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Abstract: The aim of the article is to develop conceptual theoretical provisions that reflect the content of the concept of professional competence of a university lecturer, professional efficiency and quality of his activities, and to determine the organizational context for their improvement. Methodology and research methods. The competence-activity approach is a scientific and theoretical basis for the development of conceptual theoretical positions. The scientific and methodological basis for achieving these goals is the methodology for designing and updating institutional setup of education. Results. The definition of modern understanding of the essential characteristics of a university lecturer is given, the structure of his professional competence is proposed and its level of the components development determines the professional effectiveness of the lecturer’s activities. The qualities reflecting the lecturer’s leadership potential and citizenship are presented, and the levels of professional erudition and organizational pedagogical skills are determined. Indicators of the quality of the lecturer’s activity in the context of the educational needs of students, professional needs of graduates and employers, and the needs of the development of an educational organization have been developed. The institutional setup for the development of professional competence of the lecturer, which provides an increase in professional efficiency and quality of his activities, are defined. Theoretical contribution. The author’s interpretation of the concept of “university lecturer” is given; the structure of his professional competence is defined. Diagnostic signs and levels of professional erudition of the lecturer and organizational pedagogical skills are defined. The quality indicators of the university lecturer’s activity are determined. The author substantiates a set of institutional setup for improving the professional efficiency and quality of university lecturers. Practical significance. The presented conceptual provisions can be used as a scientific and methodological basis for the development of educational programs in the field of pedagogical training of graduate students, professional retraining and advanced training of university lecturers. Based on the results obtained through the research, an educational monitoring of the professional development of university lecturers can be developed as a technology for improving the professional efficiency and quality of their activities.