Abstract:

In modern Russian society, as well as in European countries, continuity in education has become an important and integral characteristic of personal, professional and social growth. Implementation of the process of lifelong education requires constant maintenance of a certain level of satisfaction of educational needs of the individual. In addition, lifelong education is understood as a permanent professional and personal and value-significant characteristic of the quality of training of students of technical universities. At the same time, continuity is based on the principle of continuity of knowledge at each level of education and transition of competencies, as well as their level of development.

The system of recurrent education of students is formed in a different way. Recurrent education means not only lifelong learning (recurrent learning), but also the possibility of additional formal, non-formal or non-formal education in other areas of professional and scientific field and in the leisure and household sphere. The system of recurrent education is based on the recurrent approach. Recurrent approach in education was formed in a separate concept relatively recently, although it originates in the antiquity. Many philosophers of antiquity addressed the problems of continuity of education. Currently, continuity and recurrence of education as approaches to educational content have similar features, but are not considered identical. Continuity is lifelong education, built in the direction of one particular educational trajectory. Recurrent education is built in different, sometimes even in several directions at once, and thus refers not only to improving the level of education, but also to the retraining of students, to obtaining additional specialties in various professional fields.

Based on the basis of recurrent education, we have distinguished a number of the following main characteristics of recurrent education:
- active introduction and use of information distance technologies in the organization of educational activities;
- the use of the system of tutor guidance of the educational process and the implementation of remote control;
- the possibility of obtaining formal education in a professional field that is radically different from the existing basic education;
- the ability to build an individual educational trajectory in several directions at once.

These characteristics of recurrent education are a natural result of the need to meet the constantly growing and often changing educational needs and allow to solve problems and tasks of this nature. It seems necessary to consider the recurrent approach with the characteristics described above as the basis for modeling foreign language educational content of students of technical universities.

The formation and constant updating of the subject content of foreign language education in its developing competence component now and in the future represent an innovative conceptual framework for advanced research of modern issues of organizational development of educational opportunities of universities. The development of a recurrent approach to the problems of creation and implementation of foreign language educational content also allows to deepen and summarize the data of theoretical and practical research and theories in the field of organization of foreign language content used for training students of technical universities.

Keywords:

Recurrent education, educational content, foreign language training.