Vol. 1 No. 2 (2019): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

Contemporary politics when preparing professional capacity places high demands on all areas of educational activity. It emphasizes the need for active use of innovative developments and research approaches. In recent years, it has become clear that the reform of specific projects in educational institutions is the best way to look at the best practices - this is the work of each educational institution, and education functions as social stability, continuity of culture, moral, physical and mental health of young people, free, active and responsible education of a creative person. To achieve this goal, a new search and research function has appeared in educational institutions. The relevance of this article is due to the fact that today it is important to formulate professional competences, which include knowledge of the system of socio-psychological and pedagogical research on methodology and methods, the ability to organize, plan and conduct research: The discipline "Methodology and methods of pedagogical research" is of great importance in the preparation of teachers - researchers. The study of the problem was a pedagogical developments and research approaches in a higher educational institution, which was regarded as an important function in the formation of professional potential and professional competencies. The study of this problem was based on the scientific works of V. Zazvyaginsky, R. Atakhanov, V. Bordovsky,

N. Borytko, A. Molozhavenko, I. Solovtsov. The search and research function is of great importance in the training of teachers and researchers. The structure of the search and research function includes a study of the approaches of the philosophical, general scientific, scientific-specific level of methodology. This contributes to the formation of the future teacher as a whole, and in the formation of the pedagogical worldview, providing the level of practical training necessary to conduct pedagogical research. The course is focused on the development of students' methodological culture, the improvement of their scientific categorical apparatus. The training program assumes that the intern will conduct research, research, analyze and summarize the results, develop and implement recommendations. The article proposes options for assignments to students discussed in seminars and practical classes. The future specialist will conduct research, analyze and summarize the results obtained, develop and implement recommendations. 

The article under consideration analyzes the concept of age periodization of the twentieth and twenty-first centuries. Nowadays the issues of the state of children's health are relevant: physical and mental development, physical fitness, adaptation of children to changing environmental conditions, as well as the issues of valeological education of the young generation. According to scientific research over the past decade, the frequency of detecting chronic diseases, functional disorders, as well as cognitive impairment among children of different ages has increased, and the indicators of the child’s physical development have significantly worsened. In this regard, one of the key points in changing the situation is the knowledge and understanding of the functioning of the child’s body at each age stage of its development. The actualization of the issues of anatomical, physiological and mental signs that are characteristic for different age stages of child development (age periodization) and issues of accelerated physical and partly mental development in childhood and adolescence (acceleration) will help to identify possible causes of the disease and to prevent them. The studying of the opinions concerning age-related changes of children will help to evaluate the modern approaches of age-related periodization in pedagogy. In the twentieth century, the issues of child development took a leading position among the classical areas of interdisciplinary research. This issue is becoming relevant in modern society, because childhood is the initial stage of the origin, formation, and development of physical qualities, personal characteristics, behavioral patterns. A strong opinion has been formed in pedagogy and psychology over the past 50 years that the idea of a child and its age characteristics are a cultural and historical phenomenon. We set as a goal of this work to define the age limits of childhood, as well as to analyze the knowledge and prescriptions for each period of childhood.

The article reveals the essence of the competitiveness of future specialists in the management foreign economic activity of the aviation industry as an object of pedagogical research. The relevance of the chosen perspective is due to the high level of dependence of the results of activities of both higher educational institutions and their graduates on the level of competitiveness of specialists in the labor market. Therefore, the most important condition for the development and effectiveness of the object and subject of educational activity is the determination of the composition of this indicator for future professionals as an indicator of the quality of educational services and the basis for ensuring the organizational and pedagogical conditions of the educational process.

The main part of the article is based on the findings of researchers and scientific and practical publications on competencies and professional competence, as the basis for the formation of competitiveness. In addition, scientists' approaches to the selection of components, their justification and grouping were analyzed. The basis for identifying the components of competitiveness of future specialists is, first of all, the functional purpose, the source of origin, the nature of origin and the subject of future activities, the successful implementation of which requires certain abilities, character traits, moral attitudes, skills or theoretical knowledge.

The important conclusions of the article were the selection of the component of competitiveness of the manager of foreign economic activity of an enterprise in the aviation industry on the basis of achieving training and development goals in 4 main areas: personal self-determination, future professional activity, social role, readiness to work in a competitive environment.

Thus, the main components of the conceptual model of competitiveness of the manager of foreign economic activity in the aviation industry can be called: cognitive-activity, as the combination of basic knowledge for the formation of skills and abilities of the future professional activity; praxeological-reflexive, implying the formation of a personality system of values ​​and personal orientations; social communicative is the ability to social relations and interpersonal interaction; acmeological, which is based on the development of the personality at the stage of becoming of maturity, the desire for professional self-realization and personal achievements.

Structural component system, the composition and relations in which reflect the characteristics and specifics of the activities of the aviation specialist in foreign economic activity can be used to develop a model for preparing students in an educational institution.

The paper deals with the problem of formation the future navigators’ sociocultural competence. It is stated that the processes of development of Ukraine as an independent sovereign state, the establishment of relations between peoples actualize the issue of forming the sociocultural personality of future navigators of international voyages. The author highlights that recent development trends and requirements of the maritime labor market lead to a revision of the training system for future navigators taking into account the formation of their sociocultural competence. It is determined that the sociocultural competence of future navigators of international voyages is formed mainly on the basis of their study of the national culture of different countries of the world at English classes. This allows students to realize the difference between their native culture and other cultures, as well as to acquire the ability to overcome sociocultural differences. In the article it is emphasized that saturation of cadets' social and humanitarian training with sociocultural content occurs not only when they study “English language of a professional orientation”, but also when they master such academic disciplines as: “Philosophy”, “History and Culture of Ukraine”, “Psychology”, “Marine Resources Management "," Geography of shipping and ocean routes of the world ". The author focuses on sociocultural knowledge as the foundation of intercultural communication and states that an important direction in the process of social and humanitarian training is the formation of the future navigator as a cultural mediator in situations of intercultural communication, as a subject of dialogue of cultures. The author has formulated the features of an effective process of social and humanitarian training of future navigators, they are: expansion of the sociocultural component in the process of teaching social and humanitarian disciplines to the extent that is considered sufficient to enhance self-organization of cadets' knowledge in unusual conditions or in the course of solving problem situations; the formation of cadets' motivation to master sociocultural knowledge; orientation of the socio-humanitarian training of future navigators towards resolving the contradictions between personal and public interests; development of cadets' searching skills to expand socio-cultural training; creating conditions for cadets to learn the traditional (knowledge, skills) and non-traditional (creative activities experience) components of the content of social and humanitarian disciplines.

The article deals with the system of quality management of professional training of specialists in accordance with the legal framework. It has been determined that the main components in quality assurance of education in Ukraine are the systems of quality assurance in the institutions of professional education; the system of external quality assurance of education; the quality assurance system in the activities of management bodies.

The concept of "quality management system" is justified as a set of interrelated or interdependent elements that enable to establish the policy and goals and ways of achieving these goals and are directed to control the activities of the quality institution.

The directions (strategies) of development of the quality management system, which are aimed at improving the efficiency and effectiveness of the activity of the institution of professional education and carrying out the appropriate certification (accreditation, licensing) and obtaining the quality certificate, have been established.

The influence of target functions of quality management of vocational (vocational-technical) education on the content and structure of managerial functions of the head of the institution of vocational education in terms of integrative learning has been determined.

The content of technological managerial functions of the head of the institution of professional education in the conditions of integrative learning and innovative methods of management of quality of professional training of specialists is revealed.

The experience of the European Union countries in the direction of achieving efficiency and effectiveness in managing the quality of professional training of specialists has been researched. The concept of benchmarking, controlling, monitoring, fundraising as components of the management system contributing to the ordering and regulation of the activity of vocational education institutions is revealed; a clearer distribution of powers, tasks and responsibilities through prescribing and managing processes; improving the quality of the provision of educational services, awareness of it and taking into account the needs and expectations of consumers; rational and efficient use of resources, especially human resources; increased prospects for contacts with potential investors.

It may seem strange to ask the question of the value of education at a university. It is still considered to be the one institution that exclusively awards the highest degrees of education that can ever be achieved.

At the same time, fundamental changes can be noted which, in the course of the so-called Bologna Process, have promoted a formal alignment of country-specific educational systems from a purely political-economic point of view. The relevant education policy decision-makers agreed on this and have since confirmed their willingness to comprehensively adapt the education sector to the requirements of the global capitalist economic order and to organize it as a contribution to international competitiveness.

Problem Statement. The now 49 signatory states in the European Higher Education Area - Austria has been part of this area since 1999, Armenia joined in 2005 - committed themselves to ensuring the employability of graduates through appropriate reforms in education system and guarantee mutual recognition of degrees that should provide for increased mobility of their populations. The effects have become very tangible for all of us. With the modularization of Bachelor's and Master's degree programs, the definition of quality standards, the introduction of the European Credit Transfer System (ECTS) and quality assurance in teaching and development of universities, the degrees were made comparable and at the same time in line with the market. Education has become the commodity with which the individual may act in the Higher Education Area. It has a Market Value.

Short analysis of current researches and publications related to the problem. In this politically expansive labor and employment market, individuals can now try their luck with the educational qualifications they have achieved. It also means that they have to be comparable with a larger number of applicants for a job and employment position. In the job market, there is initially an abundance of well-trained but unsolicited people, who turn into a shortage for the same reason. "If everyone’s graduated from high school, nobody really has the graduation!" In economic service companies and state institutions are in the sequence of jobs rarely or completely disappear, which does not make the graduation to the employment requirement. Because of this, school and college degrees, which for a long time were regarded as a kind of insurance for privileged positions in the labor market, today are much more like an "Option [...] traded on the stock market", a commodity with an early "expiration date" and " enormous pressure for innovation "(see Gruschka 2009, p.109). Even with the greatest individual training effort, many in this competition - which inevitably generates losers alongside winners - do not reach their goal. The oversupply of academics, on the other hand, also creates new freedoms in the selection and filling of jobs. The remainder is regarded as an "academic precariat" and is far more or less imaginatively reflected in its life, far below its level of education level is concerned in the diverse and differentiated range of service sector.

Research novelty. Although the life chances are linked to education and school leaving or university degrees, they are apparently far from being guarantees of getting into a job or employment relationship at all, let alone that one corresponds to the level of education and training. Regardless of this, for many existentially threatening contexts education still exists in contrast to it as an independent value - more or less idealized. The complaint about the "practice of un-education" (Liessmann 2016) implicitly or explicitly takes up elements of a "true" education to highlight the questionable transitions associated with the above mentioned profound reforms of education. There is no doubt that education has a value that differs from its market value. Something of this value still appears even where general knowledge or general education is required, which can be used in various formats of media entertainment, in quiz broadcasts, for example, concert tickets, shopping vouchers can win or lose up to one million euros.

My untimely thoughts are not exhausted in further complaints about the mismatch of the two sizes. At the beginning there is a somewhat unusual literary comparison under the headline "How much education does a human being need?" with exemplary references to how education is currently being discussed. The spectrum ranges from enthusiastic statements about the global and individually life-time expansion of educational processes under the keyword "Lifelong Learning" to more sceptical or questionable time diagnoses, which see this expansion as a rather problematic development.

In the discussions, a contrast always flashes, which will then occupy us in a second step: the contrast between "mere" qualification and "true humanistic" education or, briefly, between training and education. In the memory of some almost forgotten insights, I want to show that the contrast itself had only a relative weight, even for the protagonists of one and the other position. The two sides - training and education - were originally not seen as contradictory and incompatible. Only in retrospect did it present itself in this way and it is sporadically deliberately exaggerated.

Democratization, individualization, dialogism and other trends of modern Armenian education require priority orientation to meet the needs of the person himself, treatment to his rights and freedoms, to formаtion of the ability to overcome social risks, take responsibility for their own destiny and the fate of society and the state. Today the status of education in our society is being changed. Education is no longer regarded as a departmental industry serving the interests of other departments and social practices. In the third millennium, the education system of Armenia should undergo drastic changes, which concern not only to the structure of its organization, methodology and technology for constructing educational processes at all levels of this system, but mainly to redefine the goals of education, its strategic guidelines, and the place in public life that allows to adequately respond to the challenges of the 21-st century. At present, the fundamental dependence of the prospects of our civilization on those abilities and qualities of a person that are gained and formed in education, is already quite obvious. Modern pedagogical thought actively addresses the problem of the anthropological content of education. Education at the present stage in the framework of the development of the humanitarian paradigm not only does not reject the anthropological foundation, but actualizes it more and more. The treatment of pedagogy to the anthropological approach allows to have a new look at the understanding of innovative educational practice both in the historical context and in modern reality. The anthropological approach, as an approach aimed at the social aspect as a result of subject-subject relations in the pedagogical process, allows both the scientist and teacher to consciously follow it in their activities, as well as its systematic, relevant modernity of educational goals, tasks and create conditions for the implementation of the pedagogical process. That is, the anthropological approach in modern pedagogy acts as a method and at the same time a tool for forming the integrity of a person, his holistic culture. The anthropological approach is relevant in the humanitarian paradigm of education, in pedagogical science, since humanitarian knowledge is focused on the individual, touches to a person’s spiritual world, to his personal values and meaning of life.

The comparative analysis of higher education management in different countries has become extremely relevant and highly valuable in the world today. These studies address two important issues: i.e. the exchange of cognitive and advanced experience and definitely contributes to the development of Comparative Pedagogy.

The article discusses the three most common and applicable models of higher education management in the world: Continental European, Anglo-Saxon, and Humboldtian, presenting the ideas underlying those that are different from each other.

Furthermore, the article compares the higher education management of the two EAEU member states - Armenia and Belarus. The similarities and differences, achievements and problems of the management system are presented.

In particular, the article presents the reforms implemented in both Armenia and Belarus in the context of the Bologna Process.

The comparative analysis concluded that the higher education management system adopted by both Armenia and Belarus fits within the framework of the Continental European model of higher education, with some reference to the Humboldt model.

This shows that both Armenia and Belarus have serious reforms in both the quality of education and the democratization of management.

Parallel with the social pedagogue's professional technologies used in the work with family, implementing provided opportunities of art therapy allows to manage the processes of diagnostics and then curing. They help diagnose the cause of the problem and provide appropriate solutions. The importance of the versatility of work with the family is effective from the aspect of solving the social-psychological, psycho-pedagogical problem in the family, if the social educator is able to not only engage the child but also his/her family members in constructive processes, which will enable each of them to form a value-based transformation of the problem, to appear in the positive side of the solution and realize that each family member is responsible for any problems that arise in the family. Outstanding American art therapists Hanna Kvyatkowska, Judith Rubin, Helen Landgarten, who have developed valuable technology based on their practical research experience for those who practice applied pedagogy or psychology, have works referring to comprehensive researches of family art therapeutic technologies. The article analyzes and presents technologies developed by several modern art therapists, as well as tendencies of art therapy from the aspect of effectiveness of application of family art-technologies. For the first time in this article, family art-technologies are considered as alternatives to making the efficient decisions in the work of a social pedagogue and in the development of a working style. When used by a social pedagogue, family art-technologies can help make effective decisions. They can transmit freer and more creative tone in social pedagogue's research, diagnosis, problem solving. The tricks of the art-therapeutic technologies discussed in this article can also be used in organizing family counseling.

Higher education is crucial for successful development any country, and depending on changes in political and economic foundations in the country, the system might be reformed. However, despite this, many European countries from one point of view are similar in their teaching principles, while having some extent differences from another point. An example of such countries are Italy and Germany with their own characteristics, which are presented by us in this article.

Having examined the higher education systems of Italy and Germany, we clearly stressed similarities and differences of management, financing and structures of higher education systems of these two countries. As a result, the study revealed that the management of educational systems in Italy and Germany carried out by the central government bodies (in Italy - Ministry of Education, Universities and Science, in Germany - Ministry of Education and Culture), as well as regional and local government (university).

In Italy and Germany, the general standard rules are established for admission to the university for students who successfully complete high school graduation classes. Unlike Italy, where Lyceum with a Diploma di maturita is a middle school, in Germany, universities accept graduates of gymnasiums or general schools based on the program of the gymnasium that provides a document on secondary education – diploma ABITUR. An integral part of higher education both in Germany and Italy is the developed credit system and free academy.

Unlike Italy, where the main part of the financing system of higher education is carried out by the central governing body, namely Ministry of Education, Universities and Science, in Germany, Higher education financing is mainly provided by local governing bodies. Universities in both countries- Italy and Germany, admitted a number of citizens from other countries who study here free or with a small fee.

If Italy's higher education system uses a 30-point grading system, Germany relies on 6 point one.

Higher education in both Italy and Germany is based on 3-step system universities corresponding to the Bologna process, distinguished by the names of its degrees.

Thus, the progressive development of higher education systems in Italy and Germany with their constant modernization leads to a successful resolution of problems associated with the management of higher education. The tables above provide a comparative analysis of external and internal governing bodies, financing in Italy and Germany, structures of their higher education, as well as grading systems and requirements for admission to universities in these countries.

The article analyzes the results of the studies on the formation and development of visual perception of visually impaired children in the aspect of correction and prevention of optical-graphic writing disorders, conducted by foreign and domestic authors. First of all, the importance of the problem is determined by the fact that the visual impairment makes the process of reading and writing of these children much more difficult. Owing to the insufficient development of visual perception, visually impaired students write letters, syllables or words together or excessively apart, dislocate the writing straightness etc.

Therefore, the correction and prevention of this kind and other optical-graphic writing dislocations of visually impaired students has utmost importance.

Тhe special scientific and methodological literature pays great attention to the issues connected with the formation and development of visual perception of children with visual impairment in, many foreign and domestic researchers do research in this field.

However, conducted works lack due attention to the development of visual perception of visually impaired children within the scope of correction and prevention of optical-graphic writing disorders. Whereas the solution to this problem is very important for these children.

Therefore, the question to explore the ways and means of creation and development of techniques of visual perception, reading of flat surfaces, the correction of optic-graphic writing skills of children with visual impairment has an important significance for the theory and practice of teaching the students in special, inclusive and mainstream schools.

The above stated determines the relevance of this study, its theoretical and practical significance.

In the article, the results of a study of touching possibilities of blind primary school children to identify sport objects (balls, maces, sport sticks) by the shape, sizes, texture of surface and other features are presented.

It is stated that primary school children who are totally blind and blind with residual vision have low indicators of touching identification of main characteristics and surface texture of different sport objects, despite the fact that blind children with residual vision stay significantly behind of the totally blind peers by the studied indicators. It is specifically obvious in case of 1-2-year school children. The data from scientific literature, practice and our studies indicate that a special attention should be devoted to the study and development of touching abilities and skills of blind school children in the issues of active participation of these students in playing, study, sport-gym and other types of activities.

The results of the conducted studies allow to state the necessity of elaboration of special means, methods and conditions to use them in sport-gym lessons to develop the abilities of children with visual impairment to identify the shape, size, surface texture of objects. This will promote the active participation of blind students in sport-gym lessons.

The most important tendency in the human society development in the 21^st century is connected with the changes in the personality type, the human awareness of themselves as a life and culture value. That is why higher education should be value-oriented. And the goal of the pedagogical education should be the formation of the teachers’ value behaviour. Teachers’ value behaviour, undoubtedly, will help students in their value orientation in the world of various, sometimes controversial values, will raise the educators’ cultural and professional level, as well as the prestigiousness of their profession. The concept “Value Behaviour” has got different interpretations, but there is one common feature about them all, i.e. that the values manage human behaviour. The formation of the “value behaviour” takes place mainly during the educational process at higher school institution, while studying subjects of the psychological-pedagogical cycle. But the process becomes more focused through studying “Pedagogic Axiology”. During the formation of the value behaviour, the student as the subject of that process, needs assistance in the realization of the own axiological position, etc. To our mind, all these problems are successfully solved in case of tutoring the students.

In the pedagogical literature, there are various definitions of the word “tutor”. We base upon the one which describes “tutor” as a pedagogue, who takes a tutorial position towards the student in order to develop subject – subject relationship between the participants of the educational process. The tutor’s activity content is defined by his functions. Carrying out the assigned tasks, the educator selects different forms of activity and pedagogical technologies. We have elaborated criteria for the selection of such technologies. They should raise the level of existential reflection, broaden the spectrum of social value conception, develop communicative competencies, etc. With the consideration of these criteria, the following technologies were applied during the experiments: organization of the research activity, dialogue interaction, critical thinking and others. The analysis of the results of various types of control over the students’ cognitive activity while studying “Pedagogic Axiology” during experimental work via tutoring displayed a much higher level than before the experiment.

The results of the conducted research highlighted the fact that the formation of the future teachers’ value behaviour takes place more effectively via including “Pedagogic Axiology”, tutoring students, in the curriculum.

The educational means and the technical means of education in the current state of the civilization development have essentially promoted the educational process to become more interesting and effective.

In the paper it is represented that throughout human history the corresponding educational systems have successfully used the special results of science and technology of the current period beginning from mechanical calculators – arithmometers, slide rule and ending with audiovisual means – film projector, tape player, video player and in the 21^st century also computers, internet and other means of ICT.

 In that sense, the history of the society educational life can be divided into five periods, which are: illustrative visual, verbal, printed technical, audiovisual and informative.

The rapid technological advancement, the strong and demanded entrance of the modern ICT means into the educational system has created a completely new state which is presented in the literature as a term of informatization of the education.

In the 21^st century the modernization of the education mostly depends on its level of informatization. In the modern world where the development and modernization of the educational systems depend on the level of social and economic power of the state it is noticed that there are certain differences in providing educational systems with modern ICT means and internet as well.  

Nevertheless, the most powerful countries in the world are already entering into the stage of informative society, where the educational system is not only informatizated, but also is ready to immediately feel the need of usage of new technologies as educational technical means.

The content of the article confirms the fact, that the technical means based on new technologies in educational process can perform all the functions of the similar means created during the history in a more effective, incomparably high quality and complex way.

The article discusses the problem of determining the basic functions of metaphor analysis in pedagogical discourse from the point of view of the conceptual approach. The metaphor is considered to be not only as a means of communication, but a way of thinking, communicative behavior of participants in pedagogical discourse. It acts not only as a unit of training, but also a condition for the formation of reflexive competence.

The problem of this study is to define the basic functions of metaphorical analysis in pedagogical discourse that helps to identify the nature and orientation of upbringing and education, the style of organization of the pedagogical process, and the content of instruction. The formation of the culture of metaphor analysis is a condition for the development of reflexive competence of both teachers and students.

The purpose of this study is to determine the functions of metaphor in pedagogical discourse, taking into account the meaningful and functional characteristics of pedagogical and didactic metaphors.

Novelty. It defines the basic functions of metaphor analysis in the pedagogical discourse, taking into account the pecularities of the pedagogical discourse, its dialogical and interactive nature, the appropriateness of using the constructive, fasilitational teaching technologies and pedagogical, linguistic conditions for the formation of students' reflexive competence.

The physical condition of schoolchildren: the level of physical development and motor readiness is one of the most important components of the physical perfection of a man. Therefore, the assessment of the level of schoolchildren’s physical condition is an integral and mandatory part of any physical education program and one of the criteria for determining the effectiveness of the physical education process in comprehensive school in our country. The analysis of the literary sources indicates a deterioration in physical condition of schoolchildren of different countries. A similar picture is typical for schoolchildren in Armenia.

The above emphasizes the importance and the need for systematic monitoring of the physical condition of schoolchildren of different ages and sexes, especially in remote and rural areas of our

country.

In this paper, we discuss data on the signs of the main gender characteristics and indicators of the physical condition of schoolchildren aged 6-17 years old, permanently living in the Syunik Marz. The signs of the body growth and weight as well as the indicators of movement speed, muscle strength, jumping ability and endurance in 1067 schoolchildren of both sexes have been studied. 

As the result of the study, it was found that ontogenetic changes of the indicators of the physical condition are heterogeneous and uneven, which is explained by the laws of the growth and development of the body of schoolchildren of different ages.

The revealed patterns of age related signs of physical development and physical readiness of schoolchildren in the Syunik Marz can be used as an appropriate basis for developing relevant regulatory requirements and creating a system of tasks for the comprehensive and harmonious development of schoolchildren of both sexes, the development of appropriate regional assessment scales and physical education programs.

Հոդվածում ներկայացված են «վաղօրոք պլանա­վորված սխալներով» դասախոսության գործածման նպատակահարմարու­թյու­նը և առանձնահատկությունները ֆիզկուլտուրային-մարզական բուհի բակա­­լավրիատի և մագիստրատուրայի ուսումնական գործընթացներում: Պարզա­բան­վել են նախատեսված սխալների օպտիմալ քանակը, դասախոսության ընթացքում դրանց առաջարկման և քննարկման ժանամակահատվածները, գործածման կուրսը և այլ հարցեր:

Հետազոտության նպատակը: Ուսումնասիրել «վաղօրոք պլանավորված սխալներով» դասախոսությունների գործածման առանձնահատկությունները ֆիզկուլտուրային-մարզական բուհի բակալավրիատի և մագիստրատուրայի ուսումնական գործընթացում:

Հետազոտության նորույթը: Հայաստանի ֆիզիկական կուլտուրայի և սպոր­տի պետական ինստիտուտի (ՀՖԿՍՊԻ) առկա ուսուցման բաժնի բակա­լավրիատի «Ընդհանուր և սպորտի մանկավարժություն», մագիստրատուրայի «Բարձրագույն կրթության մանկավարժություն» և Երևանի պետական համալ­սա­րանի (ԵՊՀ) «Մանկավարժության և կրթության զարգացման կենտրոնի»  բակալավրիատի «Մանկավարժության տեսություն» դասընթացներին «վաղօ­րոք պլանավորված սխալներով» դասախոսությունների կիրառման արդյուն­քում հնարավոր եղավ պարզել դրանց կազմակերպման հնարավորությունը և առանձնահատկությունները: Հստակեցվեցին մեկ դասախոսության ընթացքում սխալների բնույթը, սխալների օպտիմալ քանակը, բակալավրիատի տարբեր կուրսերում դրանց կիրառման նպատակահարմարությունը, պարզաբանվեցին նաև բազմաթիվ այլ հարցեր:

The article discusses the issues of ideological education of schoolchildren in the frame of physical culture and sport activity. 

In physical culture and sport wide possibilities are invested for realizing moral, patriotic, ideological education of younger generation.

Aim of the research: to study possibilities and directions of the work of physical culture specialist in realizing ideological education of schoolchildren in the process of physical culture and sport activity.

In the process of physical education solving problems of ideological education of schoolchildren are discussed in following directions: patriotic, moral, ideological political, legal.

Ideological education of schoolchildren, formation of morality, ideology, patriotism, active civil position is realized in the system of school education both during the lessons of physical culture and extra curriculum work, and in the process of sport competitive activity.

Analysis of scientific methodical literature on the researched problem allowed to underline some questions not researched fully: in modern conditions of society development it has been changed the demands for ideological education of schoolchildren, which entails need to review the system of preparing physical education personnel and ways to improve this process.

The further researches will be directed to working out methodical approaches and pedagogical conditions, corresponding to the character of forming preparation of future specialists of physical culture and sport realizing ideological education of younger generation.

A theme with a great interest in methodic literature is the problem of professional loyalty of the teacher in Bulgarian through measures in evaluation and expert, professional skills to expose the results of these actions to his subjects in proper form, according to lawful and national strategy. The present research analyses two types of action models of creating a reverse relation teacher-student in the written form (review). The material of 1857 reviews, created by 320 teachers from five regions in Bulgaria is researched by linguistic features (text features like line, cohesion, volume, forms of speech, grammar specific, composition and graphic) and linguistic didactic parallels (information, function, effect, loyalty). The results of two-years research of practice and transformation of used reverse relation in education in Bulgarian. The value of new strategy approaches and resultative models of such activity in the process of education in Bulgarian language and literature in Bulgaria. The article claims for responsibility from both sides of the educational process (teacher and students) according to relate evaluation activity to modern models of forming evaluation in order to better pedagogic communication in school and the results of it.

The leading factor in the social and biological human development is the formation of intellectual abilities. That is why, progressive intellectualization of activity is noted in different sciences, and this is also characteristic of physical education.

In recent years, the terms “intellectualization of physical education” and “motor intelligence” are often used in specialized literature.

Today “intellectualization” is considered as a process of forming the foundations of general physical culture knowledge, cognitive activity and the development of telekinetic intelligence among schoolchildren.

 Practice shows that the lack of theoretical knowledge of physical culture among students sharply reduces not only the effectiveness of training and education, but the interest in systematic physical exercises as well. Therefore, today new forms and ways of intellectual development in teaching are intensively searched. After the independence in Armenia six programs were introduced into the educational process on physical education.

Unfortunately, in each year only six hours are allotted for theoretical training of schoolchildren which is too little.

The article notes the urgent problems of the unity of intellectual and motor training of students in the process of physical education in comprehensive school. The author discusses and summarizes pedagogical issues in this direction.

Having analyzed literature data, the experience of leading experts and the results of his own research, the author recommends a member of measures to implement the provisions of the intellectual vector of physical education in school, such as the obligatory presence of theoretical and practical sections, independent work and pedagogical testing and discussions, the use of intellectual motor tasks, ensuring the interconnection of motor and intellectual development of schoolchildren and so on.

As a result of the work done, it was concluded that the process of teaching the basics of physical education and sports theory at school is still far from perfect.

In order to increase the efficiency of this process, the lesson of physical education should carry, first of all, the educational function and provide intellectual theoretical preparedness, which ultimately will lead students to the formation of ideas about the capabilities of their own body, the ability to motor its condition, independently perform physical exercises throughout their life.

Armenian population and the state as a whole will benefit from this. The intellectual vector of physical education should be inapplicable component of innovative pedagogical technologies in the practice of school physical education.

Out-of-hospital cardiac arrest is a leading cause of premature death worldwide. High-quality cardiopulmonary resuscitation (CPR) is a means to improve cardiac survival rate and achieve optimal patient outcomes.

Chest compression-only cardiopulmonary resuscitation (CO-CPR) has emerged as an alternative to standard CPR (S-CPR), using both chest compressions and rescue breaths. Since 2010, CPR guidelines recommend CO-CPR for both untrained bystanders and trained bystanders unwilling to perform rescue breaths.

CO-CPR is easier to teach, easier to perform and may be associated with increased CPR rates, and thereby with a higher rate of overall survival. The reasons for the adoption of CPR new strategy in out of hospital cardiac arrest could also include focus on minimizing interruptions in chest compressions.

The goal of saving more lives relies not only on type of effective CPR and solid quality science but also the effective education of lay people and healthcare professionals.

This article provides some basis of a successful educational strategy for improved CPR education, taking into consideration new recommendations of European Resuscitation Council and American Heart Association (ERC Guideline 2015, AHA Guideline 2015). There is increased emphasis on the rapid identification of potential cardiac arrest by dispatchers, with immediate provision of CPR instructions to the caller. CPR should be performed immediately on any person who has become unconscious and is found not breathing normally or with absent breathing.

The sequence of basic CPR training was suggested.

The study might improve awareness of basic CPR new strategy, support CO-CPR as an option in future resuscitation course developments.

Involvement of foreign students in Ukrainian speech activity of professional orientation was defined as one of pedagogical conditions for forming the Ukrainian professional and communicative competence of future foreign specialists from technical specialties within the research of Ukrainian training of future foreign specialists from technical specialties. The entity of basic concepts of the pedagogical condition as "activity", "activation", "activization" has been offered in the article. Scientific perspectives to a problem of activity in education have been investigated. The factors promoting Ukrainian speech activity of future specialists from technical specialties have been defined such as: 1) the organization of educational process, it promotes initiativity and independence of foreign students, strong and deep acquisition of knowledge, development of necessary skills, development of observation, thinking and speech, memory and creative imagination; 2) forming the student’s ability in order to adapt to conditions of the educational environment, to conform to it, to imitate the activity of other representatives of this environment; 3) the detailed psychological analysis of the identity of future specialist and comparison of his results with conditions of educational environment in order to forecast different types of activity; 4) adequate perception of people, assessment of other person and existence of interest in this assessment of the future specialist; 5) student’s enjoyment of educational activity and results of the efforts; 6) forming of the favorable attitude of a foreign student towards the discipline "Ukrainian as a foreign language" and to Ukrainian in general, etc.

The analysis of the concept "activity" and selection of its important features for understanding the process of foreign students’ involvement in Ukrainian speech activity of professional orientation as a pedagogical condition for the Ukrainian professional and communicative competence formation of future foreign specialists from technical specialties allows to increase the level of planning of classwork and extra-curricular work, to develop professional and communicative tasks and motivational exercises, as well as to introduce the pedagogical methods providing improvement of internal (personal) qualities of the student and external conditions of professional and speech training.

The complicated socio-economical situation in Ukrainian society negatively affects the family as the main social institution in which the personality of the future family man is brought up. The following trends are characteristic in the development of the modern Ukrainian family: high rates of divorces; an increase in the number of single-parent families and children born out of wedlock; increase in the average age of people getting married; spreading the idea of voluntary childlessness “child free”; joint couples living without wedlock; an increase in the number of single people who do not marry; reduction in the number of re-marriages.

All of the mentioned above directly affects the process of sex-role socialization of children and adolescents, the assimilation of models of the sex-role behavior, the fulfillment of sex-role functions.

Scientists considered the preparation of children and adolescents for family life through the organization and implementation of special courses and programs in a school as one of the ways to resolve the situation, such as the introduction of mandatory courses “Hygienic and Sexual Education” in the 8th grade by the decision of the USSR Ministry of Education from 1983 class and "Ethics and Psychology of Family Life" in the 10th grade, the publication of manuals for teachers and students.

Nowadays, relevant manuals on preparing children and adolescents for family life, revealing the urgent issues of the process of sex-role socialization, are manuals: “Psychological and pedagogical patterns of preparing pupils for family life”, “Sexual socialization of children and adolescents: patterns and gender characteristics” (В. Kravets); “Ethics and Psychology of Family Relationships” (authors V. Tokas, O. Plyska, Y. Fruktovaya); “Family Values: a practice-oriented manual for the“ Family Values ”curriculum (authors O. Melnik, T. Kravchenko, L. Kanishevskaya, I. Belotserkovets); “Preserving and strengthening the reproductive health of adolescents and youth: the potential of the community” (N. Zimivets); “Preservation the reproductive potential of students” (V. Orzhekhovskaya); “Preparation of high school students for future family life” (G. Harhan).

Being the one of the most important components of the sex-role socialization of children and adolescents, preparation for family life can be provided only if a scientifically based system of educational work is created and cooperates with the formation of culturological knowledge of, ethics, psychology, sexology of marriage, and the education of the personal qualities of a future family man, necessarily considering the psycho-sexual aspect.

The essence and role of electronic (virtual) herbarium are considered. Identified property advantages and disadvantages of virtual herbarium as a means of visual aids. The possibility of using a virtual herbarium in the educational process of graduate schools in the study of the discipline of the professional cycle of preparation of biology teacher is determined.

Electronic herbaria (EG), or, as they are also called virtual, can both protect valuable specimens and increase the access of all interested to catalogs and virtual herbarium bases. The electronic virtual herbarium is an information resource that provides fast and high-quality access to updated and open databases and is the highest level of accumulation, storage and distribution of textual and graphical information. 

The ЕG has several advantages: it prevents damage to unique samples; provides cost-effectiveness and ergonomics, which is manifested in saving time and money; speed and convenience; availability; updatability; the ability to search and analyze.

The lack of use of EG is the possibility of loss of diagnostic features of plant; using with visual purpose only; limited possibilities with the capacity of the server of the institution; the need for high-quality expensive equipment for digitization; effort to digitize large herbarium funds.

EG is possible and necessary in teaching educational disciplines from the professional cycle “Botany with the basics of geobotany”, “Basics of agriculture”, “Plant physiology”, “Plant ecology”, “Medical plants”, “Basics of ecology” and etc.

The prospect of further research is the full digitization of the herbarium fund of the Department of Botany and Ecology of KSPU and the introduction of EG in electronic training courses of professional training disciplines on the basis of the university-wide platform Moodle.

Introduction. The main problem in the research area is the fundamental need for fundamentalization, the continuity of education, the use of experience accumulated by the education system, and the maximum expansion and implementation in educational processes of information technology education and computer technology, both at the educational level and at the level of management of them.

Purpose. Nowadays in conditions of development and functioning of the educational system, the necessity of qualitative improvement of informational and analytical support in the educational system institutions, including educational processes at all levels, is objectively overdue. The effectiveness of informational and analytical systems, in turn, objectively determines the level of awareness of specific subjects of management in educational institutions.

Methods. The main directions in his work are the following ones:

• informational and analytical direction – provision in educational establishments of conditions for the introduction of pedagogical technologies, organization of teacher's innovative activity, the conditions under which a deep analysis of their own activities becomes a conscious necessity;
• consulting and informational direction – studying documents on education, school development. Providing assistance to teachers in material planning, developing lessons, streamlining the learning process, modular training, drawing up technological maps with prediction of desired results, teaching a teacher to conduct diagnostics;
• diagnostic and analytical direction – monitoring is the basis of the foundation in the management of the educational process.

Results. The article substantiates the concept of «informational and analytical competence of primary school teachers», defines its content and structure, principles and methods of management.

Originality. Nowadays, a new system point of view is needed for the organization and management of educational and educational processes within the education system, which should consist of interconnected subsystems, which are united by the general purpose of functioning.

Conclusion. The solution of this problem is focused on the use of information and analytical support systems that meet the modern requirements in the educational sphere.

The Bologna Process for the creation of a barrier-free European Higher Education Area was initiated almost 18 years ago on 19 June 1999 in a joint declaration by Europe’s education ministers. Originally, thirty countries affirmed their commitment to this goal and began the task of facilitating mutual access to science and education resources as well as improving the international dialogue and the mobility and exchange of students, teachers and researchers.

Problem statement. In the meantime, the group of countries participating in the Bologna Process has grown continuously. The 48^th and latest country to be included in the European Higher Education Area and hence also in the Bologna Process was the Republic of Belarus. That was here in Yerevan two years ago at the Ministerial Conference. The meeting was dominated by the challenges of the economic and social crisis confronting numerous European countries at that time, the consequences of which we can still observe today in manifold ways. In the course of these developments, separatist voices have gained noticeably in influence for the first time. That is why it was all the more important that a positive example of Europe as a place for academic freedom was renewed and underlined in the Yerevan Communiqué:

Short analysis of current researches. “We will support higher education institutions in enhancing their efforts to promote intercultural understanding, critical thinking, political and religious tolerance, gender equality, and democratic and civil values, in order to strengthen European and global citizenship and lay the foundations for inclusive societies.” [5]

The ideal of the Bologna Process is thus embedded in a concept of European and global citizenship that is based on the enlightened values of democracy and human rights. We are hence not talking here about the technicistic realization of harmonization measures in higher education, particularly in the administration and organization of degree programmes. The Bologna Process is closely linked to the development of inclusive societies, that is, “societies for all”, where social, economic and political participation is not delimited by categories such as race, gender, class, generation or origin. The measures anchored in the Bologna Process are oriented towards this guiding principle of critical and independent thinking, of inclusion and equality at national as well as international level. This is the benchmark against which the Bologna reforms must be measured.

Research novelty. Criticism of the ways in which the Bologna reforms are implemented and standardized must therefore always also take into account this dimension of global politics alongside academic aspects and higher education policies. However, legitimate political claims must not be fulfilled to the detriment of scientific freedom. The danger is inherent in the very structure of the Bologna Process that scientific freedom in the different member countries will be levelled out in favour of the international harmonization wanted at political level. If it wants to avoid shipwreck, European higher education policy must navigate skilfully between these two poles, the seductive Scylla of scientific freedom and the shapeless Charybdis of levelled local and regional peculiarities. My hypothesis is that the harmonization process in the European Higher Education Area can even hinder student mobility if it is put into practice badly. I would like to illustrate this using data gathered in the framework of a research project at Heinrich Heine University Düsseldorf in which software for planning overlap-free degree programmes has been developed. My question is: How can international mobility be implemented in a targeted manner and put into practice at the level of programme planning and curriculum development?

As it is known, aviation equipment and methods of its operation are continuously improved in order to solve the problem of flight safety. Modern aircrafts are equipped with more sophisticated automated systems that assist the pilot in the implementation of piloting and navigation functions. At the same time, the introduction of such systems complicates the pilot's monitoring over the systems operation. Consequently, the breadth of professional erudition and the analytical abilities of the future pilot are of great importance. The issues of readiness to solve problem situations arising in the process of their professional activity, namely in flight are becoming increasingly important.

Statistics shows that most fatal accidents are caused by errors in decision-making - 51.6%, while errors in procedural and sensory-motor activities account for 4.6% and 43.8% of fatal accidents. All this is the evidence that the current pilot, for the most part, does not comply with modern requirements for the operation of aircraft fully.

Researchers A. Vorona, D. Gander, V. Ponomarenko [8] note the fact that nowadays professional flight school graduates almost have no psychological readiness for the upcoming activities. And their too low professional reliability leads to deficiencies in work, incidents and accidents due to human factor.

Although the flying establishments, in general, carry out their functions in training pilots, the training system, mainly based on the experience of the flight methodological work of its developers, often has no scientific substantiation and is not optimal. As a result, the cadets have no sufficiently developed skills that contribute to their readiness to make a competent decision in a problem situation that arises in the process of the performing training flight.

The imperfection of the training technology is directly connected to the inability of the flight personnel to analyze the current situation correctly and make the right decision clearly and quickly, on the basis of the information received (pre-flight and instruments readings in flight), available knowledge, skills and abilities.