The article contains a detailed informative digest of modern foreign methods of upbringing, meeting the challenges of preparing students of pedagogical universities to implement educational activities in various institutions of general and informal further supplementary education. Moral education or moral education, moral education, is a term sufficiently infiltrated nowadays in the theory and practice of education in many foreign countries. As a social phenomenon in the world of educational praxis moral education traditionally includes such components as culture science, religion, art, and technology. In the list of components of culture and morals, it is represented in a different emphasis by such key subjects of moral education as family, state, and society. In some countries the functions of moral education are almost entirely invested to family and this principal social institution, its sphere and role in the upbringing of children is defined as the priority in the moral education (e.g. Denmark). In other countries the subjects of moral education are not only NGOs, but also public entities (for example, this is a historical tradition in education of Germany, France and Japan). In the third group of countries, the priority of moral education is given as equally to society and the state, but more or mostly on levels of federal, local, regional government (for example, in the UK (Scotland, Wales with their features of regional education), United States (such as California or Texas), in India, Mexico). In the fourth group of countries the evident priority in moral education is officially assigned to public and socio-political structures with multilateral and profound ideological upbringing or indoctrination in civil education (for example, in China, the North Korea, yet as well Singapore and Indonesia adjust to them specifically). Russian education, judging by the vectors in its development of the last twenty years, remains in transition, combining both state priorities (traditions of the Soviet Union) and new public influence on the content, form, methods and techniques of moral upbringing. Therefore, a review of international experience in the form of meaningful analysis of a number of key importance and prevalence in the education systems of the reorganization in methods of moral education, their technological side and semantic content would be very useful to update the theoretical and practical bases of preparation of specialists in the field of education within the framework of pedagogic institutions.