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The article is devoted to the analysis of the essential characteristics of educational practices and youth policy in educational institutions of higher education in the Russian Federation. The authors analyze a large data set, which included a description of 581 practices obtained during the Review-Competition of the best practices in educational activities and youth policy, organized by the Ministry of Science and Higher Education of the Russian Federation in 2022. The article characterizes the target, content, technological, subjective profile of educational practices and youth policy. The authors come to the conclusion that universities have emerged as an integrative subject of educational activities and youth policy. The analysis made it possible to record several significant characteristics that determine the modern landscape of education in universities: an imbalance of the target group of practices (dominated by junior undergraduate students); closedness of the university system of educational work; the dominance of the organizers of educational work in the subjective profile of practices; insufficient technologization of practices; insufficient development of mechanisms for assessing the effectiveness of educational practices. The identified characteristics and barriers can become the basis for continuing the discussion about promising directions for the development of education in universities. In addition, the characteristics identified in the competition can become the basis for the introduction of effective educational formats, in accordance with the state request, the characteristics of the university environment and the student's request.

The text provides information about the First All-Russian scientific and practical conference with international participation "Socio-pedagogical and psychological-pedagogical activity: actual problems, achievements, innovations". The main events of the conference, reports at the plenary session, the work of discussion platforms, open lectures, master classes are reported. The provisions of the resolution adopted by the participants of the scientific meeting and aimed at the development of socio-pedagogical and psychological-pedagogical activities are given.

The article discusses the problems of developing a methodology for assessing students upbringing competences. The authors present the results of a theoretical analysis of the problem of diagnosing the competences of a future upbringer. The article presents a meaningful and structural model of the competence of a future upbringer, identifies the barriers that arise in the diagnosis of readiness for upbringing activities. The authors proposed criteria for assessing the formation of upbringing competences (cognitive, activity and value-motivational) and developed their own assessment methods for each of these competences. Each of these methods allows one determining the level of formation of upbringing competences according to one of the criteria. The content of the techniques is correlated with the content of the competences themselves. The article presents a description of the achievement test, a motivational questionnaire, a value-orientational game, a set of case tasks, and also identifies ways to validate the proposed comprehensive methodology, which can become the basis for the qualification exam of a future upbringer.