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Introduction. The new digital economy and its constantly evolving paradigm have completely transformed the model of doing business and the learning methods. MOOCs (massive-open-online-courses) and micro-credentials are the educations interfaces, have become an important teaching environment tool. Distance learning has become an indispensable alternative teaching method in updating and transferring classical education materials according to real-world settings, especially for learners in higher education.Aim. The current research is aimed to address the society's readiness and attitude direction to the concept of MOOCs and distance learning, highlighting its emergence and inevitability for educational institutions of all types in order to make a fundamental change in their curricula, especially in e-business courses, which are the most demanded training courses on MOOCs platforms.Methodology and research methods. In the study, the awareness and recognition of the online community on the MOOCs concept is examined. In this direction, Turkish people's perception and attitudes toward MOOCs have been addressed via sentiment analysis on Eksi Sozluk, the largest social communication and discussion platform in Turkey.Results. According to the sentiment analysis results, it has been determined that 52% of respondents have positive judgments on distance education and MOOCs, 29% of responses are neutral and 18% are negative. In general, distance education and MOOCs are perceived as a useful new education model by the Turkish people.Scientific novelty. This paper is the first sentiment analysis of learners' opinions on MOOCs and distance learning in Turkey. Considering the increasing awareness of MOOCs and the need for e-business education, as the most demanded type of MOOCs, this is the first study investigating the priority of these two phenomena within the context of COVID-19.Practical significance. It is thought that this study will contribute to the stakeholders in terms of showing how MOOCs and micro-credentials have a high potential to understanding trends in education especially in the new normal after the COVID-19 pandemic. The holistic education model of institutions has difficulty meeting the competitive nature and result-oriented approach of the e-business ecosystem. This market reality requires the institutions to offer more to-the-point and applied education solutions. In terms of e-business (e-commerce, digital marketing) education, the importance of MOOCs as a solution-focused on “how” rather than “what” has been comprehensively discussed in the paper. Введение. Новая цифровая экономика и ее постоянно развивающаяся парадигма полностью изменили модель ведения бизнеса и методы обучения. MOOK (массовые открытые онлайн-курсы) и программы микроквалификаций - это образовательные интерфейсы, которые превратились в важный инструмент учебной среды. В высших учебных заведениях дистанционное обучение стало незаменимым альтернативным методом преподавания при обновлении и передаче классических учебных материалов в соответствии с реальными условиями.Цель данного исследования - определить готовность и отношение общества к концепции МООК и дистанционного обучения, а также подчеркнуть неизбежность их использования в образовательных учреждениях любого уровня, для того чтобы внести фундаментальные изменения в учебные планы, особенно в программы курсов электронного бизнеса - наиболее востребованного направления образовательных курсов на платформах МООК.Методология и методы исследования. В исследовании анализируется осведомленность общества о концепции MOOK. Восприятие и отношение респондентов к МООК было рассмотрено с помощью сентимент-анализа на платформе Eksi Sozluk (социальная коммуникационно-дискуссионная онлайн-площадка). Результаты. Согласно результатам сентимент-анализа, 52 % опрошенных оценивают дистанционное обучение и МООК положительно, 29 % - нейтрально и 18 % - отрицательно. В общем, дистанционное образование и МООК воспринимаются респондентами как новая полезная модель образования. Научная новизна. Авторы впервые провели сентимент-анализ мнений о МООК и дистанционном обучении среди пользователей этих платформ в Турции. Это первое исследование, в котором рассматривается приоритетность растущей осведомленности о МООК и необходимости в дистанционном бизнес-образовании как наиболее предпочтительном типе МООК в условиях пандемии COVID-19. Практическая значимость. Предполагается, что данное исследование будет способствовать демонстрации заинтересованным участникам того, что МООК и программы микроквалификаций имеют высокий потенциал для осмысления тенденций изменения образования, особенно в условиях модели новой нормальности после пандемии COVID-19. Целостная образовательная модель учреждения образования сопряжена с трудностями в плане соответствия конкурентному характеру и ориентированному на результат подходу экосистемы электронного бизнеса. Рыночная реальность требует, чтобы учебные заведения предлагали более целенаправленные и прикладные образовательные решения для развития данной сферы обучения. Что касается курсов электронного бизнеса (электронная коммерция, цифровой маркетинг), то важность MOOК как решения, ориентированного на то, как, а не что, подробно обсуждается в статье. The present research is supported by Inonu University Scientific Research Projects Coordination Unit (Project No. SBA-2021-2442). Данное исследование поддержано Отделом координации научно-исследовательских проектов Университета Инёню (проект № SBA-2021-2442).

Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of the reports of the participating countries of the project was analysed in the context of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments. The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET. Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method. Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning. Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.

Introduction. Nowadays, the steadily growing relationship with the People’s Republic of China is one of the priority directions of the foreign policy of the Russian Federation. According to the author of the present paper, new opportunities for active constructive interaction between the countries are provided with the One Belt and One Road Initiative (OBOR or BRI) adopted by China for the purpose of combination of efforts of the states for stable development of economy in the Eurasian space and peaceful co-existence of the people on the basis of the principles of openness, inclusivity of different civilizations, tolerance, safety, mutual benefit and training.The aimof the paper is to discuss the status and prospects of the RussianChinese cooperation in the humanitarian field and search for new narrative for development cooperation.Methodology and research methods. The research was performed with a support on philosophical and general scientific methods: comparative, structurally functional and system types of analysis, synthesis, generalization, and forecasting.Results and scientific novelty. The Russian-Chinese recent cooperation was considered. Special attention was given to education communication strategy as one of the reliable and checked channels of establishment and consolidation of international economic relations. The educational component of humanitarian interaction enables to provide effective tools for adjustment and support for the international dialogue and has an extensive range of opportunities for harmonization of cultural, social and even political standards.It is emphasized that further strengthening of the productive bilateral interaction of the People’s Republic of China and the Russian Federation is prevented by its developed model which is under construction and functions mainly at the level of public authorities. In spite of the fact that the relations between two countries are on the rise, the potential of the existing model has become exhausted, and it is therefore necessary to search for other ways of future joint collaborative work. Strengthening of partnership requires the transition to multilateral cooperation with other states and mutual participation of Russia and China in the course of overcoming the social and economic imbalance in the zone of their shared interests – the territory of the revived Silk Road. The third countries located along its southern transit corridor, unlike the states of the northern direction, are characterized by the backwardness of economics, high unemployment rate, lack of the fair system of upward mobility, poverty and ignorance of the population, thus promoting the spread of religious extremism and escalation of international conflicts. The author proposed to involve the humanitarian sphere as the mechanism of the start of transcontinental infrastructure projects in order to normalize the social and economic situation in these regions, to overcome socio-cultural barriers and to achieve integration of economics of various states for the sake of their steady growth and effectivization. The coordinated actions of China, Russia and EU countries for the promotion and maintenance of modern models of education can become a decisive factor to stabilize and implement the One Belt and One Road Initiative in problematic regions. In the author’s view, partner States should focus on actions for modernization of national education systems and dissemination of scientific worldview, e.g. in the regions of the Northern Silk Road. Otherwise, the South will remain the centre of regularly military conflicts and terrorism financing, whereas the Russian and Chinese companies will continue to spend considerable personnel and financial resources for the safety of the ongoing joint projects.Practical significance. Materials of the research can be useful as a guide to reconsider the objectives of the Russian-Chinese alliance in the humanitarian sphere and generate new ideas on development and ways of implementation of the international educational programs.

Introduction . Professional training of the people possessing a wide range of entrepreneurial competencies is becoming an imperative in the conditions of a post-industrial society development characterized by a focus on innovation, priority of knowledge, a high level of competition and involvement of a big proportion of population in service industries. Universities are charged to play a key role in developing highly qualified specialists with an extensive creative and intellectual potential capable of implementing various business projects and becoming a driving force of a sustainable economic growth in their countries. Therefore, there is a big interest in practices of developing graduates’ entrepreneurial culture and literacy established in universities of developed countries. Aim . The article is aimed at systematizing the existing experience of the US and UK universities in delivering entrepreneurship education based on academic models as well as considering a possibility of adapting the most efficient conceptions, teaching approaches and techniques within the Russian higher education system. Methodology and research methods . The methods include a qualitative analysis of the concepts “entrepreneurship education” and “entrepreneurial competencies”. A case study method was used for describing the academic models applied for teaching entrepreneurship in different universities. Results and scientific novelty . The processes and outcomes of entrepreneurship training in the US and UK higher educational institutions were characterized and compared. The paper provides the description of the academic models applied at the leading universities for providing business education. They integrate the elements of experiential learning, multidisciplinary, multicultural, interactive, learner-centered teaching approaches to developing entrepreneurial behavior patterns, key and variable competencies and “soft” skills. The paper reveals the problems and drawbacks of entrepreneurship education delivery within the Russian higher education: a discrepancy between the competencies fixed in university curricula and the ones actually needed; an inadequacy of teaching methods and absence of consistency in the course of students’ acquisition of theoretical knowledge and practical skills for efficient entrepreneurship activity. Practical significance . The recommendations for improving entrepreneurship education in the Russian higher education system were proposed. The authors grounded a need for implementing an academic model of experiential learning, which enables graduates to develop entrepreneurial competencies and acquire a system of knowledge in the field of entrepreneurship.

Introduction. There are two tendencies considerably allocated in educational process of the modern higher school: the increasing amount of time for independent work of students and the active introduction of the information and communication technologies (ICT) which is followed by its continuous updating and improvement. The article contributes to the problem of managing competency-based and professionally-oriented self-study for future teachers; the suggested method combines the advantages of project-based learning and the use of ICT. Aim . The objective of the paper is to assess the efficacy of interdisciplinary e-project-based approach to managing university students’ self-study. Methods . To evaluate the efficacy of such innovative method as interdisciplinary e-projects, we use quantitative and qualitative assessment. A set of quantitative pre- and post-surveys are administered for students in order to evaluate their learning outcomes and competencies development. Students’ motivation and attitudes were evaluated through questionnaires, interviews and discussions. An expert group appraisal method was used to define assessment components. Results. The groups of didactic properties and ICT didactic functions are allocated and analysed. Types of educational projects are presented. Definition and characteristic of the interdisciplinary e-project are given. Results of the pedagogical experiment conducted in M. T. Kalashnikov Izhevsk State University are described; the technology of development among students of foreign-language and information-communication competences as the most important professional ones is approved. Scientific novelty. The method of interdisciplinary e-projects is offered; it involves a set of the educational-informative techniques and procedures realized in the electronic environment and directed to the solution of the interdisciplinary problem connected with types and tasks of vocational activity. Interdisciplinary eproject-based approach to managing university students’ self-study prevents the loss of vital professional competences that were formed at early stages of training; the problem-oriented nature of activity of pupils should be considered while performing e-projects. Gradual and systematic use of the method of interdisciplinary e-projects throughout the whole period of training in higher education institution provides positive dynamics of vocational training quality. Practical significance. E-project-based approach proposed in this paper can be used for full-and part-time educational courses, correspondence courses, and for vocational development courses.

The aim of the presented publication is to discuss the changes in the practice of professional higher education which consist in strengthening and emphasis of an educational component in educational process. Methods. The methods involve the analysis of a condition of higher education and the provisions of the Federal Law on Education regulating its functioning in the Russian Federation; text-centered approach to education of the person of culture – the professional specialist, responsible for the activities. Results and scientific novelty. It states that some drawbacks of the existing present-day education organization are being constantly discussed by a pedagogical community of the Russian Federation: the absence of development stability; the absence of effective strategies and technologies of their implementation; the triumph of national nihilism confirmed by high schools and individual scientists participation in different foreign educational projects, usually having world notorious reputation; penetration of commercial principals in to an education system, the latter having been turned in to an education service, etc. As a result the personality quality itself has greatly deteriorated as well as Russia society intellect, on the whole, according to some law, psychological, philosophical and pedagogical analysis. The article stresses that the way out maybe found in restoring Russian national traditions and lost values and returning them to Russian education via adequate upbringing process. The authors describe their innovative model comprising three directions: 1) the integral three-factor spiritual, moral and intellectual upbringing of the students; 2) specially selected text content professional information using text-centered approach and 3) peculiar interaction of two education subjects: a student and a teacher. Their cooperation envisages the following stages: first, teacher’s strict guidance of a student; then – teacher’s soft support of a student; after this – teacher’s accompanying a student at a special request and, at last, – wise consulting a student if needed. In the long run, in the author’s opinion, this system should succeed in creating some special platform for student’s further self-upbringing and self-learning. The model described in the paper is considered on the example of the discipline «A foreign language in the professional sphere». The just described model was worked out for effective foreign language education process perceived as a part of professional high-school education. Due to this system, foreign language becomes a source of professionally demanded and personally valuable information. Practical significance. The model provided in the paper gives the chance to the student to be lifted to self-education level, to plan professional self-development and to build an individual trajectory of professional career.

The aim of the investigation is to disclose lacks of dissertational works on pedagogics and to show possible ways of improvement of their quality. Results. It is stated that despite high volume and a variety of dissertational researches on pedagogical sciences, efficiency of their influence on education practice still remains rather low. The reason is low degree of quality of researches as many researches do not stimulate occurrence of innovations and growth of quality of education. As shown in the article the basic lacks that obstruct practical application are the following: a triviality and the unsubstantiated character, and insufficient novelty and excessive « scientificity». The author finds out the process and result of the most widespread type of the pedagogical research devoted to process of formation of personal quality, a kind of cultural experience or any pupils’ competence. The result of pedagogical research should contain criteria characteristic: the purposes of this process; maintenances of «transferred» experience; psychological conditions of its mastering; the description of system of pedagogical means and the receptions providing actualisation of these conditions; criteria and indicators of productivity of process; requirements to the teachers who are carrying out this process, and characteristics of pupils for which the offered technique is the most effective. The typical errors made by authors of researches are listed: psychological conditions (common factors, mechanisms) of expected innovations are not revealed; as a result the choice of means has no sufficient bases and reached effect can be a simple accident; authors do not provide evidence of changes that have resulted from application of any stated technique; the role of personal and professional qualities of the researcher are not pointed out, though it always takes a considerable place n pedagogical systems. cientific novelty. The paper is rather useful as the author gives a system consideration of the nature, specificity and conditions of scientific and pedagogical research productivity. Practical significance. The author provide the paper with accurate instructions for designing theoretical and empirical aspects of pedagogical research and ways of results summary that are the most comprehensible to their practical use while working on dissertation.

The purpose of the paper is the continuation of a cycle of the methodological articles, called to help work of young researchers. The general dissatisfaction with quality and results of research work in an education sphere and pedagogics has been largely caused not only insufficient level of methodological culture of competitors of scientific degrees and researchers-experts, but also their inability to choose a work technology of procedure of research that will be adequate to the purposes, problems and a plan of it. The present article is also devoted to this problem. Methods . The methods of the analysis, synthesis, idealisation, generalisation of author’s experience, a concrete definition and modelling are used. Results and scientific novelty . The general technology of scientific search in an education sphere is presented; the technology is developed on the basis of long-term experience of the Tyumen scientific and pedagogical school, and justified in practice. The author doesn’t take into consideration the rigid technology of algorithmic type which is hardly useful in works of creative character; but in the present case – frame technology that defines the expedient organisation, sequence of stages of work and its corresponding maintenance. The following technology components are described: self-determination of the researcher or research group on the basis of creation and the statement of the developed project of all procedures of search; statement of questions on initial allocation of the problem conducting ideas, a plan-way of its realisation; project performance, its ascertaining and a reformative part, research procedures (the basic stage); summarising, generalisation of the research performed, a writing of the text of report documents, preparation of total publications. Examples of typical errors of the young scientists who do not own the technology of scientific activity are given. Practical significance. Proposed recommendations stated in the paper are designated for teachers-researchers, students, master’s students, post-graduate students and doctoral students, mastering practical methodology of scientific and pedagogical search, and also to the supervisors of studies, aspiring to raise efficiency and content of the tutorial activity.

The aim of the paper is to consider the characteristics of the electronic textbook as the subject of the information-educational environment, which ensures the unity both of the procedural and substantive aspects of training.Results. The evolution of views on the electronic textbook in the course of the expansion and awareness of the didactic potential of information and communication technologies is shown. The structure of the electronic textbook is presented in the paper. It includes the following modules: information (invariant content of education and the expansion of its variability); organizational and procedural (variable-based assignments aimed at acquiring information, as well as a means of reflection and evaluation of results); personal (information and telecommunication means of organizing own knowledge); communicative (the field of information and assessment of interaction); and pedagogical (monitoring cognitive activity of students). The structure has been developed with due regard to the need of independent work of a student with the content of education in information and educational environment.Scientific novelty. The features of the independent work of the student in terms of abundance of information through information and communication technologies are analyzed. Special attention is paid to the development of independent cognitive activity of students, their subject position in education. On this bases, the key position that should be considered during the development of the electronic textbook are specified: cognitive activity is considered as an active process of constructing students’ new knowledge based on earlier formed personal experience; personal experience arises as a result of intellectual and cognitive activity of the student; cognition of something new requires an activity in the field of social communication; the efficiency of absorption of the content of education depends on the conditions of implementation of each student’s value preferences, intellectual capabilities and features.Practical significance. The paper is provided with generalisation of existing visions of electronic textbooks. The research material can be useful both to implementers of such educational means, and the teachers mastering new forms of work with schoolchildren

The paper considers the need for reinterpretation of the content and functions of methodological training of teacher-musicians in the higher school; the above problem being raised as the result of the massive penetration of information technologies, intensification of knowledge updates, rejection of narrow specializations, and propagation of the postmodern culture. The author focuses on modernization of methodology training of teachermusicians with the emphasis on general features of the modern musical environment affecting students’ personality. The proper methodology training of the future teacher-musicians, based on the culture-adequate knowledge and accompanied by the actual project activity forms, is capable to counteract the influence of the second-rate common musical tastes and negative world perception. In conclusion, the author highlights the need for intensification of the ontological and personal worldview orientation of methodology training and further development of professional tools. The paper is addressed to the higher school teachers and students, music school teachers, and additional education teachers.

The paper is devoted to the problem of professional selfdetermination, which involves selection of and enrolment in a particular educational institution, as well as preparation for a job placement after graduation in the fast changing labor market. Additionally, the authors point out the related complications, caused by deformations in the professional orientation system, and leading to a professional self-identification crisis. The aim of the research is to demonstrate that fostering the competitive university graduates -the priority task of the modern higher school - requires psycho-pedagogical facilitation, and flexible alternative application of available resources of time, content, organization, and technology. However, the necessity to follow the Federal State Educational Standards and other regulatory procedures slows down the higher school’s response to changing realities, and hinders the prompt development of mobile and adaptive educational programs. As an effective tool for solving the problem of professional selfidentification, the author recommends the variational programs of additional education, regarded as an option to the major specialization. The paper discusses the “SchoolofProfessional Success” project, approbated inBashkirskyStatePedagogicalUniversity, based on the competence and person-oriented approaches, and analytical monitoring of students’ requirements for additional skills and knowledge. The above experience can be further extrapolated to different fields of training.

The paper investigates the urgent issue of education outcomes estimation in the higher school, and reveals the current approaches to solving the problem of level estimation regarding the particular competences and their components – the elements of disciplinary competences. The level model of the competence components formation and acquisition is recommended along with the computation method for weight estimation of disciplinary components by means of integral differential criteria of education outcomes assessment. The examples of and practical recommendations for the above method application are given. In authors’ opinion, implementation of the given model combined with available instrumental and methodological means can raise the quality of education based on the competence approach. The paper is addressed to university teachers, methodologists and education quality experts in vocational universities.

The paper is devoted to the scientific and educational cooperation of Russia and China. Over the last two decades it has developed dramatically due to the constant support of the countries’ leaders and resulted in a large number of agreements in scientific, technical, educational and cultural spheres. The partnership involves the joint research programs, training programs, scientific and educational activities, mutual support of academic mobility of teachers and students, international conferences, workshops, contests of innovative projects and students’ festivals. The research methodology combines general scientific methods of logical cognition, analysis and synthesis, and statistic methods of selection, combination, comparison and generalization. The paper demonstrates the dynamics of Chinese students graduated in Russia from 1950 to 2013 and Russian students graduated in China in the last thirteen years, as well as the related prognoses for 2020. The partnership between Russia and China in educational sphere has a strategic importance for economic stability and steady development of both countries in the nearest and distant future, given the globalization processes, complicated international situation, etc. However, there still remains a considerable potential for the reciprocal friendly cooperation in educational and cultural spheres. The author emphasizes a need for further exploration and development of the intellectual exchange mechanisms and effectiveness of the process.

The paper discusses one of the urgent social problems - the discrepancy between the vocational education and labor market demands. Nowadays, apart from the necessary knowledge and skills, the college leavers should be able to meet the challenges of life – i.e. update the acquired information, establish necessary contacts, deal with multilevel nonstandard problems. For solving the above problem, the authors recommend a dual educational system, integrating the theoretical and practical courses and based on the training facilities of educational institutions and industrial enterprises. The given model is regarded as the most effective one for developing students’ potential and guaranteeing their adaptation to the work place. Due to the close interaction between the educational institutions and employers, the dual system can provide a successful psychological and professional integration of future specialists. In conclusion, the paper discusses the experience of Pervouralsk Metallurgical College implementing the duel system aimed at vocational training of qualified and competitive specialists.

The paper is devoted to the technique designed for diagnosing the technical university student’s readiness for research activities that is closely related to the research competence structure. Based on the survey results and literature analysis, the authors considered ten primary components of the readiness in question, and analyzed each component along with the corresponding weight value, mean value, and probability density. Consequently, the high level of academic knowledge and motivation for research activity were singled out as the priority components. The paper describes the linear mathematical model, developed for diagnosing student’s readiness for research activities, and presents the minimum, maximum and threshold values of diagnostic assessments, and the relating indicators. The given model can be used as the basic one for developing a test software product for students and research supervisors diagnosing the readiness for research activity

Nowadays there is a growing demand for qualified engineers, researchers and developers with the information technology competence, and ability in self-development, self-perfection and self-knowledge; and the variative higher education is needed for training such specialists. The paper describes the experience of Izhevsk State Technical University providing the opportunity for individual selection of educational curricula and independent Engineering Graphics training aimed at developing spatial imagination, capability of finding the constructive engineering solutions and analysis and synthesis of spatial forms. The possible individual educational directions are given including the professional, informational and research ones. The paper demonstrates the basic and variant module elements of the Descriptive Geometry and Engineering Graphics discipline, the competence formation levels of Engineering Graphics (basic, reconstructive and creative) being outlined along with the relating estimation methods. The authors recommend the group expert estimation method for selecting individual educational curricula, competence oriented assessment means, and providing the high quality diagnostics.

The paper deals with one of the urgent problems of the postindustrial society – rational consumption of energy resources. The authors point out the objective and subjective energy-saving factors, as well as the reasons behind the neutral and indifferent attitude to the energy saving. The given concept is specified as the complex of actions designed for decreasing the futile energy losses. The energy saving policy requires the adequate competence that should be developed from the pre-school age and maintained through the system of life-long learning. The crucial role in developing the competence in question belongs to the teachers fully endowed with the necessary psychological and pedagogical knowledge. The paper defines the concept of energy saving competence, and analyzes its axiological, motivational, cognitive, and reflexive components, along with the energy related ecological qualities in order to single out the adequate criteria of rational energy utilization. In conclusion, the authors come out with the structural content model designed for fostering the energy-saving competence, including the objective, operational, organizational, and reflexive blocks. Additionally, the paper contains the approximate list of general cultural and professional competences, as well as the ways of their acquisition by vocational school students and teachers.

The paper discusses the controversial theoretical and practical aspects of vocational pedagogical education, its target orientation and distinction from the general pedagogical education. The authors propose the heuristic model of professional educational environment as the methodology basis for fostering the vocational teacher training; the model involves the synergy principle and includes the three coordinate vectors: human subjects of the above environment, continuing vocational education, and professional world. The paper provides the comparative paradigm analysis of traditional and innovative advanced education, and traces the logic of innovative achievements and their implementation in educational practice. The author regards the interdisciplinary education as the main factor improving the effectiveness of innovative education, and suggests the project method as a means for integrating the disciplines and developing the interdisciplinary competence. In conclusion, the author emphasizes the need for updating the vocational pedagogical education by consolidated efforts of scientists and practicing teachers.

The paper looks at the institutional and functional features of the artisan activities, and vocational training of future artisans- entrepreneurs; the specificity of career guidance in related training profiles is discussed. In the course of successful socio-economic development, the given specialists can form a considerable part of the Russian middle class strata. However, there exist the two opposite trends: on the one hand, the specialists realize the modern day requirements for vocational training and enrollee selection, while, on the other hand, the majority of the society regards the artisan occupations as common and primitive. This controversy signals the urgent need for vocational guidance addressed to the school leavers. The authors suggest using acmeology – the studies of the highest professional achievements – along with psychological facilitation and visual grounds for career guidance development. The paper is recommended to the secondary school teachers, vocational training teachers and sociologists analyzing and predicting the labor market demands.

The paper is devoted to the urgent issue of moral personality formation in the framework of the modern education system. Both the society and education specialists are concerned about the unsatisfactory moral education of the growing generation. For solving the problem of moral revival, the author considers the Russian pedagogical heritage - in particular, philosophical and publicistic works of F. M. Dostoyevsky and L. N. Tolstoy. The paper provides the modern definition of spirituality as the intellectual essence of the human being, based both on the deep knowledge of nature, society, human individuality and humanistic or religious values outweighing the selfish needs. In author’s opinion, the pedagogical concepts developed by Dostoyevsky and Tolstoy are still relevant, being aimed at developing a free personality and addressing the universal human values. The ideas and concepts of the 19th century’s outstanding thinkers perfectly correspond with the currently proclaimed educational content: they define the man as the highest society value; direct all the principles and parenting practices of spiritual and ethic education at creativity development, self-development, and self-improvement; and acknowledge the student’s right of individuality.

The paper investigates the potential of the intelligent data processing tools presently implemented by economists, marketers and business analytics for solving the economic problems of synthesis and prognostication of financial processes based on quantitative and qualitative indicators. The adaptation of the above methods for pedagogical data processing and implementation in educational process can improve the education management quality and control. The paper presents the theoretical and practical aspects of the intelligent data analysis in pedagogy, the relevance of the problem being substantiated. The author looks at the origination and formation of the intelligent data analysis and gives the estimation examples of qualitative characteristics of teaching process, as well as the students’ personal characteristics based on the Data mining resources. The author recommends the ways for developing the patterns underlying the Data mining methods. The given approach in combination with the modern software tools can provide the data processing related to education management, i.e. pedagogical monitoring, identification of aspects affecting educational outcomes, early correction of educational department activities, etc. В работе рассмотрены возможности существующих средств интеллектуальной обработки данных, которые в настоящее время активно используются экономистами, маркетологами и бизнес-аналитиками и позволяют на основе анализа количественных и качественных экономических показателей решать вопросы синтеза и прогнозирования финансово-экономических процессов. Адаптация данных методов дляобработки педагогической информации и широкое их внедрение в образовательный процесс могут резко повысить качество управления обучением и контроль над ним. В статье обсуждаются теоретические и практические аспекты применения интеллектуального анализа данных в педагогике, обоснована актуальность данной темы. Проанализированы этапы возникновения и становления направления интеллектуального анализа данных. Продемонстрированы примеры оценивания качественных характеристик учения и личностных характеристик студентов с помощью средств Data Mining.Автором предложены подходы к составлению шаблонов, лежащих в основе методов Data Mining, которые в совокупности с применением современных программных средств дают возможность производить обработку материалов педагогического мониторинга, выявлять факторы, оказывающие влияние на результат обучения, своевременно корректировать дальнейшую работу учебного заведения, т. е. осуществлять педагогическое управление.

The paper emphasizes the necessity of systemizing the pedagogic concepts to complement the pluralism principle dominating in pedagogy over the recent years. The author recommends the person oriented systematic synergetic methodology combining various research data into a holistic scientific approach. The paper regards education as the core pedagogic concept - including training, upbringing, self-education, their respective subcomponents, and generated personal resource. The elements of personal resource combine the acquired knowledge, skills and values, developed subjective attitudes and individual health data. The key pedagogic terms describing the educational process are represented by a three-level system; the first level involves the educational form concepts, the second – generated personal resource, the third – summarized notion system combining the previous levels and reflecting their binary relations. The given construct systemizes the pedagogic conceptual apparatus and clarifies the theoretical notion of personal education.

The paper deals with the theory and practice of social audit of the municipal system of general education. The authors have developed a conceptual model of social audit to accurately identify both the short- and long-term development prospects of the given system. The paper describes the social audit procedures in Berezovsky municipal district of Sverdlovsk region including four stages: the content analysis of municipal documents concerning the development strategy of the general education system, diagnosis of the current conditions and problems, effectiveness evaluation of the municipal system of general education, and practical recommendations for improving the education quality. The above mentioned audit demonstrates that the indices of education development are unsystematically tracked, obstructing therefore the adjustment process. To solve the given problems the following measures are recommended: personnel policy development, creating the regional managerial reserve and organizing management workshops, informing the teachers about the modern educational tools, and updating the municipal program of the «Educational System Development of Berezovsky Municipal District for 20011–20015». However, the above suggestions target only the current problems disregarding the challenges of tomorrow which require the advancing strategy. In authors’ opinion, the main emphasis should be re-placed on the quality improvement of the municipal educational services instead of the infrastructure reinforcement.

The paper discusses basic implementation aspects of the Mathematical Education Development Concept, adopted by the Russian Government in 2013. According to the above document, the main problems of mathematical education include: low motivation of secondary and higher school students for studying the discipline, resulted from underestimation of mathematical knowledge; and outdated educational content, overloaded by technical elements. In the author’s opinion, a number of important new mathematical fields, developed over the last years, - the graph theory, discrete mathematics, encoding theory, fractal geometry, etc – have a large methodological and applied educational potential. However, these new subdisciplines have very little representation both in the secondary and higher school mathematical curricula. As a solution for overcoming the gap between the latest scientific achievements and pedagogical practices, the author recommends integration of the above mentioned mathematical disciplines in educational curricula instead of some outdated technical issues. In conclusion, the paper emphasizes the need for qualified mathematical teachers’ training for solving the problems of students’ motivation development and content updates.

The paper looks at the problems facing the art teachers and resulted, in the author’s opinion, from separation of the content and functional side of the subject. The other problem is the lack of insight regarding social behavior, forms of consciousness and perception (including the spatial and temporal ones) underlying all sorts and forms of art. The paper demonstrates the interrelations between the history of arts and education history considered in terms of development and fixation of various forms of social consciousness. The audiovisual syncretism is regarded as the nature of perception and world reflection at specific historical stages of human knowledge and creativity development. Both the history of arts and education include the content and procedure related aspects. The whole history of pedagogy involves the procedure improvements (methods, means, forms, etc.) along the way «from integration to differentiation, and backwards»; and on the other side, it incorporates the invariable educational content. Likewise, throughout the history of arts we can trace the procedural aspect developments and the existence of the “eternal” content related to personality upbringing Автор статьи считает, что проблемы, которые возникают перед учителем искусства в педагогической практике, обусловлены разделением содержания и функциональности предмета, отсутствием у педагогов, особенно молодых, осознания того, что в основе любых видов и форм искусства лежит общественное поведение человека, способы видения, слышания и мышления, особое понимание движения (а значит, особое понимание пространства и времени) и, как следствие, особый принцип построения представления образа из этих элементов. Показана взаимосвязь истории искусства и образования, которая рассматривается с точки зрения развития и закрепления форм общественного сознания. Аудиовизуальный синкретизм прослеживается как природа восприятия и отражения мира на конкретных исторических стадиях познания и творчества. История искусства и история образования включают две стороны – содержательную и процессуальную. Со времени становления педагогики как отдельной области знаний до сегодняшнего дня продолжаются поиски совершенствования именно процессуальной стороны (методов, средств, форм и т. д.), сводящиеся к маршруту «от интеграции до дифференциации и обратно» при неизменном содержании воспитания. То же демонстрирует история искусств с момента его распада на отдельные виды до современного искусства с его разработками интегративных методов, средств и форм (процессуальная сторона) при «вечном» содержании – воспитании личности. Статья адресована учителям школ, студентам и преподавателям средних специальных и высших учебных заведений, чья деятельность связана с образовательной областью «Искусство»

The paper considers one of the main theoretical and practical pedagogical problems of education quality assessment. The quality measurement depends on successful identification of genuine (scientific) and false diagnostic methods; the process becomes more complicated in case of latent variables. As a solution, the authors recommend the Rasch measurement model for identifying an integral indicator of education quality. The method in question involves designing, approbation and analysis of diagnostic materials, as well as mathematical and statistical data processing based on specialized computer software. The paper describes the advantages and theoretical potential of the Rasch method, and emphasizes its capacity for solving the key problem of quality modeling – i.e. suitability and utility of the indicator variables for the given research.

The paper reveals the research findings concerning a complicated process of academic staff formation in the secondary school. The main determinants of the process include the discrepancy between the actual development level of academic staff and the existing requirements of pedagogic society. The author denotes the main motives for academic staff development: moral and financial incentives for professional growth, new educational tasks, unsatisfactory social status of educational institution, etc; and identifies the complex of objective and subjective conditions positively affecting the given process. According to the author, the main priority should be given to the methodological provision of academic staff, integration of their activity, and stimulation of informational, methodical, and organizational channels of school activity. In conclusion, the paper considers the principles of life-long teacher training, corporate cooperation, partnership and solidarity, and discusses the technological structure of academic staff development, based on the competence model of education.

The paper considers the problem of young people’s moral education with the reference to the system of secondary vocational education; the relevance of the study being enhanced by the greater independence of vocational college students compared to their high school peers. In addition, the paper describes the psychological and pedagogical difficulties in developing the moral norms, behavior principles, and life position in adolescence, when a mere moral declaration has little effect. Taking into consideration the students’ psychological and age characteristics, the authors suggest the active methods of dialogical interactions and recommend the system of ethical education and culture studies based on a differentiated understanding of specificity of the domestic moral culture, and axiological analysis of its educational potential. The multi-variant moral norms coexisting in modernRussiainclude the traditional, aristocratic, pragmatic and other types of values; all of them can be introduced in the series of educational discussions. The paper lists the approximate topics for such ethical and cultural debates, and demonstrates the expected effect of students’ moral self-assessment related to their life position and behavior patterns. The recognized moral values are likely to make a foundation for the students’ proper behavior both in college and in their future work.

The paper raises the issue of school teachers’ resistance to innovations related to modernization procedures, updates of educational content, methods and forms. The rejection of innovations is regarded by the authors as a psychological and pedagogical phenomenon; its roots and causes being analyzed including the consequences of some ineffective, poorly developed and even harmful innovations introduced or proposed by the Russian Ministry of Education and Science. The research findings demonstrate different innovation barriers along with the resulting inner skepticism and its external manifestation. However, in spite of partially justified skepticism, the authors maintain that the firm resistance to any innovation adversely affects both the education quality and teachers’ personal and professional characteristics. In conclusion, the paper suggests some preventive measures for overcoming teachers’ resistance to positive innovations in educational practices, and describes a successful experience of one of the rural schools applying a psychological mechanism of internalization of innovations. Additionally, the role of the school principal in developing teachers’ motivation for innovations is emphasized.

The paper is devoted to a comparative analysis of international developments in establishing the qualifications systems; the related experience of the European Union countries are examined along with the main trends of the European discourse. The author demonstrates the mechanisms, guaranteeing the international comparability and compatibility of qualifications, and credits accumulation and transfer in vocational and higher education. The special emphasis is placed on developing principles of the national qualifications framework regarded as a basis of qualifications systems, the importance of the state participation and regulation of the na- tional qualifications systems development, maintenance and coordination is pointed out. The paper describes different models of the end-users participation in the national qualifications system formation, including the general public, employers, education administrations and employment bodies.

The paper deals with the current problem of modern education – developing the many-sided background for preschool children’s learning activities. At the given stage it is necessary to develop the algorithmic skills – the capability of and readiness for solving different kinds of problems in the strict sequence of operations according to the given patterns. Such algorithmic skills have a meta-disciplinary character and can be developed in class and at home. The paper highlights the algorithmic skills components (personal, regulatory, cognitive and communicative) and the key indicators of their formation. The method for developing the algorithmic skills of preschool children is given including the three age related stages: ability to perform the linear algorithms (middle group), working with the branched cyclic algorithms (senior group), mastering the acquired skills and ability to perform some self- dependent tasks (preparatory group). The paper is addressed to the specialists working in the preschool educational sphere: preschool teachers, methodists, psychologists, directors of kindergartens.

The paper explores the cultural competence development in compliance with the new educational standards and regarding the pedagogic students. The above competence formation requires the complex approach and combination of both curricular and extracurricular educational forms. The research is aimed at demonstrating the opportunities of the museum teaching in the higher pedagogic schools as the effective means for developing the competence in question. The paper denotes the concepts of cultural educational activities and regional cultural educational environment, defines the components of the cultural educational competence, and describes the authors’ teaching experience in the above competence formation related to the museum activity. The author carried out the experiment at Lesosibirsky Pedagogical Institute - the affiliate of Siberian Federal University; in the course of the History of Pedagogy and Education the students collected, explored and prepared the information for the Museum of the History of Education Development in Russia. The method of phased planning was applied to preparation of the museum exhibition, including the organizational, research, expositional and expert stages; the traditional pedagogic research methods of observation, questionnaires, analysis, etc. were applied in the course of the experiment. The research materials can be used by the teachers of the History of Pedagogy, heads of educational institutions and museum organizers.

The paper considers the European experience of the citizenship education developmentan important aspect of internal policy in the most countries. The education in question is considered to be the democratic citizenship training aimed at developing the loyal attitude to different value priorities in society, social responsibility, active citizenship position, awareness of democratic rights, capability of using and protecting them. The author looks at the transformation of citizenship education concept in the last three decades from the civics education (i.e. history, political science, law, etc.) to the democratic citizen education. The paper analyzes differ- ent approaches to citizenship education in several European countries including the post-soviet ones. It is emphasized that both in western and eastern Europe a lot of effort is made for spreading and supporting the education in question. The author recommends considering the foreign experience of integrating the democratic citizenship education into the state academic curricula at the primary, secondary and higher school levels.

The paper looks at the phenomena of security and social security from the philosophical, sociological and psychological perspective. The undertaken analysis of domestic and foreign scientific materials demonstrates the need for interdisciplinary studies, including pedagogy and education, aimed at developing the guidelines for protecting the social system from destruction. The paper defines the indicators, security level indices and their assessment methods singled out from the analytical reports and security studies by the leading Russian sociological centers and international expert organizations, including the United Nations. The research is aimed at finding out the adequate models of personal and social security control systems at various social levels. The theoretical concepts can be applied by the teachers of the Bases of Life Safety course, the managers and researches developing the assessment criteria and security indices of educational environment evaluation, as well as the methods of diagnostics and expertise of educational establishments from the security standpoint.

The paper is devoted to the technology of qualimetric competence formation of undergraduate pedagogic students training for the bachelor degree. The author regards the qualimetric competence as the complex of expertise, skills, and abilities necessary for successful professional activities, related to student assessment and training quality control. The structure of the above competence includes the following set of components: organizational, managerial, control and evaluation, informational, analytical and personal. The paper provides the characteristics of the “Educational Quality Control” course designed for the bachelor students specializing in Technological Education. The opportunities for using the case technology both in classroom and as the self study work are described along with the options of cases and the criteria for their evaluation. According to the author, it is advisable to use the group peer review method as the key one in quality measurement. The implementation results of the above course demonstrate the positive dynamics in qualimetric competence formation of the future bachelors in Technological Education.

The paper is devoted to the quality issue of the research conducted by the candidates for a scientific degree in pedagogy and psychology. The author – Chairman of the Expert Council in Pedagogy and Psychology of the Higher Attestation Commission and Vice President of the Russian Academy of Education –points out once again that awarding the scientific degree involves both the assessment of the research work and validation of the candidate’s contribution to the scientific society: publications, conference and symposium presentations, participation in discussions, etc. The paper exemplifies and analyzes the shortcomings of the thesis research: methodological illiteracy, incorrect wording, irrelevant and narrow themes and hypotheses, obvious borrowing of ideas, lack of novelty. The author lays the blame for the undue level of theses on the candidates for a degree, as well as the expert society – the department and laboratory staff, scientific and dissertation councils, scientific advisors, opponents and consult- ants, and experts of the Higher Attestation Commission. The paper suggests the correcting ways to improve the current situation in theses preparation, its defense and approval.

The paper explores the theoretical and practical aspects of interactive mode of teaching students by using active educational methods improving the quality of educational process and increasing students’ motivation for comprehensive and in-depth learning. The list of interactive teaching techniques is given providing the development of necessary professional abilities and skills, and fostering students’ responsibility for training results, critical thinking, reflexive skills, self-dependency in solving educational problems, training mobility, etc. The detailed descriptions of effective, yet comparatively new in subject-based teaching, methods of case studies and cross-cultural communication are provided, the opportunities for their implementation indicated. The paper emphasizes such aspects of educational process as self-assessment and peer-assessment of students’ achievements. The authors suggest the original approach to educational results evaluation in interactive educational environment, shifting the emphasis from students’ lack of knowledge and skills onto their abilities and achievements. The exact criteria of current control help optimize students’ extracurricular self-dependent work, providing teaches with the feasible leverages for controlling this important activity significantly enlarged in proportion in modern education. As the final control, the authors have chosen defending the thematic portfolio in electronic form, which allows integrating qualitative and behavioral assessment of the assimilated training course. The present research was carried out in the context of the competence paradigm of education. The paper contains the research findings in the field of comparative pedagogy and demonstrates the experience of implementing the interactive teaching mode exemplified by «Sustainability and the Environment» virtual course for bachelors and master’s degree holders training in the humanities and natural sciences profiles.

The paper reveals the inefficiency problem of preventive measures controlling students’ intolerant and extremist behavior in higher educational institutions. According to the author, such trends in students’ society, as well as the rising phenomenon of nationalistic religious identity inevitably leading to interpersonal tensions, are caused in the last decades by the degrading prestige of higher education, growing pragmatism and formality of its achievement and key value depreciation in higher educational institutions. To improve the existing situation, it is necessary to revive the main functions of higher educational establishments –the intellectual and professional elite formation, cherishing the humanity values, social responsibility and active civil position; on the other hand, it is vitally important to create the system of prevention and correction of such trends as intolerance and extremism. However, the above goals are aggravated by the number of other problems listed in the paper. The method of developing the system of complex prevention of the mentioned negative phenomena is proposed with the reference to higher educational institutions; the specific stages of the given method, the technologies and organizational forms being outlined; the practical application and outcome in Tyumen State University being discussed. The research findings can be interesting for people responsible for preventive measures in higher educational instinutionms.

The paper is devoted to the communicative competence approach in professional training of physicians on the undergraduate level. The main emphasis is on developing linguistic, sociolinguistic and pragmatic competences while teaching the Russian language and the culture of speech. The paper is aimed at analyzing the requirements of federal state educational standards of the 3rd generation concerning the competences in the humanities which should be developed by medical students in the course of the Russian language and the culture of speech; defining the contents of the «communicative competence» term based on consideration of general European competences in mastering the language and the analysis of lingua-didactic works of modern Russian scientists; identifying the component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course for medical schools. The research results regarding the analysis and component content of linguistic, sociolinguistic and pragmatic competences of the Russian language and the culture of speech course have been applied while designing the Russian and the culture of speech curriculum, as well as electronic textbooks and manuals for medical students.

The paper, devoted to the communicative competence development, regards it as the key element of professional competence. Modern specialists in any sphere of professional activity need the necessary information and communication skills (i.e. the ability to use the principles of busyness communication for planning and analysis, goal-setting, choosing strategies, understanding the partners’ intentions and modifying the communication ways). The author highlights the labor market requirements to communication skills of the higher school graduates, and insists on introducing the theoretical and practical methods of communication competence development into the educational curricula. The paper specifies the aspects of perception and reflection in interpersonal contacts, and describes the group training methods with the main emphasis on such collective forms as role plays, group discussions, and training sessions. The outlines of the training program in business communication are given along with its approbation results including the improvements in students’ self-assessment, group communication, feelings, moods, activity, self-control in conflict situations, etc.

The paper looks at one of the urgent educational problems of tolerance development by teachers and students; tolerance being viewed as the openness to the new knowledge acquisition, willingness to understand other people and cooperate with them, and therefore the opportunity for self- development. The paper outlines the ways of tolerant attitudes formation by all the human subjects of educational process; the concept of person oriented teaching is considered to be the basic one for tolerance development. To optimize the specialists’ training for communication at any level of professional environment, the cognitive activity educational model is suggested, providing the ways out of any complicated pedagogical situation. The cognitive psychology concepts give the background for the above model. The education in question promotes the intellectual level of the prospective teachers, intensifies their creative potential, methodological thinking and practical experience, as well as tolerance development in professional communication process.

The paper investigates the qualitative and quantitative research methods, their application fields, advantages and limitations. The author argues that, in spite of the high capabilities of modern mathematical apparatus and information technologies, the qualitative research methods still retain their priority in pedagogy. The examples of comparative experimental analysis are given demonstrating the lack of universality typical of the quantitative methods. Both methods are generally applied as the separate procedures; however, there are some modern research methods integrating the above ap proaches. The paper demonstrates such integration by means of the Seman- tic Differential Method implemented in the students’ creativity studies in the Grammar school of Tyumen State University. The research materials can be of interest to specialists in education and pedagogy exploring the students’ creative abilities.

The aim of the study is to justify the need of teaching students how to use communicative skills in foreign language during the job interview; to demonstrate how to form the corresponding verbal competences based on the analysis of the certain communicative situation. Methods. The complex of complementary research methods are used in order to achieve the set goal: theoretical methods – analysis, synthesis, generalization of research papers; empirical methods – discourse-analysis of institutional communication; methods of data collection and storage; experimental methods – experimental learning, implementation. Results and scientific novelty. It is shown how to build up pupils’ competence of speech behavior during business dialogue, proceeding from a communicative situation. For the first time the job interview was described from the communicative point of view (strategic goals and verbal behavior of both communicators) based on the recordings of real job interviews. Practical significance. The study results presented in the paper may be used in direct teaching communicative skills at the job interview, in theoretical courses (delivering lectures on cross-cultural education, teaching foreign languages, the language of the specialty, etc.).

Introduction. In the context of globalisation and internationalisation of higher education, university rankings are becoming an important tool for assessing the quality of education received by students at various higher education institutions around the world. These processes actualise the issues of possibilities for practical use of methodologies for calculation of global and national university rankings.The aim of the study was to develop and apply a methodological approach to multivariate the analysis of Higher Education Institutions (HEIs) classification procedures, to construct and analyse aggregated indicators for global and national rating systems of higher education organisations, and to assess the relationship between them.Methodology and research methods. The current paper presents a system analysis of databases of rating systems and an aggregation of independent evaluations of global and national rankings of HEIs using the methodology of league table analysis based on mathematical apparatus of the voting theory. The dependence of global and national university rankings indicators was investigated using correlation, cluster, factor, regression (linear and polynomial) and dispersion methods of analysis.Results and scientific novelty. A comprehensive comparative analysis of ranking systems and their results was carried out. The authors solved the problem of aggregating multiple heterogeneous studies of global and national ranking systems with their qualitative and quantitative variety of criteria, indicators and methods of assessment. The correlation between the indicators of aggregated global and national rankings was revealed; the regression dependence of the integral national ranking with the results of the leading global rating systems was determined.Practical significance. The developed methodical approach is a convenient and effective mechanism for comprehensive monitoring of the members of educational process.

Using computers in the preschool children teaching is a comparatively new and actively discussed idea in pedagogic society. The research is aimed at substantiating the necessity and effectiveness of integrating the information technologies into the physical education classes of the senior preschool children, in particular, for the health preserving training. The author describes the methods developing the health preserving attitude and skills. One of them - the biological feedback method, based on using the “Breathing” computer simulator, - is regarded as the perspective one. The paper contains the theoretical and practical materials on the problem of information technologies application in preschool educational establishments; the obvious pedagogic, methodological and economic advantages are given in comparison with the traditional educational forms. The paper is targeting the teachers and students of pedagogic higher schools and physical training institutes, scientists, methodologists, and information technologies experts in educational sphere.

The paper reveals the basic statements of the author’s concept of the pedagogical hermeneutics – the theory and practice of text interpretation of different genres focused on deeper and detailed understanding with the reference to socio- cultural traditions, reflective comprehension of the emotional and spiritual human experience, as well as personal experience of educational process participants. It has been proved that pedagogical hermeneutics is required as a methodology of the humanistic understanding of the cultural phenomena, being based on the idea of mediated influence of cultural texts comprehension methods on human consciousness, ways of thinking, world views, and other education related spheres such as forecasting, modeling, projecting, diagnosing and pedagogic communication. The paper describes the principles and methods of pedagogic hermeneutics such as cultural mediation, integrity, metaphor conceptualization, inter-text method, converted forms, convertibility of mentality, etc. The research findings are assessed applying the Author’s Concept Interpretation method by A. N. Slavskaya, the Semantic Differential and M. Rockich’ method, etc. The suggested approach can be implemented in comprehensive school, teachers’ training and research work.

The paper deals with one of the fast developing modern educational approaches – the pedagogy of dialog, based on the philosophical works and concepts of the well-known thinkers of the 20-th century: M. Buber, F. Ebner, O. Rosenshtok-Hussy, M. Bakhtin, etc. Two main directions of dialogic pedagogy are outlined – the instrumental and ontological. Within the framework of the first direction, the dialog is considered to be the main means or instrument of effective teaching used for communication skills development. According to the ontological version, the dialog is not only the instrument, but rather the dominating goal of education: it facilitates meaning- ful assimilation of skills and knowledge, including the learning ability; promotes cooperation and communal life skills; provides favorable conditions for versatile creative self-development. The supporters of this approach regard the real people, as well as the art works, nature, culture, alter ego etc, as the dialog subjects. The paper observes the main characteristics or prerequisites of dialogic interaction: dialogic attitude (emotionally ethical precondition); antinomian thinking (intellectual precondition); open outlook and creativity (precondition of personal meaning creation in the course of dialog). The comparative analysis of dialogism and non-dialogism of schoolchildren from Riga and Moscow are given regarding their behavior in conflicting situations; attitude to extremism; and reactions to bulling situations. The author is convinced that studying students’ dialogism in different age groups should be continued to improve the educational process effectiveness. Shearing the positive experience in dialogic education by Latvian and Russian colleagues can be very useful.

Introduction. Modern views on the goals and content of education around the world are changing the viewpoints on educational assessment: the goals and functions of assessment are expanded, new assessment forms and tools are being introduced, the roles of students and teachers in assessment practice are revised. Global trends in educational assessment are reflected in national education systems, many of which have made the transition to criteria-based assessment. This process is accompanied by a rapid increase in the volume of scientific and methodological publications on this issue, reducing the ability of scientists and practising educators to comprehend the cumulative evidence in this area of research, which is important at the stage of reform. The solution to this problem can be facilitated by an analytical review of sources, representing a generalisation of international experience in the development of educational assessment.Aim. Based on the analysis of scientific publications, the current research is aimed to comprehend and generalise the current trends prevailing in the world theory and practice of assessment of student learning outcomes, to identify problems and contradictions as a potential basis for the occurrence of risks in assessment practices, to determine the current research directions towards the improvement of assessment in education.Methodology and research methods. The scientific papers of the last thirty years, revealing the issues of the education process assessment, have been used in the research. Sources were selected through the methods of descriptive and bibliometric analysis. The comparative and aspect-based analyses were employed in the research.Results. The wide range of assessment goals confirms the significance of the assessment as the education component; however, it results in some contradictions between the goals, which appear in estimated dichotomies: formative and summative assessment, norm-based and criteria-based assessment. Despite the contrapositive between the formative and summa-tive assessments, the analysis conducted shows the necessity of their integration. The variety of theoretical approaches to the interpretation of assessment forms, the ambiguous definition and use of terminology, the multiplicity of criteria-based assessment models, qualitatively different approaches to the development of criteria and the creation of assessment rubrics on their basis are sources of risks in the practice of educational assessment. In addition, an obstacle to ensuring effective assessment of students’ educational achievements is the insufficient level of competence of teachers as assessors, the unpreparedness of students themselves to take responsibility for the results of their learning.Scientific novelty. From a critical standpoint, the ideas are presented and the results of discussions on the problems of assessing the educational results of students in scientific sources are summarised. The analysis performed can serve as a basis for further research to build an ordered theoretical framework for assessment in education.Practical significance. An analysis of the pros and cons of international experience in the field of educational assessment can help scientists and practising teachers gain a more objective view of new approaches to the assessment of student learning outcomes, thereby contributing to the minimisation of the manifestation of possible risks in the development of assessment tools and procedures and their implementation in educational practice.

Introduction. Active using of Internet technologies in the process of learning has become one of the most characteristic trends in the development of Russian education system over the past few years. The spread of this trend is facilitated by both the internal patterns of the development of Russian educational institutions and the need to transfer the learning process to a distance learning format, which arose under quarantine measures due to the Covid-19 pandemic. At the same time, it remains difficult to say, whether this process meets the real needs of students or not. The aim of the article is to identify and describe the main sentiments that arise in the environment of Russian students in connection with the growing role of the Internet in the learning process. Methodology and research methods. The present research is based on a complex methodology and uses both theoretical and empirical methods of analysis. The conceptual framework and the initial hypothesis of the research are determined on the basis of an analytical review of current papers in the area of psychology and sociology of education, which was implemented by using of common scientific methods: analysis, synthesis, comparison, and generalisation. The peculiarities of the actual attitudes of students to online learning were revealed using a mass survey of students in Ekaterinburg (N = 526) and an in-depth psychodiagnostic questionnaire conducted among students at the Ural State Pedagogical University (N = 120). Results. In the course of the research, it was established that the increasing internetisation of the learning process does not correspond to the real needs and patterns of behaviour of the majority of students and is perceived by them rather negatively. It was possible to find out that Russian researchers are used to considering modern students as a special generation of people, who have grown up in the conditions of the widespread spread of Internet technologies, who are accustomed to using such technologies very actively and are in need of their application within the framework of the learning process. However, the analysis of real moods of the students demonstrated that such a view is only partly true. Although many of them are really accustomed to actively using the Internet in their daily lives, most of them do not express real demand for using of it into the learning process. Scientific novelty. The authors substantiate skepticism about the intensive implementation of Internet technologies in the process of learning. The argument for the inconsistency of online learning with the real needs and patterns of behaviour of student representatives is presented. The need to carefully introduce Internet technologies into the learning process is recognised. Practical significance. The research materials can be used for the optimisation of Internet technologies implementation in the learning process and for the clarification of optimal algorithms for using such technologies when working with students. Введение. Внедрение интернет-технологий в процесс обучения превратилось в один из наиболее характерных трендов развития российской системы образования последних нескольких лет. Распространению этого тренда способствуют как внутренние закономерности развития российских образовательных учреждений, так и необходимость перевода всего процесса обучения в дистанционный формат, которая возникла в условиях карантинных мер из-за пандемии Covid-19. Вместе с тем остается не вполне ясно, какое отношение к усиливающейся интернетизации процесса обучения возникает у одного из ключевых участников этого процесса - студентов. Цель представленного в статье исследования - идентификация и описание основных настроений, возникающих в среде российского студенчества в связи с активным внедрением интернет-технологий в процесс обучения. Методология и методы исследования. Представленное исследование базируется на комплексной методологии и опирается на методы как теоретического, так и эмпирического анализа. Концептуальная рамка и исходная гипотеза исследования определены на основе аналитического обзора актуальных трудов в области психологии и социологии образования, выполненного при помощи общенаучных методов: анализа, синтеза, сравнения, обобщения. Особенности фактического отношения студенчества к интернетизации обучения были выявлены при помощи массового опроса студенчества г. Екатеринбурга (N = 526) и углубленного психодиагностического анкетирования, проведенного среди студентов Уральского государственного педагогического университета (N = 120). Результаты исследования. В ходе исследования было установлено, что усиливающаяся интернетизация процесса обучения не соответствует реальным потребностям и закономерностям поведения большинства студентов и воспринимается ими скорее негативно. Удалось выяснить, что российские исследователи привыкли рассматривать современное российское студенчество в качестве особого поколения людей, взрослевших в условиях повсеместного распространения интернет-технологий, привыкших использовать такие технологии очень активно и нуждающихся в их применении в рамках процесса обучения. Однако анализ настроений самих студентов показал, что такое представление верно лишь отчасти. Хотя многие из них действительно привыкли активно использовать Интернет в своей повседневной жизни, реального запроса на его внедрение в процесс обучения у большинства из них не прослеживается. А фактическое внедрение подобных технологий в процесс обучения может сказываться на эффективности их вовлечения в образовательный процесс скорее негативно. Научная новизна. В статье обосновывается скепсис по поводу интенсивного внедрения интернет-технологий в процесс обучения студентов. Приводится аргументация в пользу несоответствия интернетизации обучения реальным потребностям и закономерно стям поведения представителей студенчества. Констатируется необходимость осторожного внедрения интернет-технологий в процесс обучения. Практическая значимость. Материалы исследования могут использоваться для оптимизации внедрения интернет-технологий в процесс обучения и определения оптимальных алгоритмов использования таких технологий при работе со студентами. Работа подготовлена в ходе выполнения фундаментального научного исследования по теме «Исследование эмоционального интеллекта субъектов образовательной среды в условиях цифровизации» (государственное задание № 073-00042-21-02). The current research was prepared as part of the fundamental scientific research on the topic “Research of the Emotional Intelligence of Subjects of the Educational Environment in the Context of digitalisation” in the framework of the state assignment No. 073-00042-21-02.

Introduction.The trend of teaching staff aging in secondary schools is evident in many countries. A negative consequence of this is the growing gap between the personal resources of teachers and the requirements of the profession. Solving the problem of maintaining an optimal age structure involves studying its dynamics and forecasting its development in order to develop measures for personnel planning. The present paper presents the results of the analysis of the current age structure of teachers in the regional context (in the subjects of the Russian Federation) and develops a forecast for its development.The aimof the current research was to present the results of the development of a medium-term (until 2024) forecast of the age structure of teachers in the subjects of the Russian Federation.Methodology and research methods.The research was based on a general scientific methodology applying a systematic approach and the methods of statistical analysis, comparison, generalisation, systematisation, structuring, interpretation, extrapolation, forecasting, and graphical representation of data. The authors analysed the data in official statistics of the Russian Federation and the Organisation for Economic Cooperation and Development. The provisions of normative and legislative documents in the field of strategic regulation of education in the Russian Federation, scientific publications of Russian and foreign researchers in the Scopus, Web of Science, and Science Index databases were investigated as well.Results.The authors identify and highlight the factors, which have the most significant impact on the current state of personnel support for educational activities in the world. The analysis of age-specific teacher characteristics in cross-country comparison is performed. The assessment of age structure of general education teaching personnel in Russia as a whole and at the regional level is carried out. The forecast for its development for the period up to 2024 is developed. Scientific novelty. The conceptual feature of the present study lies in the view of the trends in the development of age cohorts in homogeneous groups. The approach employed allows for increasing the accuracy of forecasting of teacher demand, taking into account the specifics of regional demand.Practical significance.Taking the specifics of the regions into consideration, it will be possible to improve the quality of education. The results of the research can be used by specialists in the course of conducting international research, planning teacher training, and developing measures to enhance the prestige of teaching profession and to stimulate the influx of young personnel to schools at the Federal level and in the regions of the Russian Federation.