Economic culture and social competencies formation in senior school students of Russia and the USA

Problem and purpose. The article considers the issue of peculiarities of economic culture and social competencies formation in senior school students of Russia and the USA. They allow them to manage their education in their lifetime and correctly determine the direction of their activity and educate themselves. The purpose of the article is in providing the results of the comparative Russian and foreign scientific literature connected with the formation of economic culture and social competencies of senior school students based on their personal experiences of participation in a number of educational programs implemented in schools as well as with designation of a list of problems which are most sought after in pedagogical study connected with the problems of economic culture and social competencies formation in senior school students. Methodology of the study comprises analysis and generalization of a set of studies of foreign and Russian scientists (S. Cummings, D. Taebel; B. Staudt, 2016; T.P. Grass, 2015; L.P. Saksonova, I.G. Zakharova, 2008 and etc.) as well as the generalization of the experience of economic culture and social competencies formation in senior school students of Russia and the USA. Results. The article characterizes constituent elements of the mechanism of economic culture and social competencies formation in senior school students of Russia and the USA. The results of the study allow to broaden the representation of constituent elements of the mechanism of the formation of economic culture and social competencies of senior school students in both countries. Besides the given results permit to find out the possibilities of the application of positive experience of economic culture and social competencies formation of senior school students in practice in Russia. Conclusion. Analyzing the results of the given article, the authors come to the conclusion that special attention is paid to the formation of economic culture and developing social competencies of senior school students in both countries. In Russia measures to activate both the youth and population financial and economic literacy have been taken of late but only on the basis of virtual or theoretical approaches without taking into account Russian employers’ opinion. In the USA the success of the formation of economic culture and social competencies depends on the real entrepreneurial activity of senior school students in practice, on the critical evaluation of employers, on practical skills, competencies and the desire to work responsibly.