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The article is devoted to the problem of researching the phenomenon of transversal competencies in modern global systems of professional training of the future teachers. The views of foreign scientists on the meaning of the concept of "transversal competence", the ways of forming transversal competences in the process of becoming specialists in the pedagogical profile, the role of foreign language training of specialists in the field of education in the formation of their competitiveness in modern conditions are considered. The 21st century professional environment is changing rapidly. Continuous development and modification of the international labor market, reorientation to the requirements of digital industry 4.0. create an urgent need for the introduction of transversal competences in educational programs of professional training of specialists in institutions of higher education. The main goal of innovation processes is the need to achieve integration and fusion of these skills in the development of specialized training programs for training future specialists to master a foreign language. The current socio-cultural and educational situation emphasizes the analysis and construction of opportunities for the formation and development of transversal competences in the process of foreign language training of future teachers. Therefore, it is advisable that in the process of learning from all program disciplines, the design of an appropriate educational foreign language environment, the continuous transformation of the acquired knowledge and skills into the basic foundations of transversal competences, which can be applied regardless of age and activity, should take place. In addition, the attitude and expectations of students in achieving transversal competencies should be taken into account. In the modern educational paradigm, the general level of requirements for foreign language training of teachers of various specialties is increasing, an important indicator in the professional growth of a teacher is his desire and ability for continuous learning throughout his life. Although transversal learning can be difficult and problematic, it has a positive dynamic, contributes to further effectiveness in the professional activity of a teacher., Стаття присвячена проблемі дослідження феномена наскрізних (трансверсальних) компетентностей у сучасних світових системах професійної підготовки майбутніх педагогів. Розглянуто погляди зарубіжних науковців на зміст понять «трансверсальна компетентність», шляхи формування наскрізних компетентностей у процесі становлення спеціалістів педагогічного профілю, роль іншомовної підготовки фахівців освітньої галузі в формуванні іх конкуреннтноспроможності в сучасних умовах. Робоче середовище ХХІ століття швидко змінюється. Постійний розвиток та модефікація міжнародного ринку праці, переорієнтація до вимог цифрової індустрії 4.0. створюють нагальну потребу в запровадженні наскрізних (трансверсальних) компетентностей в навчальні програми професійної підготовки фахівців в закладах вищої освіти. Основною метою іноваційних процесів є необхідність досягнення інтеграції та злиття наскрізних навичок у розробку спеціалізованих навчальних програм підготовки майбутніх спеціалістів до володіння іноземною мовою. Сучасна соціокультурна та освітня ситуація акцентує увагу на аналізі та конструюванні можливостей формування та розвитку трансверсальних компетентностей саме в процесі іншомовної підготовки майбутніх педагогів. Тому доцільно, щоб у процесі навчання з усіх програмних дисциплін відбувалось проектування відповідного освітнього іншомовного середовища, безперервне перетворення набутих знань і навичок у базові основи наскрізних компетенцій, які можна застосовувати незалежно від віку та діяльності. Крім того, слід враховувати, ставлення та очікування студентів у досягненні трансверсальних компетентностей, які має розвивати вища освіта. У сучасній освітній парадигмі загальний, рівень вимог до іншомовної підготовки вчителів ріного фаху збільшується, важливим показником в професійному зростанні учителя є його бажання та здатність до постійного навчання впродовж життя. Хоча трансверсальне навчання може бути складним та проблематичним, воно має позитивну динаміку, сприяє подальшій результативності в професіональній діяльності педагога.

The digital space and its constant development is causing changes in society itself, transforming it into a digital society. The modern world requires from the individual not only theoretical knowledge, but, above all, flexible skills and the ability to use them throughout life in constantly changing and unusual or even problematic situations. Modern society is moving from a society of knowledge to a society of competent citizens. That is why the necessary condition for the effective and efficient use of digital technologies in all life processes is the possession of computer literacy by citizens, which is inextricably linked with one of the key competencies – digital. Non-availability or lack of digital skills in staff affects the increase in the cost of enterprises to attract consulting organizations that help make digital decisions and solve digital problems. New demands of employers to the workforce cause changes in educational processes and educational programs. The digitalization of higher education creates opportunities to improve the quality of education on the one hand, and on the other hand, has shortcomings and problems that need to be addressed or taken into account in the educational process. The article is devoted to the study of the advantages and problems of digitalization of the educational process and the study of the features of interactive learning.

В статье рассмотрены особенности взаимодействия преподавателей со студентами специальности «Фармация» в образовательном пространстве. Проанализированы психолого-педагогические ситуации между субъектами высшего образования, которые оказывают влияние на качественную профессиональную подготовку будущих фармацевтов, The article discusses the features of the interaction of teachers with students of the specialty “Pharmacy” in the educational space. Psychological and pedagogical situations between subjects of higher education, which influence the quality professional training of future pharmacists, are analyzed.

Aim. To reveal the features of the process of academic mobility as a factor in the sustainability of the higher education system (in the example of the Republic of Kazakhstan). Discussion. The organisation of student academic mobility is determined by the students striving to move for the purpose of academic exchange in the educational space and social adaptation in the framework of this process. The modeling of the organisation of academic mobility of students in higher education is a specific cognitive method in which the object of study is imitated in a model. A model of the academic mobility of students is presented in this article together with an exposition of its structural components and functionality. Conclusion. In the current situation in Kazakhstan outgoing academic mobility is of the greatest priority and acts as a mechanism to develop the intellectual potential and skills of the population. Incoming student mobility in Kazakhstan occupies a less significant position because of the weak material and technical base of Kazakhstan universities, underdeveloped services and infrastructure, limited abilities to provide education in English and visa restrictions. All this negatively affects the competitiveness of the Kazakhstan higher education system. In considering the indicators of international student exchange in the states of the Customs Union of the Eurasian Economic Union, it should be noted that outgoing mobility in Kazakhstan is more than two times higher than incoming, which impacts on the competitiveness of Kazakhstan universities in international mobility ratings. Effective organisation of the academic mobility of students in Kazakhstan will contribute to an increase in the influx of foreign students to its universities. It will also contribute to the formation of competitive specialists and their participation in the development of an advanced society and a knowledge‐based economy in the context of globalization, internationalisation and sustainable development.

The main way to implement this principle of equality in the education of persons with disabilities and persons with disabilities (HIA) is now inclusive education at all levels of education throughout life. The basic concepts related to disability, integration of persons with disabilities into society, educational environment have been highlighted in the article, the differences in the understanding and interpretation of these concepts have been shown. The factors of adaptation of students with invalidity and disabilities have been disclosed. The formation of an inclusive educational environment in the University is impossible without improving the management of inclusive education in higher education system.

The research aim is to analyze the ontological foundations of virtual education in an information society. Among the methods of research used are analysis, synthesis, abstraction, comparison, interpretation, systematization, classification, conceptualization, structural, functional and prognostic methods. The Virtual University is considered as a networking institution that creates unique opportunities for both spontaneous and purposeful manipulation of human development. It is argued that a virtual university must be built with new values in mind: openness, accessibility, democracy, non-discrimination for people with disabilities and other needs of the individual and society. It is argued that the formation of a new picture of the world, which assumes the responsibility of mankind to himself \herself and to nature, the increase of the value of human life, freedom of choice, is also the reason for the formation of new axiological markers that define the virtual university as an information society phenomenon. The research has fixed that the presence of a virtual knowledge environment, in which the learning process unfolds, gives rise to the need to develop a virtual culture, which is a special form of communication between the education subjects in the process of knowledge production and consumption. Virtual communication is defined as a subspecies of semantic communication, which involves the exchange of both information and knowledge. An information society based on the world information economy (knowledge economy) stimulates the development of a planetary information infrastructure that defines the educational trends of the 21st century. In the information society, economic activity is ensured by the information and communication environment, an integral part of which is education. Along with the virtual economy, the virtual financial system, etc., there are virtual educational phenomena, including a virtual university. Keywords: virtual university, educational space, global informatics, post-material values, innovation

In recent decades, the role of socio-economic conditions for the de- velopment of the internationalization of higher education has grown rapidly. In the article, the authors analyzed the definition of the concept of "internationaliza- tion of higher education", identified socio-economic prerequisites and factors that influence the process of internationalization in the field of education. Based on a comparative analysis of the features of internationalization of higher education in the West, in Russia and China, it is concluded that in the studied countries there are differences in socio-economic conditions for the development of international- ization of higher education.

Introduction. The article is devoted to the formation of an innovative-oriented model of training specialists for social services in a regional university through the inclusion of a variety of additional functions in the educational process. Currently, there is a lack of research analyzing the training of specialists for social services in the conditions of a regional university. The purpose of the article is to identify the possibilities of network interaction of educational institutions as a key and strategic factor in solving economic and socio-cultural problems of the social sphere. Research methods. The methodological basis of the study was made up of general scientific methods: descriptive, analysis of official documents on training specialists for social services, and generalization. In the course of the study the provisions of system, interdisciplinary, competence-based approaches and conceptual modeling were used. The basic methodological approach in the study of this problem was an integrative approach. The main ideas of the study, the results obtained and their discussion. The regional system of training of a specialist in the social sphere is considered by the authors of the article as a multistage and multifunctional process of satisfying the general educational and professional needs of the individual and the actual needs of the region in the personnel of this profile. It is the multilevel training that allows specialists to orientate themselves in modern changes in social services: the system of independent assessment and certification, determination of the need for social services, professional standards, introduction of new social technologies (district, brigade methods of home service, mobile social assistance to citizens), provision of social services by non-governmental public and commercial services, individual client service program. Conclusions. The conclusion is made about the diversity of forms and their productivity in the process of network interaction of the Volgatech Faculty with foreign universities for training specialists in the field of social work., Введение. Статья посвящена формированию инновационно-ориентированной модели подго-товки специалистов для социальных служб в условиях регионального вуза посредством включения разнообразных дополнительных функций в образовательный процесс. В настоящее время обнару-живается недостаточное количество исследований, анализирующих подготовку специалистов для социальных служб в условиях регионального вуза. Целью статьи является попытка выявить воз-можности сетевого взаимодействия образовательных учреждений как ключевого и стратегическо-го фактора решения экономических и социокультурных проблем социальной сферы. Методы. Методологическую основу исследования составили общенаучные методы: описа-тельный, анализ официальных документов по подготовке специалистов для социальных служб, обобщение. В ходе исследования использованы положения системного, междисциплинарного, компетентностного подходов, концептуального моделирования. Базовым методологическим под-ходом при изучении указанной проблемы выступил интегративный подход. Основные идеи исследования, его результаты и их обсуждение. Региональная система под-готовки специалиста социальной сферы рассматривается авторами статьи как многоступенчатый и полифункциональный процесс, направленный на удовлетворение потребностей региона в кадрах данного профиля. Представляется, что многоуровневая подготовка позволит специалистам ориен-тироваться в профессиональных стандартах, своевременно реагировать на запросы социальных служб и выявлять нуждаемость в социальном обслуживании определенных целевых групп, внед-рять и использовать современные социальные технологии, разрабатывать индивидуальные про-граммы обслуживания клиентов, а также принимать участие в независимой оценке, в процессе оказания социальных услуг негосударственными и коммерческими организациями. Заключение. Делается вывод о многообразии форм и их продуктивности в процессе сетевого взаимодействия факультета социальных технологий Волгатеха с зарубежными вузами по подго-товке специалистов в области социальной работы., №4(20) (2020)

The tools used as the basis for the experiment on independent higher education quality assessment, conducted by the Federal Service for Supervision in Education and Science of the Russian Federation have been analysed. The developed set of indicators for students’ knowledge assessment and quality of academic teaching staff are described. The results of the participation of HEIs in the fourth stage of the experiment on independent assessment of the quality of higher education are presented, including typification of higher education institutions, obtained by using cluster analysis.

Статья посвящена основным характеристикам электронного обучения в современном мире. Автор определяет роль и место электронного обучения в системе образования XXI века, показывая его положительные и отрицательные стороны. Особое внимание уделяется предпосылкам становления и развития электронных форм обучения в мировом образовательном пространстве. В статье выделены и охарактеризованы три группы предпосылок становления и развития электронных форм обучения: предпосылки, обусловленные стремительным развитием постиндустриального информационного общества (историко‑динамичные), предпосылки, связанные с внутренней потребностью человека в самосовершенствовании (личностные), и предпосылки, связанные с развитием мировой системы образования (образовательные). Автором определена специфика контента как основного инструмента электронного образования: вы‑ делены его составляющие, факторы, влияющие на его эффективность, обозначены «болевые» точки, на которые следует обратить внимание при совершенствовании контент‑содержания. В статье охарактеризованы основные концепции электронного обучения — североамериканская и европейская, показана в общих чертах история их формирования и особенности в понимании электронного обучения. В своей работе автор акцентирует внимание на использование электронного обучения в качестве бренда страны. Приводя в пример ведущие европейские государства, автор поднимает проблему целесообразности развития электронного обучения как фактора позитивной динамики государственного имиджа России. В заключительной части работы электронное обучение определяется в качестве институционального фактора динамики системы образования и на конкретных примерах показывается проявление данной черты. Кроме того, выделяются основные трудности, связанные с эффективностью электронного образования в России, и определяются основные направления решения этих проблем, The article is devoted to the main characteristics of e‑learning in the modern world. The author defines the role and place of e‑learning in the education system of the 21st century, showing its positive and negative sides. Particular attention is paid to the prerequisites of the formation and development of elec‑ tronic forms of education in the global educational space. The article identifies and characterizes three groups of prerequisites for the formation and development of electron‑ ic forms of education: prerequisites caused by the rapid development of the post‑industrial information society (historical and dynamic), prerequisites related to the internal human need for self‑improvement (personal) and prerequisites associated with the development of the world education system (educational). The author defines the specificity of content as the main tool of e‑education: its components are highlighted, factors affecting its effectiveness, “painful” points are marked that should be paid attention to when improving the content. The article describes the main concepts of e‑learning — North American and European, shows, in general terms, the history of their formation and features in the understanding of e‑learning. In his work, the author focuses on the use of e‑learning as a brand of the country. Citing the example of leading Europe‑ an states, the problem of the feasibility of developing e‑learning as a factor in the positive dynamics of Russia’s state image is being raised. In the final part of the work, e‑learning is defined as an institutional factor in the dynamics of the education system and, using specific examples, shows the manifestation of this trait. In addition, the main difficulties associated with the effectiveness of e‑education in Russia are highlighted, and the main directions for solving these problems are identified, №2(47) (2019)

Analysis of the activity of student scientific societies in the social space of the university. Conclusions were made: 1) there are stages of students' integration into the educational space of the university; 2) the student scientific community maintains high stability for four courses. Analysis of these provisions led to the dependence of the relevance of role coordinates on the availability of socio-cultural goods. В исследовании социальной деятельности учащихся на базе образовательного учреждения были сделаны следующие выводы: 1) существуют этапы интеграции студентов в социальное пространство вуза; 2) студенческое научное сообщество на протяжении четыр.х курсов сохраняет высокую стабильность. Анализ вывел зависимость востребованности ролевых координат от доступности социокультурных благ.

This article discusses the use of smart technologies in the system of Russian higher education. Based on the analysis of the theoretical and methodological features of the emergence and introduction of these technologies in education management systems, in the educational process itself, conclusions are drawn about the contradictions and prospects for the development of smart education, the main ones of which find factual confirmation in empirical reality. The purpose of the study is an attempt to describe the used smart technologies in the educational space of Russian universities, assess problems and prospects for their use. As a hypothesis put forward the following assumption: smart technologies are used by less than 20% of Russian universities; The main reasons for the slowdown in the development of smart education in Russia is the state educational policy and resistance to changes from the universities themselves (both administration and staff). The research methods were the analysis of documents and an expert survey. In conclusion, the main problems of implementing the principles of « smart » education in Russian universities are identified and further prospects for its implementation and development are called. В данной статье рассматриваются вопросы использования смарт-технологий в системе российского высшего образования. На основе анализа теоретико-методологических особенностей появления и внедрения данных технологий в системы управления образованием, в сам образовательный процесс, делаются выводы о противоречиях и перспективах развития смарт образования, основные из которых находят фактологическое подтверждение в эмпирической реальности. Целью исследования выступает попытка дать описание используемым смарт-технологиям в образовательном пространстве российских вузов, оценить проблемы и перспективы их использования. В качестве гипотезы выдвигается следующее предположение: смарт-технологии используются менее, чем 20 % российских вузов; основными причинами торможения процессов развития смарт-образования в России становится государственная образовательная политика и сопротивление изменениям со стороны самих вузов (и администрации, и персонала). Методами исследования послужил анализ документов и экспертный опрос. В заключении определяются основные проблемы реализации принципов «умного» образования в российских вузах и называются дальнейшие перспективы его имплементации и развития.

The Youth of the 21st Century: Education, Science, Innovations : Proceedings of III International Conference for Students, Postgraduates and Young Scientists, Vitebsk, December 6, 2016 / [ed. board: I. M. Prischepa (ed. in chief) [at al.]] ; Min. of Education of the Republic of Belarus, Educational Establishment "Vitebsk State P. M. Masherov University". - Vitebsk : Vitebsk State P. M. Masherov University, 2016. - 275 p. : ill., tab. - Bibliogr. at the end of art. - ISBN 978-985-517-559-0., The collection of articles includes the conference proceedings submitted by the authors at the international conference for students, postgraduates and young scientists "The Youth of the 21st Century: Education, Science, Innovations" and dedicated to solving current scientifiс problems in natural sciences, teсhnical sciences and humanities. Articles may be used by scientists, teachers, postgraduates, undergraduates and students of higher educational establishments.

The article is devoted to consideration of a problem of modernization of vocational training of future teachers by strengthening of its practical orientation. One of solutions of this problem is designing of the new educational space based on close interaction and integration of resources of university and organizations-customers of specialists. In article the author's model of the integrated educational-professional space of training of teachers is characterized. This model including a number of the interconnected components: target, structural, resource, substantial, procedural-activity and productive. The professional-pedagogical motivation at future teachers was studied by means of "Self-assessment of Professional-Pedagogical Motivation" by N. P. Fetiskin. This tool allows to define at what step of a motivational ladder there is a student: from indifference to future profession to the professional need to seize bases of pedagogical skill.