SUMMARY
At the study the theoretical analysis of the necessity of environmental monitoring teaching organization in adult education was realized and professional competences, formed in students, according to their professional activity, were determined. This study favors the elaboration of the methodology of environment monitoring teaching organization and substantiation of its main components for the professional postgraduate training of specialists-ecologists. The organization of environment monitoring teaching process is directed on realization of multifunctional, integral functions in specialists-ecologists, namely innovative, adaptive, cumulative, analytic-projecting, organizational-managerial, diagnostic ones. At the study the main subjects of activities were determined in content modules for preparation of qualification improving courses, obligatory for learning, because they form the base for professional, system-modeling, scientific-research competences.At the environment monitoring teaching organization were separated 3 synchronized stages: orientational or preparatory; organizational, system-modeling of main; activity. The observance of these stares in the environment monitoring teaching organization provides continuousness, use of diverse teaching forms and methods, namely the active introduction of innovative technologies that is typical for the teaching of adults