Civic-patriotic qualities as determinants of competitiveness of the individual and the target guideline of modern education

The article is devoted to the substantiation of the importance of the formation and development of civic-patriotic qualities in students as factors in the development of their social and professional competitiveness, as well as the setting of educational goals and objectives of higher education from the standpoint of these grounds. Non-professional determinants of competitiveness, characterizing a person as a representative of a social community, possessing its characteristic value guidelines, attitudes, ideas, moral and other qualities, are of the utmost importance for the successful life and professional career of an individual. They ensure prolonged competitiveness, create the necessary foundation for professional development and self-development, provide opportunities for constructive socialization and effective professionalization. For the full use of this potential, it is necessary, first of all, to have a clear idea of ​​the composition of non-professional determinants of competitiveness, which can be formed on the basis of a theoretical analysis of the existing modern scientific knowledge in this area, with subsequent empirical verification of the conclusions made. In addition, it is necessary to understand the resource and deficit areas of the educational process, concerning, first of all, the content-methodological, technological readiness of teachers to implement the corresponding educational process, their moral and psychological focus on its organization. The socio-political, spiritual and moral changes taking place in the country give grounds to believe that in modern conditions the complex of civic-patriotic personal qualities is included in the number of non-professional determinants of competitiveness. In the course of the conducted research the list of civic-patriotic personal qualities acting as non-professional determinants of competitiveness of modern Russians was theoretically identified and empirically substantiated. The idea was received about the attitude of the subjects of education to the setting of goals and objectives of developing these qualities in the educational process of the university. The existing problems with the organization of this process were identified, the guidelines for solving these problems were outlined.