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Abstract: The authors describe the ways of educating a perspective skilled professional – the person of the world’s culture, open for the dialogue with the world, tolerant, active, subjective and technological. Analyzing the meaning of polycultural education as a phenomenon, the authors note that it is not restricted by its narrow meaning connected with “mutual understanding and cooperation” and implementation and distribution of the new concept, but it has several additional meanings. First of all, polycultural education is innovative activity characterized by integrity, great scale and global character of the concept. Secondly, polycultural educational activity should consist of continuous and successive renovations and transformations (identification, interiorization ans exoterization). Thirdly, it should be systemic, based on principles and technologies, it should form, create and develop culture. Fourthly, polycultural education is based on ethno-cultural, national (Russian), global (planetary) cultural foundation and general values of the mankind. Finally polycultural education should form professional skills, knowledge and general cultural competences. The novelty of the article consists in the fact that polycultural education acquires new status as an important trend of higher school.