy at the university is an important criterion for the development of a student's personality. Modern higher education requires not only a simple transfer of knowledge, but also the formation of values, skills and competencies among students. Educational activities and youth policy of the university play a special role in this process. One of the key aspects of this process is the creation and development of an appropriate ecosystem - a set of interacting elements that provides optimal conditions for the development of students as individuals, citizens and professionals. The basis for the successful functioning of the university ecosystem of youth policy and educational activities can be an event-based approach, which involves the creation of a continuous stream of activities that can involve students in various activities, contributing to their personal growth and development. The use of educational events to develop students' skills is widely used today in educational institutions of various levels around the world. At the same time, the process of developing social engagement of modern students is inextricably linked with the process of improving the professionalism of teachers, namely, the development by the teacher of new ways and forms of interaction with students in the organization of educational and extracurricular activities.
The rapidly changing demands of modern society on the professional competencies and qualities of a teacher pose the task of higher education institutions to create effective training and education programs for specialists. In this context, the event approach is an innovative methodological concept based on experience, reflection and socio-cultural analysis.
The event-based approach contributes to the development of professionalism of future teachers and the formation of their readiness for difficult situations that they may encounter in their professional activities.

Abstract: Additional education has long been an integral part of the educational environment. Painting, sports, robotics and other areas make a significant contribution to the development of personality, while teachers play a key role in this process. Education and teaching go hand in hand, which makes it important to invest in the training and professional development of teachers.
Today, teachers need various knowledge, skills and abilities to create lesson plans, organize training, work with the administration and interact with parents. Based on the analysis of modern literature and practical experience of the functioning of institutions of children's additional education, the author defines a set of competencies that allow teachers to make a significant contribution to the success of students, and therefore can be taken into account when designing the main professional educational programs of higher education as the results of their development. The article substantiates the relevance of the problem of updating the content of teacher training in the context of the interaction of higher pedagogical and children's additional education. The concept of training pedagogical personnel for the education system for the period up to 2030, methodological recommendations for the training of pedagogical personnel for bachelor's degree programs based on unified approaches to their structure and content ("Core of higher pedagogical education"), professional standard "Teacher of additional education for children and adults" are analyzed. The scientific novelty of the study consists in the fact that on the basis of concretization of scientific ideas about the content of professional training of students of pedagogical vocation, a set of requirements for its results is proposed, clarified taking into account the qualification characteristics of the positions of employees of the system of additional education.
The article offers recommendations that allow future teachers to prepare for a career in additional education.
The practical significance of the research lies in the possibility of using its results in updating the content of the training of students of pedagogical specialties, compiling textbooks and workshops on the pedagogy of additional education.

Abstract: We often hear regular statements from the mass media of specialists in the field of education that characterize the situation with the industry's staffing, such as, "There is no one to work." Indeed, there are still a number of problems in this area that need to be addressed. The Concept of the Development of Additional Education for Children until 2030 explicitly indicates the insufficient staffing of organizations of additional education and the low level of involvement of educational organizations of higher education in implementing additional general education programs.

Updating the content of students' training, as well as the success of their professional socialization, is largely determined by the effectiveness of the functioning of the system of relations between an educational institution of higher education and employers.

Within the framework of such cooperation, pedagogical universities offer programs for teachers at institutions aimed at improving their professional level. In turn, these educational institutions provide students with opportunities for practical training, which helps them to better understand professional realities.

The article substantiates the relevance of the problem of building a system of interaction between institutions of higher pedagogical and children's additional education.

Integrating pedagogical universities and children's educational institutions with additional training is a key factor in developing the modern education system. It contributes to the formation of a unified professional community that can effectively solve current problems in the field of pedagogy and education. The scientific novelty of the study consists in the fact that based on the concretization of scientific ideas and generalization of successful practices, the main categories of the interaction of a pedagogical university with a regional system of additional education for children are determined. The practical significance of the research lies in the possibility of using the proposed algorithm for building joint activities of a pedagogical university with educational organizations implementing additional educational programs in the design and implementation of basic professional educational programs, the development of educational, industrial and other types of practices that provide solutions to the tasks of training student teachers.

Abstract: This article is dedicated to determination of organizational and pedagogical conditions for arranging educational practice in the process of vocational training of future managers in the university. The relevance of this topic is substantiated by dissatisfaction of the pedagogues, students and employers’ representatives with the results of educational practice. The author compares the international models of management education, and highlights the key differences in the Russian and foreign approaches towards arranging educational practice for the bachelors in management. The author describes the basic organizational and pedagogical conditions for improving the effectiveness of educational activity, implemented in Herzen State Pedagogical University of Russia within the framework of the Bachelor’s Program in Management. The novelty of this research consists in the proposal of criteria and indicators for assessing the results of organization of educational practice from the perspective satisfaction of its subjects, as well in elucidation of the key mechanisms for improving the stages of training and conducting educational practice, such as individualization of the process of vocational training of future managers, establishment of long-term relations between the graduate departments and employers’ representatives, continuous improvement of the content and mechanisms of its organization. Practical importance of this work consists in the possibility of application of the selected organizational and pedagogical conditions for arranging educational practice in development and implementation by the institutions of higher education of the basic programs of vocational education for training future specialists; development of  the programs for educational, industrial and other types of practices; as well as creation of the corporate internship programs.