Vol. 1 No. 1 (2019): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

The article discusses the role and influence of modern information and communication technologies in the life of children.  It is reasonable that the development of computer technology and the expansion of the gambling market increase the number of children involved in computers, the Internet and computer games.

Today's research is mainly aimed at discovering these new clinical and social phenomena that enable them to understand the virtual behavior of society and how people use new technologies.

Technological addiction was recognized as a national problem not only in the United States, but also in countries such as China, South Korea and Taiwan. This issue has also been included in public health objectives.

Internet addiction contributes to the formation of a number of psychological problems in children. These include conflict behavior, constant depression, virtual distance compared to real life, difficulties in adapting to society, loss of control over time, and frustration when it is not possible to use a computer.

When using the Internet, the child prefers to “search” rather than “think” or “learn.” At the same time, there is an illusion of arbitrariness and impunity. The latter pushes for violation of human rights, and the illusion of impunity can act as a trap and have serious consequences in real life. There is also a devaluation of morality.

The article also presents the results of sociological surveys that emphasize the need for coordinated and focused work on this issue in both parents and children in the process of preventing the negative impact of ICT. In conclusion, the article also contains several practical tips that will help parents cope with technological dependence and neutralize their negative impact.

The article deals with the problem of the formation of academic honesty in the framework of continuing education. Violations of the rules of academic honesty are considered at the technical and technological levels. When highlighting the factors of the
formation of academic honesty, it is emphasized the importance not only of the macro-, micro-, but also meso- and mega environment.
Academic honesty is viewed not only in the context of education, but in the socialization of the individual. It is necessary to organize such a process of forming the competence of academic writing, which begins at school and continues at the university after
graduation. Actual researches on this issue shows that within the framework of pedagogy and psychology, clear strategies and technologies for the formation of a culture of academic honesty have been developed. In modern research on the formation of a culture of academic honesty (Bogolepova 2016, Valeeva, Sirazeeva 2015, Demidova 2014, Korotkina 2015, Walmsley and Birkbeck 2006), great importance is attached to the formation of the pedagogical system of developing academic and reflective competences of students in the framework of continuing education.
The purpose of this study is to present the pedagogical system of the formation of academic honesty in the RA.
Novelty. The pedagogical problems of forming academic honesty in terms of developing effective strategies and technologies of training and education are highlighted, it is proposed to highlight political, psychological and pedagogical approaches to providing
the conditions for forming the culture of academic honesty at a higher reflex level.

Learners’  biological  program encodes genetic prerequisites, which can serve as priority for the adaptation in educational environment, if the genetic potential is manifested in the functional, phenotypic system. The adaptability in the educational environment based on the learners’ genetic prerequisites can be double influential. From one side the educational environment is formulated from the learners’ adapting genetic prerequisites, with moral-psychological atmosphere and interpersonal relationships among the learners. From the other side the educational environment cannot foster learners’adaptation period. Non adaption in the educational environment leads to distortion of effective learning of learners. Teacher's primary task is to base the learners' genetic prerequisites to plan a lesson, creating a favorable learning environment for adaptation.

The problem: The combination of biological and historical-cultural programs of students' development is conditioned by its adaptability to the educational environment. In the educational environment teachers should take into consideration learners’ genetic prerequisites and formulate the boundaries/reaction norms/, content and forms.

Modern reasearch on the issue: Modern research on the subject has been carried out within the framework of young scientific branches of pedagogy, pedagogical anthropology, pedagogical axiology, pedagogical diagnostics, pedagogical valeology. Analyzing and combining different approaches and opinions, we can say that two conceptual approaches have been formed: 1. Anthropocentric and 2. Eco-centric, which are comparable to human biological and historical-cultural programs in the environment, with the domination of one of the components of the nature-human-education-culture system.

Research purpose: Identify the importance of learners' genetic prerequisites in adapting to the educational environment.

The article analyzes the results of studying the level of awareness of teachers in the
prevention of school myopia among students.
This problem is highly relevant, since literary data and practice show that many
healthy children go to the first grade and finish school when they acquire school myopia.
In matters of prevention of school myopia, a large place is given to teachers of secondary
schools. Therefore, the study of the level of awareness of teachers in the prevention of
school myopia in children has exceptional knowledge.
The results of the study indicate that of the 138 teachers surveyed in Yerevan,
Gyumri and Charentsavan in secondary schools, the overwhelming majority (98,5%) emphasized
the importance of carrying out work to prevent myopia in students. in practice,
31,9% of them purposefully and systematically do not carry out this work, 68,1% teachers
do it on a case-by-case basis, monitoring the compliance of the students with the
norms and correct work and rest the eyes. It is interesting to note that 63,7% teachers surveyed
frankly acknowledged that their work on the prevention of school myopia among
their students was unsatisfactory.
It was also established that the interviewed teachers, when organizing and conducting
work on the prevention of myopia, almost never use the scientific and methodological
literature and this problem for their students, but rely only on their own knowledge and
personal experience.
So, the conducted study indicates a lack of awareness among the respondents of
teachers about the prevention of school myopia among students. Along with this, unresolved
problems were identified and the main directions of their solution were identified.

The article discusses the functioning of social partnership and indicates that one of the conditions for the development of social partnership in Ukraine should be the formation and development of civil society and its institutions - public organizations, movements, trade union associations, political parties, etc.

The author highlighted the factors that ensure the effectiveness of social partnership and suggested ways of formation, in particular: to ensure social partnership in Ukraine, the author considers the following to be necessary for: “Quality of training specialists in the profession”: improvement of legislation, including in the field of education; increasing targeted funding for monitoring studies; development of educational and professional standards of the new generation.

For the tool “New specialties at the request of society”, the author has implemented through the creation of regional vocational training systems, the introduction of a system for collecting data on the labor market; identifying funding mechanisms for training; attracting marketers to regional training systems to determine the needs of the sector.

In the direction of the “Contractual Form for Implementing Partnerships”, the article is determined by strengthening the educational legislation with regards to enhancing the implementation of the contractual form of implementing partnerships; creating conditions for increasing the number of subjects supporting scholarship funds policy; ensuring the functioning of the National Fund for Research, improving the financing of educational programs for the training of specialists on the basis of the qualification requirements established jointly with entrepreneurs.

In order to ensure social partnership in the direction of “Improving the practical training procedure for students and trainees in enterprises and organizations”, it was proposed to create additional conditions.

Providing social partnership in the field of "Informatization of the economy" most of all others focused on creating legal, organizational, financial and personnel conditions.

The formation of civic education in modern Armenia is the most important and new civiliarchic factor for the democratic integration of the Armenian community into the global educational space, which is reinforced by the need of Armenian researchers for scientific understanding of the progressive experience of civic culture of the younger and older generations. The Constitution and laws of Armenia, public educational standards set strategic directions for state and local government bodies to humanize education, socialize schoolchildren and students, their self-identification through meaningful and democratic activities, the development of civil dialogue and partnership. Modernization, democratization and European integration presuppose the creation in schools, universities and other educational institutions of Armenia of conditions for the development of an individual with a high level of civic culture, the ability to independently make constructive decisions in a situation of choice, readiness for active participation in the life of civil society and government. In this context, there is a need for a theoretical substantiation of effective approaches of social science researchers to the formation of knowledge and skills of civic culture among schoolchildren, since it is at school age that the qualities of a conscious and responsible citizen develop. The promising areas for further research on this issue may be the following in modern Armenia: 1) new innovative technologies of cooperation between schools, universities, and civil society organizations (CSOs) in civic education; 2) anthropocentric models of civiliarchic partnership and dialogue of international organizations for the development of knowledge-based civic education; 3) the main directions of civic education in higher education, 4) civic education of young people in public institutions and political parties; 5) the development of new textbooks and teaching materials, the training of teachers to solve the problems of civic education.

Pedagogical riskology is a new scientific branch of pedagogy that, from one hand, examines the behavior of the subjects involved in the educational process, and especially the behavioral aspect of learners and the teacher’s professional and pedagogical activities, on the other hand, pedagogical risk as a socio-economic and psychological phenomenon, as well as the peculiarities of the learners and teacher’s activity in the situation of unavoidable choice.

The problem of this study is due to the unpredictability and often-uncontrollable situation of risk in the educational process, which can have a particularly negative impact on the development of the individual of a student. That is why in modern processes the actual problem is the study of risky situations and the disclosure of the features of possible adjustments.

Current research and publications related to this problem show that the field of pedagogical riskology is still under development. At the same time, research and scientific work carried out within the framework of general riskology and its other industries; serve as the basis for the expansion and development of research in the field of pedagogical riskology. Thus, such a methodological basis is the theoretical concepts of W. Beckom, N. Luhmann, E. Giddens, A. Mole (U. Beck, N. Luhmann, E. Giddens, A. Mol). These scientists and their followers explain the concept of  "risk", reveal its features, the features of the mechanisms of occurrence and development of risks, classify modern risks and present ways to minimize and eliminate risks and their consequences (real and probable).

The purpose of this study is to identify and solve the problem of risk regulators in pedagogical riskology.

Novelty: As part of the study, pedagogical approaches to the risk situation are considered, unlike other theories of pedagogical risk, a system of risk regulators has been developed and presented in the pedagogical process.

In 21th century, pedagogy tends to self-understanding of a human being. From this point of view as alternative means of approaches the art-technologies give opportunity to reveal a child comprehensively, find one’s inner troubles, support as a pedagogue-psychologists, make the child’s ability to socialize more constructive and to boost and to appropriate his moral criteria. Art-technologies impact better especially when they are based on the art of the pedagogical rules. Art-technologies are divided into several types. Depending on its artistic-aesthetic and creative aspects we do differentiate the following types of art-technology:

1. Bibliotherapy
2. Music therapy
3. Drama-therapy
4. Fairy tale- therapy
5. Isotherapy

As an art-technology Bibliotherapy is based on the power of speech and its powerful impact.

Drama- therapy or an image-therapy is a way of the playful act, when one by one the importance is given to voice, stage behavior, etudes, imagination, the stage performance of the feelings and so on.

For the Fairy tale- therapy are chosen several types of fairy tales. The fairy tale also helps to diagnose one’s different problems.

Isotherapy promotes the biological creativity of a healthy person. It also decreases the problems of a child struggling development problems. One of the types of it is a picture, collage, sculpture, plasticine, artwork, and so forth.

In its all ways the music therapy has its unique place in the frames of the art-technology. It helps a person to develop a stress resistance system, promotes the ways of the associative thinking, calms the system of the nerves, etc.

It’s significant to highlighted readiness of an art-technology trainer as from his/her professional approach depends the final result of this art-technology and its positive outcome.

  Pedagogy of happiness is regarded as a non-classical pedagogy of the 21st century, which determines search path of the pedagogical knowledge system evolution as a component of the ongoing educational reforms. Pedagogy of happiness is a creative pedagogy in itself. It is a pedagogical system, where the culture of joy and happiness as a culture of creativity and health stands for integrating all pedagogical systems. Happiness is one of the most important components of human life, which reveals the level of life fulfilment and is an important characteristic feature of human life. Happiness is health, joy, love, freedom, creativity, good family, good job, as well as a harmony with oneself and the world.

Felixology is a new branch in the educational process, which presents the problem of the happiness as a pedagogical problem. Felixological motive is found in the personal perfection.

    Nowadays the emphasis on the child's happiness is the most demanded one, as education has a leading role in the socialization process, and strive for happiness is the main driving force in the human society.

  The ability to be happy is not inheritable quality; it cannot be inherited and cannot be given to the child by parents or teachers. It develops during the whole life: in family, kindergarten, school and other social institutions.

The article analyses the connection between human health and happiness. It is suggested that the issue of the protection of children's health and the healthy lifestyle is the subject of pedagogical valeology, which is the core of a person's comprehensive developmental system. The article concludes that the purpose of today's school should be to educate and bring up not only intelligent but also a healthy and happy generation - the demand of the 21st century.

The social and economic transformation of the late 20th century and the early 21st century, the powerful impact of globalization directly influenced the structure and role of almost all social institutions, including the social institution "Family"., that may become the key domestic clashes, violence in This context, the topic is important, because bean is a very important issue that concerns family violence, in particular in respect of the child violence cases the problem involved is interested in both domestic and foreign experts, which touched against a child, abuse several classifications (Harutyunyan K., Galstyan M.; Alekseeva L., Tseluyko V., Sorokin P., Radbill S.):

• Physical violence,
• Sexual violence,
• Contempt,
• Psychological violence,
• Economic violence.

These are difficult socio-economic conditions, unemployment, stereotype of national consciousness, rough character, uncompromising, selfishness, disagreement in the issue of child upbringing, alcohol abuse, drug addiction, psychological violence, etc:
Until recently, the problem was regulated in the sub-legislative field, providing inadequate and unfair solutions. but only the activities of NGOs were not enough to effectively solve the problem. In 2017 - fortunately, the RA Law on this issue was adopted, which ensured the safety of persons subjected to violence, in particular, children, based on the interests of the child.

Although the RA law controls and regulates the field, it is the duty of each of us, society and the state to take care of children, protect their rights, educate and educate them without any violence, being well aware that today's child is our future.

The article discusses the factors contributing to the increase in the level of physical and sports literacy and education of students. For the formation of physical culture of a person, the process of physical education is important, which in the context of general sports training should also include elements of increasing its theoretical training. The article emphasizes the fact that physical culture for a person can become a common cultural-real environment. It is concluded that if students use sporting achievements consciously and in accordance with its goals, needs and interests, then it will be possible to speak of a positive trend.

Critical thinking is a special combination of logical and creative thinking and it guarantees a high level of a person’s evaluative judgements. It is an essential factor for the development of a person’s mental-psychological abilities, for self-improvement and a stimulation of mental activities and it is indeed an educational priority in the modern world.

The development of critical thinking is essential on all levels of general education. On each level it has its problems, content, methods, means, technologies and work forms. At high school, however, it gains a special significance. Questions related to the sense of life, professional orientations, emotional-evaluative attitude to the world, the need for self-determination, self-realization and mastery of new forms of cognitive activity are emphasized in adolescence, which necessitate the development of critical thinking at this age.

Motivational, organisational-methodological, informative, communicative and reflexive-evaluative factors are singled out for the development of critical thinking in the educational process. A few pedagogical conditions ensure the effectiveness of that process such as the informative quality of educational materials, the scientific character, reliability and modernity of information, the communicative character of educational process as well as the interest for the educational topics and learning motives. The shaping of an interactive educational environment and an effective combination of group and individual works are also among the useful conditions.

The following methods and work forms can be applied for the development of high school students’ critical thinking: historical, descriptive and judgemental essays on a given topic, group discussions, cases, role plays, scientific conferences, workshops and online forums. Discussions of local and regional political, economic, social and cultural issues, fictional and documentary films, television programmes, social clips and books, a critical perspective of everyday vital events, an evaluative opinion, analysis, approval, negation and presentation are essential means for the development of critical thinking. Last but not least, debates of various contemporary topics trended on the social media and research projects on modern issues in various spheres of life also contribute to the development of critical thinking

This work discusses the need for sportization of physical education process in secondary school. There are some reasons for this – deterioration of schoolchildren’s health and motor preparedness, reduction in effectiveness of physical education classes and the role of physical education in secondary school.

The current situation necessitates the introduction of new technologies and methodological approaches, which can promote modernization of physical education for schoolchildren of different age and gender.

One of the innovation directions is the so-called sportization of the physical education in school.

The analysis of methodical literature on this issue testifies that the ideas and principles of sportization were implemented in school programs for physical education already in 1930s. Scientifically based attempts at sportization of physical education process were made 50 years later in a number of Lithuanian schools.

Later, in order to improve the efficiency of school physical education, high sports technologies were adapted, confirming the possibility of using sports for education and socialization of secondary school pupils.

A new concept of “sports education” appeared in science, the elements and principles of sports training were introduced and there was a gradual reorientation of physical education in school for sport.

The authors have analyzed the work in this direction carried out in different countries. Referring to the data of their own research, they believe that sectional forms of organization of physical culture and sports activities should complement the lessons aimed at education. Such lessons have a training effect and improve the functionality of schoolchildren’s organism.

В конце 60-ых-начале 70-ых годов ХХ века в психолого-педагогических науках и в лингводидактике четко определился новый коммуни­ка­тив­но-прагматический подход, получивший название «коммуникативной револю­ции». Научная терминология обогатилась новыми дефинициями: «коммуникация», «языковая (речевая) компетенция (компетентность)», «коммуникативная ком­пе­тентно­сть». Таким образом, на современном этапе развития науки и образования определился компетентностный подход как к развитию личности, так и к ор­га­низации педагогического процесса, ее формирования, развития, воспитания и обу­че­ния [2], [3]. В Украине проблемы компетентностного подхода исследовали такие ученые, как А. Богуш, О. Копусь, А. Овчарук, Т. Симоненко и др. Результатом ком­петентностного подхода выступают сформированные компетенции и компетентно­сти, среди них и профессионально – коммуникативная компетентность.

Проблема: формирование профессионально-коммуникативной компетентно­сти будущих педагогов дошкольных учреждений в процессе обучения их в высшей школе.

Анализ актуальных исследований и публикаций, связанных с проблемой. Известно, что феномен «коммуникативная компетентность» возник в недрах ком­му­никативно-ориентированной лингвистики (60-ые годы ХХ века) в рамках нового научного направления – 

прагматического описания языка. В России этот термин в лингводидактику ввел М. Вятютнев. Автор определяет коммуникативную компетенцию как «способность человека общаться в процессе трудовой или учебной деятельности, удовлетворяя свои интеллектуальные запросы» [2, 80].

Д. Изаренков рассматривает коммуникативную компетенцию в связи с речевой личностью и определяет это понятие «как способность человека общаться в одной или нескольких видах речевой деятельности, приобретенной в процессе естествен­ной коммуникации или специально организованного обучения, особенное качество языковой личности» [3, 55]. Речевую компетенцию ученый рассматривает как зна­ние единиц языка всех уровней (фонетический, лексический, словообразователь­ный, морфологический, синтаксический), используемых как строительный мате­риал для составления высказываний в процессе формирования коммуникативной компетенции обучающегося [3]. Предметную компетенцию, по словам Д. Иза­рен­кова, составляет содержательный денотативный план высказываний, фрагменты ок­ру­жающего мира посредством знания человека об этом мире. Прагматическая ком­петенция предусматривает умение использовать высказывания соответственно ком­муникативной цели говорящего условиям речи [3].

Специфика формирования коммуникативной компетентности, ее содержание и наполнение зависит от возраста обучаемых, учебного учреждения, языка и условий общения.

Цель исследования – разработать содержание и экспериментальную методику формирования профессионально-коммуникативной компетентности будущих вос­пи­­та­телей дошкольных учреждений, составить психолингвистическую характерис­ти­ку их профессиональной коммуникативно-речевой деятельности.

The paper identifies the main directions of research activities the future teachers of geography in the study the cycle of the Earth sciences.

It is emphasized, for the future teacher of geography the complex of earth sciences takes a leading place in the system of their vocational training and it is basis of their special subject education. The complex of educational disciplines, combining the sciences of the Earth, includes ones such as: "Geology", "Climatology", "Hydrology", "Geomorphology", "Cartography", "Geography of Soils", "Biogeography", "Landscape study", "Geoecology", "Physical geography of mainlands and oceans", "Physical geography of Ukraine", "Regional geography", etc.

The goals and general content of these disciplines are revealed; the logic and order of their study are shown. It is substantiated each of these disciplines has a well-organized structure, supported by working programs, teaching materials and training aids, qualitatively new computer-oriented textbooks, atlases, and additional literature.

It is analyzed the main forms of the organization of the educational process in the study of the disciplines of the cycle of the Earth sciences; these are namely - lectures, laboratory and practical classes, field practice.

It is accentuated on the basic methods of involving students in research activities while the study of physical-geographical disciplines, on the types of research work of students in the classroom and out-of-class time.

Modern types of research lectures are described; the contents of laboratory and practical classes using the search methods of students' educational and scientific work are given; the types of field practices in physical geography and the main directions of students' field research are listed; the approaches to the organization of course studies of future teachers of geography are disclosed.

The author also serves the system of research work of future teachers of geography while extracurricular time on the example of the experience of Krivoy Rog State Pedagogical University.

It is concluded the special work on the part of teachers is need; such one for to shaping a high level of motivation, students' research competence and targeted involvement of students in activity-based modern methods, forms, techniques and technologies for organizing scientific research.

The increase in air transportation activity puts forward new requirements for the process of future aviation specialists’ professional training. High-quality training is the foundation for greater air transportation safety. The objective of the article is to give ground to the use of the method of aviation incidents analysis in the meteorological training of future aviation specialists. It provides literature overview on the method usage in the aviators’ professional training. The paper describes the idea of classifying aviation incidents materials according to certain factors as a necessary component of the educational process in aviation universities. Air incidents having occurred between 2000 and 2015 due to human error because of the influence of environmental factors – meteorological and physiographic ones – were analyzed. The analysis proved both factors often to appear together. It was revealed that the main reason for human error was either the insufficient level of professional meteorological competence, or overestimation of one’s professional capabilities alongside with ignoring the active environment impact in marginal weather conditions. A time-tested pattern of using air accident analysis in practical classes is presented. The sequence of accident analysis by future aviation specialists appeared to be the following: the threat of unawareness – typical mistakes – examples – discussion – prevention –one’s own recommended actions. The novelty of the research is in the effective use of the method during the meteorological training of future aviation specialists. Simulation of learning and practical activities of future aviation specialists using the method of analyzing accidents which are associated with meteorological factors, involves the use of real aviation incidents materials in the educational process with their afterward review, assessment, and grounded decision-making. The purpose of accident simulation for students is to acquire the ability of making decisions; the result is to be the development of creative and critical thinking, promotion of cognitive and professional motivation, value attitude to educational and professional activities; gaining experience in performing professional functions, developing professional skills. A systematic analysis of aviation incidents in practical classes with future aviation specialists reduces the percentage of “copying” them, enhances motivation and development of cognitive needs, allows not only to identify common mistakes, but to understand their nature, recognize them, develop persistent skills of their elimination as well.

The article identifies the key elements of the effective didactic use of video in the
educational process and the attempts to answer the following questions are made: what
kind of video can achieve the greatest didactic effect? What should be changed today in
didactic approaches and methods? What are the positive aspects and disadvantages of
using video in the educational process? To understand how to implement video in the
learning process competently from a didactic point of view, it is necessary to study the
types of educational videos, the concept of their use and the criteria for effective teaching
videos.
The author of this article being a member of the PRINTeL project took a ToT course
on “Video as a Learning Tool for Teachers and Students//Video Lecturing and Promoting
Interaction in the Classroom” at the University of Porto (Portugal) in November 2018.
The methodological basis of this study were the works of Z. Woolfitt, A.W. Bates, J.
Day, C. Clark & R. Mayer, A. Deal, L. Germany, P. Gorissen, J. Koumi.
The purpose of the research carried out within the framework of this article is to analyze
the existing types of educational videos, the concepts of their use and the criteria for
effective teaching videos. The use of new tools or approaches to learning should be based
on a holistic view of the needs of all students, the subject area and learning objectives,
and not on the false idea of what this modern generation of students’ demands from us. If
we want to use all the advantages of video lectures and introduce this technology into our
educational process effectively, then teachers need appropriate and adequate support for
this in the form of staff advanced training.

Introduction. The most significant sociocultural aspects that affect teaching Mathematics in primary school and a teacher’s training to teaching Mathematics are studied in the paper.

Purpose. The aim of the article is to study the issues of an elementary school teacher’s mathematical training, necessary for the development of pupils' perceptions of the surrounding world, the formation of key competences, upbringing of socially significant personality traits and sociocultural foundations of being.

Results. Analysis of ideas about the surrounding world shows that the most important are ideas about the shapes of objects and the corresponding geometric abstractions of volume and surface figures, as well as such “universals” as a point, line, segment, curve, part of a curve, a closed line, a surface, "accessories", "lie between", etc. relations. It is also noted that the mastery of various kinds of measurements (geometric, physical, economic, social), including appropriate tools and procedures, is of exceptional importance for involving younger schoolchildren in social trends and processes.

To teach younger schoolchildren the relevant concepts and procedures, a teacher must have a good mathematical background, providing him/her with knowledge and deep understanding of mathematical and activity nature of processes of measuring values or evaluating certain socio-cultural entities (good – bad, beautiful – ugly, etc.). Superficial ideas about measuring values (and more so about qualitative assessments) serve as an obstacle for ideologically correct conceptual and operational interpretation of approaches, methods and tools used in measuring quantities and qualitative assessments of any entities when comparing them.

Originality. Based on the results, it is shown that the modification of the ways in which pupils perceive educational information requires from an elementary school teacher to have such a level of professional pedagogical development that ensures readiness to methodological-and-mathematical adaptation and the ability to determine effective ways to influence students in various educational circumstances. Educational circumstances arising as a result of the influence of information flows of various content and socio-cultural conditions on students’ and, accordingly, teachers’ subject (mathematical) activities require a comprehensive study and development of methods of methodical response, ensuring perceiving the learning material in volumes and terms which are provided by the program (in Mathematics) and scheduling.

Conclusion. At the present stage of the sociocultural development of the society and the education system, mastering by an elementary school teacher an ability for perspective vision and essential analysis of trend methodological trends that can serve as the basis for the variability of presentation, perceiving and application of mathematical (or other) concepts is being actualized. At the same time, it remains extremely important that Mathematics should be studied (and taught) in the way this knowledge will be used in the future.

In this article, with the help of the educational and professional program, the specificity and features of the professional development of future managers of the aviation industry are analyzed.

Professional development of a specialist is of particular importance in conditions of growth at a rapid pace in all spheres of world life. An important feature of modernity is the growing interdependence of economies of different countries, mutual integration, the development of economic relations, global informatization and the rapid development of cultural interchange between countries and tourism. Therefore, an important direction of competitiveness of any enterprise, in particular, the airline and the state in general, is the training of highly qualified specialists who are able to quickly adapt to the rapidly developing conditions of the present.

The main tool for training future specialists is higher education, which should create the necessary conditions for proper training of a specialist who aspires to self-development and self-improvement for successful professional activity and further for competitiveness in the labor market.

The basis for assessing the quality of higher education and vocational training are the standards of higher education, as well as the quality of educational activities of higher education institutions, regardless of their types, levels of accreditation and forms of education. The standard of higher education determines the content and results of higher education for each level and within a separate specialty, and the standard of educational activity determines the minimum requirements for personnel, educational, methodical, material, technical and informational support of the educational process.

On the basis of the educational and professional program, a higher education institution for each specialty develops a curriculum that determines: the list and scope of academic disciplines in ECTS credits; sequence of study of disciplines; forms of training sessions and their volume; study schedule; forms of current and final control.

Analyzing the level of professional training of the specialty “Management” in the Flight Academy of NAU, we can say about some shortcomings that have a significant impact on the future professional development of aviation industry management specialists, which include: the level of interdisciplinary integration; low level of organization of independent work of students and insufficient control over its implementation; no hours for individual work with students; low level of implementation of information technology in the educational process; weak connection of theoretical professional training with practical activities.

Introduction. The paper deals with the highlighting of specific features of the introduction of the model of formation of future philologists’ professional competence using Internet technologies in the educational process. For this purpose, it is necessary to solve the following tasks: 1) to perform pedagogical diagnostics of criteria and indicators of formation of future philologists’ professional competence; 2) to determine content characteristics of levels of formation of future philologists’ professional competence on the basis of the singled out criteria and indicators; 3) to implement the experimental content and methods of the additional training of students (on the basis of the author's course "Information Technologies in the Educational Process"); 4) to diagnose levels of formation of future philologists’ professional competence by means of Internet technologies and to make a comparative analysis of the obtained results with the results of the ascertaining phase of the pedagogical experiment. Diagnostic and statistical methods of research are applied in the paper.

Problem statement. Singling out the criteria and indicators of formation of future philologists’ professional competence makes it possible to diagnose the detection of the levels of this type of competence. The term "diagnosis" requires clarification of its content. It is interpreted as a recognition of a state of the certain object or system by means of quick registration of their essence parameters and their further admission to a specific diagnostic category for the prediction of their behaviour and decision-making on the expected impact on this behaviour to change it in the desired direction [5, 6]. The notion of "diagnosis" correlates with the term "diagnostic work", which, according K. Ingenkamp [4, 98], we understand the process by which the teacher, using or not using the diagnostic tools supervises students and conducts questioning, observations and works out questionnaires and reports the results to describe the behaviour, to explain their motives or to predict their behaviour in future, following the necessary scientific criteria of quality.

Analysis of current researches and publications related to the problem . In our study the concept of "educational diagnosis" is actualized, which is interpreted as getting information about the state and development of the learning process, revealing conditions, advantages and disadvantages of this process, identification of ways of increasing its efficiency and improvement of vocational training in accordance to the intended purpose [8, 129]. Pedagogical diagnostics is also seen as a process, which is a part of the scientific management system, directly connected with defining knowledge and skills, development of upbringing, evaluation of the actual students’ behaviour [6, 145]. Thus, the pedagogical diagnostics is simultaneously both a special branch of pedagogical knowledge and the teacher’s specific practical activities, the task of which is to study the course and results of the pedagogical process for its improvement [2, 251].

The main aim. In this paper by pedagogical diagnostics, according to E. V. Tokar [7, 491], we mean obtaining and analysing information about the status, the development and current condition of the educational process, its results, identification of its advantages and disadvantages, factors that will influence its efficiency and performance. The purpose of pedagogical diagnostics is not only to determine the level of knowledge and skills of subjects of the educational process, but also in performing the analysis of conditions of conducting the current didactic process and their direct impact on the level of training, and in prediction of further development of the process of getting knowledge, improving future philologists’ skills, as well as management of the training process in general.

Short introduction. The processes of transformation and globalisation taking place in modern society increase the need for establishing a productive professional interaction of specialists both with domestic colleagues and with foreigners, regardless of the direction of their preparation. Thus, the problems arising before a specialist in the course of fulfilment of their functional responsibilities are not relating only to a professional nature. They are, as a rule, much more extensive and associated with the need for quality, productive interaction in conditions of intercultural communication. Thus, nowadays society needs highly skilled specialists who possess not only special professional knowledge, skills and abilities, but also professional and personal skills and qualities promoting more profound mastery of various types of activities (educational, cognitive, professional). In this context, it is important to note the necessity of such skills, abilities and qualities as: positive, tolerant attitude towards people; listening skills; the ability to understand others and empathize with others; the ability to assess the situation in a diverse way, predicting its possible consequences in advance; the ability to predict and prevent different conflict situations and as necessary to solve them quickly and mobile; the ability to assume responsibility and initiative in solving tasks, showing creativity, ingenuity, inventiveness , making constructive decisions; the ability to establish interrelationships, to cooperate; the desire for self-improvement. All of these skills, abilities and qualities are essential in the course of developing the subject-to-subject interaction, including interaction with a foreign partner, which gives the opportunity for achieving the most effective result during communication, in particular, intercultural.

The research problem. Today, an essential complex task raising before a teacher of higher education establishment is to help a student developing his/her own potential, taking into account individual needs, interests, abilities, inclinations and, at the same time, in order to effective cooperation, including with foreign colleagues, to teach a student tolerance and respect for thoughts, views and traditions of other people, based on mutual recognition, independence and creative cooperation. Indeed, this task is not possible without creating an effective pedagogical interaction of educational process participants based on trust, respect, collaboration and dialogue, in other words, without realizing the subject-to-subject interaction among a teacher and students in the process of their joint activity and direct communication, which will promote their professional development in conditions of intercultural communication.

Analysis of current research and publications related to the problem. Yu. Babansky, A. Brushlinsky, K. Karpinsky, V. Kremen, H. Meshko, S. Rubinshteyn, V. Slobodchikov, H. Tome, R. Motshnih-Pitrik have made an essential contribution to the study of key issues related to the organisation of subject-to-subject interaction. Many scholars have dedicated their own research to the issue of intercultural communication, in particular: M. Bakhtin, F. Batsevich, E. T. Hall, R. Grishkova, T. Novinger, I. Piller, E. Porter Richard, O. Sadokhin, S. Ting-Toomey. However, the problem of subject-to-subject interaction in the educational process and the analysis of its role in specialist’s professional formation in conditions of intercultural communication have not received the necessary attention.

The research purpose conducted within the framework of the article is to study the subject-to-subject interaction in the educational process as the basis for preparing a future specialist for intercultural communication.

Every developed country has its own higher education system, but almost all of them are built on the same principles. France and Spain are the countries distinguished by their characteristic features, which we present in this article. While reviewing the higher education systems of France and Spain, we have clearly shown the similarities and differences in the management, financing and structures of the higher education systems of these countries. The study revealed that the management of the education systems of France and Spain is carried out by the central management authority (in France by the Ministry of National Education, in Spain by the Ministry of Education, Science and Sport), autonomous regions and local authorities (university).

The main features of the French higher education system are the predominance of state universities, free education for everyone, including foreigners, and practically the same quality of education in both the capital and the provinces. As a country with a strong tradition of centralization, France maintains an education system with dominant control of the state, which has the prerogative to define and implement a higher education policy.

The peculiarities of higher education in Spain include: paid tuition, a high-quality and complex curriculum, an independent choice of academic policy by universities, high school graduation exams consideration (bachilerato) as entry exams for universities. The most important common feature for both countries is the principle of “academic freedom”, i.e. the student independently determines the list of subjects to study, combining the educational process with scientific research.

Above we present tables on a comparative analysis of external and internal management, the financing systems in France and Spain, the structure of their higher education, as well as the assessment system and the requirements for admission to universities in these countries.

The article is devoted to the peculiarities of the organization of physical-mathematical training in US maritime higher education institutions. The author draws attention to the fact that one of the actual vectors of pedagogical research is the study of international experience in organizing education and training of specialists for various sectors of the world economy. Analysis of scientific sources made it possible to determine that the problem of physical-mathematical training in foreign maritime higher educational institutions was not the subject of a separate research in modern pedagogical thought.

The purpose of the article is to study the characteristics of the organization of physical-mathematical training in US maritime higher educational institutions and to determine the possibility of using their positive experience in the domestic maritime educational system.

In the article the author analysis and compares curriculums of some US maritime academies. During the analysis, it was finding that physical-mathematical training plays a special role in the US system of maritime professional education. It provides not only the development of basic knowledge of physics, mathematics, astronomy and computer science but also aims to develop the basic skills and abilities of students necessary for further education and professional activity. Among them, the departments of science and mathematics of US maritime academies focus on the development of quantitative and qualitative thinking of students, their use of experimental and statistical methods, determining causal relationships, finding solutions to professional tasks, forecasting and modeling, forming a students’ worldview through mastering fundamental scientific principles, etc.

The author comes to the conclusion that the experience of organizing physical-mathematical training in US maritime academies can be used by the domestic maritime educational system during the planning of the variable component of professional training programs for the maritime industry.

The article includes deep analysis of the higher education system of the Republic of Belarus. В Беларуси остро стоит вопрос падения числа студентов. This is due to the departure of students abroad for training and demographic problems. There is a significant decline in fertility in 1995-2000. This is due to the economic crisis in Belarus at this time. The second problem facing universities of Belarus is the decline in the number of candidates and doctors of science, low motivation of young people to work in science.

These moments open the question of finding new methods of popularizing educational services. One of these areas to solve these problems may be improving the work of the university site.

In the course of the study, the author of the article found that, in most cases, students take information about a higher education institution from the Internet. They are actively exploring the websites of universities. Make your choice based on the university's rating. This includes Webometrics ranking. Therefore, a way to improve the elements contributing to the growth of Webometrics ranking should be a tool for promoting educational services.

The Webometrics ranking of universities in the world is an initiative of Cybermetrics Lab, the research group Centro de Ciencias Humanas of Sociales (CCHS), a member of the National Research Council (CSIC), the largest organization in the field of research in Spain. The highest positions in this ranking in Belarus usually took the Belarusian State University. Brest State Technical University ranks is 11th place in Belarus. To ensure growth in this ranking, the university needs to increase quotation of articles and the number of users of the site.

The author also explored the issue of popularization the educational services (on the example of Brest State Technical University) through the use of web-technologies. In particular, one of the directions is to improve the level of site of the university, and also increase a number of users of the site. At the end the implementation of these activities should increase the position of the university in the ranking of Webometrics.