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The article delves into the historical examination of Russian and Russian-Native elementary schools within the Trans-Caspian region, an autonomous territory under the dominion of the Russian Empire, which over the course of three decades of imperial rule, transformed into a cultural frontier. Given the economic advancement of this region characterized by military-administrative governance, the school emerged as a significant socio-cultural institution, serving as a pivotal conduit for the dissemination of Russian influence throughout the area. Concurrently, it functioned as a platform for imperial social and cultural assimilation. While by the conclusion of the imperial era, this process had not yet yielded in substantial transformations within the local society due to the limited number of educational institutions and students, it nonetheless laid the foundation for a model of educational administration that functioned as a tool of imperial influence. The study draws upon both published and archival documents to provide a comprehensive overview of all the elementary Russian-Turkic schools that operated within the Trans-Caspian region, encompassing relatively understudied Russian-Tatar and Russian-Persian schools as well. The article identifies a range of salient characteristics inherent to Russian-Turkic schools. It expounds upon the daily routines of these institutions, their curricula, pedagogical methods, teacher status, and related data. Through an exploration of the organization and activities of all Russian-Turkmen schools within the region, the analysis reveals that the most distinguished among them served as platforms for fostering ethno-cultural interactions and subsequently contributed to the emergence of a novel Turkmen elite.

Introduction. Happiness at work is one of the components that can determine the achievement of one's success at work. Lecturers are teaching staff at the tertiary level who are an important component of the education system. Lecturers who have happiness at work will have a higher work engagement with their work, have a high concentration in doing their work, are always enthusiastic in doing all their work, and are always enthusiastic in completing all their work. The purpose of this study was to theoretically test the variables of work-family balance and work engagement on the happiness of female lecturers. Methods. This research is quantitative research with non-experimental methods. Respondents in this study consisted of 200 female lecturer respondents, who had worked for at least 1 year, had been married for at least 1 year, and had a Masters's degree. The sampling technique in this study was purposive sampling. There are three measurement tools used in this study, namely happiness at work, work-family balance, and work engagement. Results and Discussion. Retrieval of data in this study using a questionnaire in the form of google form. Testing the validity of this study using the Content Validity Ratio (CVR) which involves an expert in psychology. Data analysis in this study used multiple linear regression analysis techniques with the help of the SPSS.26 for windows program. The research results show that the hypothesis in this study is accepted. This means that the work-family balance and work engagement variables have a very significant effect on the happiness of female lecturers by 67.8%.

The all-Russian Review of 1721-1723 is known in historiography not only as the largest event under Peter I to recruit the nobility and serving people. There are plenty of historical and biographical documents about serving people outside the active army. Historians often refer to records of the Review, meanwhile the history of the event is poorly studied in historiography. The «General Review», as Peter I called it, was entrusted to the Senate, which operated alternately in the two capitals. The main work on the revision of the nobles to find out their condition, physical fitness, and literacy was entrusted to the First Heraldmaster S. A. Kolychev. Employees of the Heraldmaster's Office made lists for the Senate which personally appointed serving people to the Collegium posts and numerous affairs. The author studies the scale and results of the Review on the basis of "The Bulletin of the Review" of 1723, which is introduced into scientific circulation for the first time. "The Bulletin" contains very detailed statistics accounting for some 16 thousand noblemen of all ranks, who came to the Review, in the following sections: fit for service, assigned to public institutions, no-show. The author sets the main milestones of the Review, specifies the chronology of the selection and appointment of the First Heraldmaster. The study also deals with versions of the name for the review, historians’ views on its effectiveness, and the role of the Herald. Appointments by name to 6 boards are given in the Appendix to the article. The author comes to the conclusion that, firstly, the General Review of the nobility was conceived in part to overcome the personnel shortage of the collegiate reform. Secondly, the full statistics of the Review allows clarifying the degree of the preservation of documents and conducting more accurately a prosopography of the nobility.

Introduction. In the second half of the 1760s – the first half of the 1770s Ivan I. Betskoy implemented a far-reaching reform of Russian education. It appeared that the problems of two Russian universities had not been the key issues of the reform. Apparently, that was the reason why they were not previously considered as a part of the systemic all-European crisis in higher education, which had been caused by a need to secularize universities and inculcate national languages into them, as well as by the general development of sciences, especially physical and cameral ones. Methods and materials. The article for the first time analyzes the model of the Academy’s College created at the Petersburg Academy of Sciences in 1770 to replace the Academy’s university that had ceased to exist in 1767. Based on the “Privileges and Statute of the Saint Petersburg Imperial Academy of Sciences” (1770), the research proves that this document compiled by Vladimir G. Orlov was brought into action without any legislative approval. Analysis. According to the Orlov’s Statute, Academy’s College appeared at the Academy to reproduce scientists who represented science, but not liberal arts which coincided with the new trend of the Academy of Sciences. It was arranged according to the model common to all education institutions reformed under Ivan I. Betskoy. After completing the main course of study, students were renamed as élèves and assigned to particular academicians for the improvement in science. At the same time, they attended public science courses, which corresponded to the university program in science and since then were allowed to read not only in Latin and Russian (as in the Statute of 1747), but also in new European languages. Results. Hence, an alternative model of training scientific personnel, which meant a higher educational level, was created at the Academy of Sciences.

Introduction. Since the early 1950s, for developing spheres of the country’s national economy there has been an active training of personnel, including those with secondary specialized education. One of the key aspects of the development of the system of vocational education is an increase in the number of teachers. The main indicators of the quality of teaching in educational institutions, and accordingly the quality of training, are the educational level and teachers’ work experience. Materials and Methods. The article shows the dynamics of the numbers and characteristics of the teaching staff of vocational educational institutions of Komi ASSR in the 1950s – 1980s, based on archival statistical data. The paper is based on the principles of scientific objectivity, historicism and authenticity. When working with sources the author used methods of statistical analysis and comparison. Results and Discussion. The data obtained as a result of the study are presented in tables form for better transparency. Conclusion. Analysis of the available data showed a positive trend both in the increase in the number of teaching staff in vocational educational institutions, and in the change in their main characteristics.

The aim of the article is to analyze the system of Higher Education in the USA. It reviews the kinds of educational institutions and types of education which they provide. The system of Higher education in the United States of America is made up of two levels or stages. The first level is undergraduate education and when students complete it they usually become Bachelors of Art or Bachelors of Science. The second level is called postgraduate education which is completed with acquiring Master or Ph.D. degrees. There are several types of higher educational institutions such as colleges, universities, 2-year community colleges, conservatories, art schools, military academies and others. To be admitted in each level of higher education students have to take some certain standardized tests and prove their ability to manage the educational program. The article describes the system of funding of the USA higher education. The educational institutions can be categorized into public, private and for-profit schools. Private and for-profit colleges and universities are the most expensive schools. Students pay for tuition, room and board with their own money. There is a system of educational loans, scholarships and grants which you can take or receive if you do not have enough of your own finance. Americans are willing to pay for the education of their children as well as their own. It has to do with their belief that education will enable them to achieve success and financial stability. Many Americans follow the lifelong learning for professional growth, new knowledge and skills.

For formal representation of virtual educational space elements, the paper considers the topology methods, in particularly the methods for categories and functors theory, allowing for solving semistructured and indeterminate problems and reflecting their results at the high level of abstraction. The conducted analysis shows the virtual educational space as a generalized scheme, including an associative connection of the site of departments and general education schools.

The reviewer believes that A. Delbanco’s analysis of challenges produced by democratization of access to higher education in America should be of great interest to a Russian reader. His book investigates into the meaning higher education has for the country as a whole and for each individual, into the specifics of goals pursued by colleges and universities, into the abundance of academic dishonesty in American higher education institutions, as well as into the effect of modern education development trends on social inequality. Briefly outlining the author’s key bullet points on the history of American colleges, triggers of their establishment, teachers’ and students’ lifestyle, consequences of the reputation race, the reviewer keeps drawing parallels with the Russian education system. He argues that blurring the specifics of higher education under the rationale of wide public accessibility is even more dangerous for Russia than for America, where the background situation was much better.

The paper presents information about how the life, frequency of morbidity for the year and the nature of fatigue students teacher training colleges. The study used data questionnaire 1238 students' 1-4 courses three teacher training colleges. Found similar results in various colleges of the Western region of Ukraine. Bad habits in the student team of pedagogical higher education institutions are more widespread than technical. Nearly half of students at the end of the day feel considerable fatigue. Every third student revealed complains about the fatigue of general nature.