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. The article proposes a new classification of the system of principles of training modern managers for the socio-cultural sphere. A synergistic approach to ideological and special training is a factor of deep understanding of processes of systemic orientation in the process of teaching managers of socio-cultural activities. The combination of classical and innovative principles allows to improve the educational process in the aspect of graduates’ competitiveness. Increasing the motivational importance of obtaining the profession of a “manager of socio-cultural activities” should be related not only to increasing the prestige of this profession. Purpose. Substantiate theoretically the content and specific features of the systemic approach to the process of professional training of future managers of socio-cultural activities. Results. The system of principles of training modern managers of the socio-cultural sphere has been formed. To these principles we refer: 1) the principle of high spiritual ideas in the educational process of training of a manager of socio-cultural sphere; 2) the principle of complementarity of the fundamentality of scientific knowledge and practical activities in the implementation of managerial skills; 3) the principle of self-knowledge of professional and personal development of a manager of socio-cultural activities; 4) the principle of mutual dependence of a student’s pedagogical and sociocultural experience; 5) the cumulative principle in the process of development of vocational activities education. Correspondingly, the target orientation of the first principle is increasing the level of spiritual development, orientation of content of professional training of a future manager of socio-cultural activities on personal development of spiritual-and-moral values: morality, responsibility, duty, justice, etc. The implementation specifics of the first principle are: a) the establishment and correlation of the level of a student’s spiritual-and moral development; b) modeling the interrelationship of the spiritual level of a student’s development with individual professional-and-personal needs in the context of valueand-semantic attitudes; c) the implementation of a student’s personal involvement in the process of spiritual-and-moral upbringing and self-upbringing. The target orientation of the second principle is ensuring the effectiveness of the structure of sociocultural education, which is harmoniously incorporated by worldview and special training of a manager for culture and arts. The implementation specifics of the second principle are: a) organization of the educational process in the mode of development and self-development (innovative approach); b) orientation of the educational process and all its subjects on creative activities, providing the possibility of self-realization in professional development; c) the organization of training focused on students’ prospective development through continuous practice in the external socio-cultural environment. The target orientation of the third principle is understanding the significance of future professional activities and awareness of professional identity. The implementation specifics of the third principle are: a) modeling the logical sequence of formation of the components of knowledge about professional activities; b) inclusion of students in project activities; c) creating conditions for approbation of the obtained knowledge in professional activities reflected in personal experience of sociocultural activities. The target orientation of the fourth principle is graduates’ orientation is not only on the dissemination of their knowledge, but rather on the acquisition of skills to apply it taking into account the needs of the social environment. The implementation specifics of the fourth principle are: a) effective organization of practice; b) mutual learning, the exchange of ideas between a teacher and a student, in which the gap between theoretical postulates and real practice is minimized. The target orientation of the fifth principle is “building up” new knowledge and skills in the field of professional activities, based on the experience gained when solving professional tasks at the previous stage of mastering knowledge. The implementation specifics of the fifth principle are: a) competence approach; b) the interrelation of educationaland-professional tasks, with the aim of integrating experience, learning professional functions; c) mastering methods of work of a manager of sociocultural activities in new socio-economic conditions. It is the systematic approach in organizing the educational process that will provide the opportunity to acquire modern knowledge and technologies in the field of socio-cultural activities and its competitiveness. If the fundamental basis of the higher education system is its consideration through reproduction of norms, models and standards of culture, then the educational process within the specialty “Management of Socio-Cultural Activities” is a peculiar channel in which the reproduction of human activities and the translation of cultural norms occur. The meaning of this process is not so much in the transfer of knowledge from a lecturer to a student, but in the modeling of an effective manager for the field of culture and arts, where culture becomes vital. Conclusion. Consequently, the target orientation in the organization of educational activities is not so much the transfer of culture to students, reflected in the accumulated knowledge, but their own development. ISSN 2076-586X (Print), 2524-2660 (Online) 84

SYSTEMIC APPROACH TO THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE MANAGERS OF SOCIO-CULTURAL ACTIVITIES