Vol. 2 No. 1 (2020): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

History of Tertiary Level Education spans many centuries and has its own way of development. However, its role in the lives of nations and countries has drastically increased during the last century. Taking into consideration strategic importance of education, countries have gradually paid more attention to its development.
Higher education of the Republic of Armenia is in line with the manifestations of international higher education. Thus, higher education and continual growth of its quality and quantity are of great significance in Armenia.
In the international arena the role of education has been more emphasized since November 1945, when UN specialized agency - UNESCO (United Nations Educational, Scientific and Cultural Organization) started its activity. The World Declaration on Higher Education for the Twenty-First Century: Vision and Action, adopted by UNESCO's World Conference on Higher Education on 9 October 1998with the aim of setting global standards on the ideals and accessibility of higher education, became the forerunner for new changes and development of higher education. A number of issues peculiar to the development of higher education are focused on in the World Declaration adopted by UNESCO and their manifestations are also existent in Armenia. One of these issues deals with strengthening of interstate cooperation in the sphere of education, and it is peculiar to the higher education of Armenia, too. After gaining independence, Armenia signed numerous interstate agreements and came closer to the international standards through reforms. Computerization of higher education is another peculiarity. Though the level of computerization of the higher education is not sufficient in Armenia yet, serious and active steps are made towards it. In the international arena the establishment of scientific and work-study institutions has become a unique form of integrity of science, education and work. In Armenia the evidence of a successful attempt to establish such institutions is cooperation of IT sphere with the leading universities of the country over the past few years.
Democratization of education, i.e. existence of opportunity for every citizen of the country to receive education, is also one of peculiarities of international higher education. In Armenia higher education also tends to democratization. With this aim a number of measures have been undertaken and certain laws have been adopted. The slogan «Lifelong learning» is closely connected with democratization of education. This international slogan is also relevant to higher education of Armenia.
The last significant peculiarity is humanitarization of higher education, implementation of which is evident worldwide; still, in some countries including Armenia it is expressed faintly.
Thus it can be concluded that over the last three decades higher education of the Republic of Armenia has undergone drastic changes. It demonstrates peculiarities and trends of development which are in line with the international developments and they lead to integration with the international higher education.

In this article accreditation of higher education institutions (HEIs) is considered as one of the most significant and applicable mechanisms for ensuring the quality of higher education. The article also analyzes issues related to the enhancement of quality assurance processes, both from theoretical and practical perspectives. Particularly, the problems of the institutional accreditation of HEIs of the RA are discussed in terms of the practical use of the EHEA tools. The problems presented in this article are viewed as obstacles that prevent the continuous improvement, sustainable development of the HEIs and the full integration of the RA into the EHEA.

Educational reforms presuppose the provision of quality education, which is possible if the lecturer-student interpersonal relationship is replenished with new quality mentoring relationships. Mentoring involves students' emotional-psychological, professional support, development and development of relevant professional competencies, resulting in the formation of self-awareness and self-realization skills. This relationship implies direct cooperation between the mentor / lecturer / and mentee / student.
During the mentoring relationship, the lecturer mostly uses the social-psychological method of management, mainly manifesting a democratic style of governance, sometimes a liberal style according to the situation. During the cooperation, the mentor uses a pedagogical diagnostic function, which is reversible, as the purpose of the diagnosis and the problems are the chain of further diagnostic actions, which is intertwined with the management functions. And vice versa. The lecturer-student mentor relationship is effective if the lecturer-student communicating couple realizes their social roles, and they can and psychologically are ready for that relationship by performing a pedagogical diagnostic function mutually.
Both the mentoring relationship and the pedagogical diagnosis have developmental stages, which are analyzed with appropriate predictions.
In the introductory / initial / metric phase, a preliminary diagnosis is made, during which the mentor couple mutually exchange some information. During this period, the mentor uses methods from the diagnostic information collection method: observation, survey, interview, survey testing, analysis of current results. The initial diagnosis is followed by the current diagnostic phase, which is comprehensive and multilevel, as the models of mentoring relationships can be changed.
During the current diagnosis, the mentor uses two groups of methods: 1․ Diagnosing information evaluating methods: scaling methods, statistical methods, rating methods, methods for processing the received information and 2․ Applied methods of diagnosed results. The diagnostic methods are modeled on the efficacy model evaluating the mentoring relationship: The Donald Kirpatrick model. At this stage, not only are the achievements and positive behavioral changes analyzed, but also the limitations and omissions in the relationship are identified, new tactical steps are planned, and predictions are made for the further activities planning.
In the final stage, the mentor uses methods to analyze the results. Both the lecturer-student mentoring relationship and the diagnostic function is a developing spiral that must lead to a new quality of development. Since the basis of mentoring relations is the principle of volunteerism, then the mentor-mentee plans their further activities and goals, the expected final results.

The idea of the advanced professional development environment (APDE) ecosystem is to present it as a system that concentrates the material, information, organizational, managerial and social spheres (potentials) that ensure the advanced professional and personal development of pedagogical education subjects throughout their professional career in full-time virtual pedagogical interactions. For the first time substantiated and presented: the composition and structure of the teacher's APDE ecosystem in the process of general pedagogical training in the form of two heuristic models of sphere (static) and cyclic (dynamic). The innovation and pedagogical activity is determined by the regulator of the APDE ecosystem, which normalizes the phasing, cyclicity, and complementarity of spheres, ensures the correctness of the dominance of virtual pedagogical interaction over the traditional.
In the developed ecosystem of APDE, we took into account the traditions accumulated at the Department of Pedagogy of the Maxim Tank Belarusian State Pedagogical University. The openness of the created ecosystem allows, in the presence of an educational (educational, scientific, research, innovative) request, the individual to use the available resources in an individual personified environmental regime. The methodological foundations of the APDE ecosystem are considered, its objectives are presented, the principles of concentration of resources in the process of general educational preparation are disclosed.
Based on heuristic models, it is possible to design ecosystems of the advanced professional development environment for humanitarian specialists (at the general level), and it is also possible to design its individual elements or processes.

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 definite contribution to the development of Comparative Pedagogy.
Furthermore, the article compares the higher education management of the two EAEU member states: i.e. Armenia and Russia as well as presents similarities and differences, achievements and problems of the management system.
In particular, reforms that are implemented both in Armenia and Russia in the context of the Bologna Process are presented in the article.
The present article conducts a comparative analysis of Three Degree Education System, ECTS Credit System, and Assessment System.

The modern world has been largely changed through further civilization and successful development and globalization of all education systems, which was facilitated by the Bologna process. Studying and comparing the experience of managing higher education systems in European countries largely interests the public. Further study of the subject leads to more effective ways of organizing and staging the higher education in other countries. Spain and Italy are example of such states. A comparative analysis of the management of higher education systems in Spain and Italy that emphasizes the unique aspects of the both systems allows to improve higher education in other countries.
It is the first time that a comparative analysis of the management of higher education systems in Spain and Italy was conducted in Armenia. It was presented in tables, emphasizing the features, similarities and differences of their governing and financing bodies, ways of entering universities and assessment process, as well as the structure of higher education systems in both countries. As those tables indicate, in these countries both external and internal bodies are responsible for the management of higher education systems. Names of those bodies are different. Both in Spain and in Italian universities, there is “academic freedom” with a highly developed credit system. In both countries there are state and non-state universities licensed by the state. Studying process in the universities of Spain and Italy is conducted both in the native language and in English. The higher education systems of Spain and Italy differ in their methods of assessment, as well as admission to universities. Spanish universities have a 10-point grading system, while Italy has 30-point grading one. For admission to universities in Spain, you must have a diploma of secondary education and entrance exams based on the system called "Selectividad", while foreign applicants must also pass an exam in Spanish. In the case of Italy, the admission to college for Italian citizens is a college certificate without entry exams. As for foreign students, they need to pass exams for admission in the form of an interview. In oppose to Spain where students have to pay tuition for studying in universities, education in Italy is free including for foreign students. A comparative analysis of the management of higher education systems in Spain and Italy highlights some positive elements universities in other countries can use for further development and progress of their higher education system. Studying and comparing the experience of managing higher education systems in European countries such as Spain and Italy is very important. This experience can lead to more effective ways of organization and development of higher education system in other countries.

The article presents the main approaches to the organization and prevention of myopia in children in the family. It is known that visual impairment, including myopia, is often observed in childhood, when a child in the family does not follow the rules, regulations, and requirements set for the protection of vision and visual work during games, drawing, viewing pictures, drawings, computer activities, etc. The preservation of good vision mainly depends on how parents are informed about the prevention of myopia in children. This determines the necessity of developing of approaches for prevention of myopia in children in the family and for provision the informational assistance to parents in these matters.
This problem is complicated by the fact, that many parents do not pay needed attention to the conditions of conducting the child’s visual work, and often do not have the necessary information about the rules and standards of visual work and rest of the child’s eyes. Therefore, the study of many aspects of this problem and the development of approaches for providing the informational assistance to parents on the prevention of myopia in children in the family will be the basis for a successful solution to this problem and maintaining good vision in children.
Thus, this article is based on the study of special literature and the experience of some families in observing the rules, norms, basic requirements and conditions of visual work and rest of the eyes of the child in various types of activities, and presents a number of questions and defines the main directions the family should pay great attention to for developing good vision in the child and for preventing myopia.

In the article, the main approaches and issues to provide informational support to parents of children with visual impairments are disclosed. It is known that the upbringing, education and development of a child start in the family. And the success of the whole correctional- development work depends on the awareness of parents on age related and psychological specifications of children with visual impairments, on the means, methods and conditions of their application for many educational problems. This defines the importance of the comprehensive study of the given issue, elaboration of approaches to provision of informational support to parents in upbringing, education and development of children with visual impairments. The importance of this issue is also defined by the specification of upbringing, education and development of children who have low vision and are blind and the feasibility to implement educational and correctional-development work with these children in family settings.
The most prioritized directions of work with the family of a child with visual impairment is outlined in this article, the main questions are mentioned on which regard parents should be informed during organization and implementation of the educational, correctional-developmental and other types of works with the child in the settings of a family.

In the article, the main foundations of physical rehabilitation in the socialization of children with visual impairments influence onto the lifespan of persons with blindness or low-vision. They try to move, interact with others less. This naturally brings to occurrence of secondary development disorders, they become passive, introverted and have difficulties of integration with these peers.
The above mentioned determines the importance and significance of study of the physical rehabilitation in socialization of children with visual impairments and definition of the main foundations, that should be necessarily considered in the organization and implementation of this work with children who are blind or low-vision. This will become the basis for active involvement of these children in the socialization and every day active life. This defines the relevance of the studied problem, its theoretical, practical and social significance.

This article presents the clinical, psychological and pedagogical characteristics of mental retardation. We state, that without certain knowledge about the form, nature and degree of mental retardation of a child, it is impossible to organize and implement education, training, correctional-developmental, household and other types of work with him in proper, purposeful and effective manner. This determines the necessity for starting a comprehensive and in-depth study and analysis of the clinical, psychological and pedagogical characteristics of mental retardation.
Based on a study of the results of research by local and foreign experts on the issues of mental retardation and the analysis of its classifications, the appropriate conclusions and the theoretical analysis of the clinical, psychological and pedagogical characteristics of mental retardation have been made.
Since mental retardation significantly complicates the playing, educational, cognitive, labor and other activities of these children, it is obvious, that knowledge of the clinical, psychological and pedagogical characteristics of mental retardation will serve the basis for the effective organisation and conducting of educational, correctional and developmental work with these children in the family, in various types of preschool and educational institutions.
The abovementioned points define the relevance of the present study, its theoretical and practical significance.

Effective management approaches to higher education rise the challanges which have to respond adequately to the demands of modern society. Over time, it becomes clear that challenges in society are not just about finding specific solutions to specific nations and states. These solutions become futile if there is no common logic at the international level. That is why the nations and states considered the solution of challenges a common priority and their solutions began to be promoted through unification and finding common solutions. An example of such a union is the EAEU, member-states of which raise field issues and seek common solutions.
The field of education requires interconnected solutions, which is necessary to study the peculiarities of education management in the EAEU member-countries: the possibilities of a united confrontation of a possible challenge. In this study, the peculiarities of higher education management in Belarus, as one of the EAEU member-countries, are presented.
The history of various unions in other countries shows that in the joint strategic programs of the EAEU member-countries, over time, economic issues and their solutions will bring the need for closer cooperation in education and, in particular, in its management, and educational cooperation will play a key role in solving economic problems.
At present, we can state that effective cooperation between the EAEU member-countries makes it actual the dissemination of value and cultural atmosphere, which will be common not only for economic and political institutions, but also for the societies of our countries. And this is possible only through the education system, because the education system is the only social institution that not only creates and transmits values and cultural perceptions and expectations, but can also disseminate them in society. And as the life experience shows, legal norms are established in the legal field, but their dissemination in the society is realized and becomes possible due to the transfer of generations in the education system and the creation of a common cultural environment.
The aim of this study is to identify, with a specially developed methodology, the features of the input and impact indicatores of Belarusian higher education field as the EAEU member-country.
Within the framework of the research, a new methodology of comparative analysis of higher education systems of EAEU member-country was developed and introduced, within the framework of which for the first time indicators of input and impact were brought out, due to which it is possible not only to argue but also to evaluate and analyze the peculiarities.

The article is devoted to the peculiarities of the development of the content of technical and technological training in maritime educational institutions of Ukraine at the end of the 40s. XX – at the beginning of the XXI century. The relevance of the article theme is related to the fact that further automation and digitalization of the maritime industry will not reduce manpower demand, but the requirements for the skills of maritime specialists will change. The author notes maritime educational institutions should transform approaches to training specialists for the shipping industry in accordance with new technological challenges.
In the article the author analysis and compares curriculums of different historical periods. During the analysis, it was found in the post-war period the content of technical and technological training for various areas of the ship-engineering specialty was almost identical. It is explained by the fact that in the conditions of fleet heterogeneity and a critical shortage of specialists, the country's leadership set the task for maritime educational institutions as soon as possible to provide the shipping industry with personnel capable of performing universal professional tasks. At the beginning of the 60s of the XX century with the development of ship power systems, the approaches to the organization of training of ship engineers are changing too. During this period, maritime educational institutions move from the concept of differentiation of the profession of ship engineer to its integration into a single area of training “Ship power systems”. A new round in the development of technical and technological training of ship engineers is due to the intensification of the processes of informatization and globalization of all spheres of human activity, including the maritime industry, at the beginning of the 21st century.
The results of the presented study provide grounds for concluding the increasing pace of technological progress requires the maritime education system flexibility and the ability to predict prospective innovations in the technical support of the shipping industry. It is relevant to revise approaches to the development of curricula in modern maritime educational institutions with the possibility of supplementing it with optional courses.

Today, when education in all ages and fields is becoming a long-term and promising trend, the role of the teacher as a professional with knowledge, skills and experience in organizing educational activities is being updated. At the same time, society and the educational system are experiencing the consequences of a rather long crisis in the field of teacher training, associated with a sharp decline in the prestige of the teaching profession in the last two decades. As a result - shortages of pedagogical specialties in universities, weak applicants and students. In the Republic of Belarus, over the past five years, this contradiction has been successfully overcome with the help of pedagogical profiling of the educational process at school, which allows identifying and attracting internally motivated and well-performing students to pedagogical specialties in universities.

The article presents the interpretation of the concept «students’ foreign language training of technical institutions», which is considered as a complex process of forming by the means of a foreign language the ability of future specialists of technical industries to perform highly effective understanding and interaction with foreign interlocutors (in Ukraine and abroad) for personal and professional purposes, in written and oral forms, the ability to analyse and use various scientific and technical information presented in English-language sources of relevant fields for their usage in professional activity, the ability to use various dictionaries (printed and electronic) and more.
It has been emphasized that the implementation of modern means of foreign language training for students of technical higher education institutions helps to build the educational process on such principles as: continuity of education; accessibility and individualization; consistency and systematicity; virtualization, etc.
Various modern teaching means such as audio-visual and technical have been presented and analysed.
Advantages of modern means implementation of students’ foreign language training of technical higher education institutions of Ukraine in the educational process have been characterized.

In recent years in methodological and pedagogical literature are often met works according to the necessity of modern technological based learning of the teaching subjects during the practical and seminar courses as well as in teaching process of various subjects in public school and in higher and vocational secondary education. As experience shows the specialists often confuse with each other the important terms such as "teaching technology", “Technology of education”, "pedagogical technology", "traditional teaching technology" and "computer technology". In this sense it is too important and actually targeted applications and corrections of the “traditional” and “Modern technologies” terms of the teaching as they create wide range of possibilities to improve the quality of the education as well as public and higher education coincidently to promote the development of the comparative pedagogy. Its necessity is important by the fact that since 2019-2020 academic year for the first time in Armenia by the initiative of the centre of the development of the pedagogy and education in the faculties of YSU.
Its necessity is also highlighted by the fact that for the first time in 2019-20 academic year in Armenia, by the initiative of Pedagogy and Education Development Center in the faculties of YSU in last year of bachelor degree course is taught the subject "Educational Technologies".
Thus, this article is devoted to define the content of the concepts of modern pedagogical and educational technologies, as well as to the comparative analysis of traditional and modern educational technologies.

The system of pedagogical values of the teacher's activity is discussed in this article , it examines not only his professional knowledge and practical skills, but also the image of a person who forms a system of values in accordance with the development of the new generation.
The 21st-century child is endowed with the power of his imagination, outlook and awareness. Therefore, it is necessary to use all this pedagogically correctly for the benefit of the child. This requires certain steps that will ensure the effectiveness of the process. In this case, the role of the teacher , who connects different times and generations, transmits and distributes both national and universal cultural values and forms the generation of the future, is great.
A person whose goal is not only to transfer knowledge, but also to form the direction of self-development and development of the child's value system, helps him in building his own life and outlook, and also plays an active role in the life of the child.

The problem of this study. The article discusses the problem of studying the relationship of aesthetic and social consciousness, the methodology of teaching the subject in pedagogical discourse, modern approaches to studying problems related to issues of aesthetics, aesthetic taste, aesthetic categories, art history and philosophy, the relationship of aesthetic and the formation of public opinion and consciousness.
Actual research on this issue. The history of world cultural heritage from ancient centuries to the present, from the scientific works of Plato and Aristotle to this day, reveals a tendency to influence public opinion and consciousness through art, aesthetic sensations and the development of aesthetic taste. Modern society needs to develop new methods of teaching problems in higher education institutions.
The purpose of this study is to identify new methods of teaching the subject in pedagogical discourse, modern approaches to studying problems related to issues of aesthetics, aesthetic taste, aesthetic categories, history and philosophy of art, the relationship of aesthetic and the formation of public opinion and consciousness.
Novelty. The article offers the latest teaching options for such scientific subjects as <Aesthetic and social consciousness>, which should contribute to the development of worldview, spiritual and aesthetic growth of students and students in general.

Improving the process of physical education in the education system, which is aimed at improving students’ mobility and health, provides the use of modern technologies and the content enrichment. The individual orientation approach to Physical education is determined by the students' motivation and needs. And one of the ways to meet these needs is the touristic preparation. The multifaceted impact of tourism on schoolchildren is conditioned by their health, educational and practical importance. Currently, in state education documents touristic preparation is reflected in physical education programs of high schools and higher educational institutions. However, the observations show that it is not fully implemented in practice and there are many obvious reasons for this, and the one being the fact that for its organization and implementation there are currently no scientifically-approved methodological developments. At the same time, it should be stated that the secondary school is left out, and it is at this age that touristic preparation can play an essential role in the comprehensive development of the individual. The above-mentioned requires the development of new approaches that will promote the full development of touristic preparation, thereby providing the improvement of the process of physical education of schoolchildren. Emphasizing the importance of providing students with touristic preparation, further research will focus on the content and teaching methods of physical education in 7-9 grades.

Pedagogical communication requires from a teacher not only high professional skills, cognitive qualities, a wide horizon, social-cultural and psychological-pedagogical competences but also a mastery of a wide range of communication means, methods, ways and styles as well as an ability to apply them in a certain situation. In order to achieve the best results in pedagogical communication it is important to consider the possibilities of communication means and ways between teachers and students.
Achievement of positive results in this process also depends on a teacher’s empathy and reflection, mastery of inspiration and persuasion methods as well as on the ability to take into account the interlocutor’s representative system, listen to and understand them and make an impact by the use of inspiration and persuasion methods. In this context there arises a necessity to master communication means, methods and a variety of ways according to a situation. A teacher’s ability to establish a rapport with students also plays an important role during communication. Building active, stable and effective relationships by mutual understanding promotes rapport and a social-psychological favourable atmosphere.
Rapport is like a mirroring of the interlocutor not only by gestures, but also by the use of tone of speech, breathing, vocabulary, means of expression, intonation, emphasis and grammatical forms. Establishment of rapport is an essential component of communication, which requires emotional, sensory, reflexive, perceptive, linguistic, non-linguistic and paralinguistic abilities and means. All the means of expression need to be considered for encouraging rapport such as voice, tone of speech, mimics, gestures, state of mind, management of emotions, social-perceptive abilities such as attention, sensitivity, speech accent, its speed and rhythm.
An important factor for building rapport is empathy, which is expressed through a teacher’s choice of necessary means of communication, culture of self-control, respect for a student’s person, tolerance and fairness from a pedagogical perspective. A modest, relaxed and natural composure and discretion are vital during communication; in contrast, a conceited and pathetic style hinders natural talks and exchange of information in a free communication atmosphere.
Communication culture is a necessary component of a teacher’s professional competence, which is not only achieved through a mastery of theoretical knowledge about communication forms, means and ways but it is also acquired in the process of their continuous improvement in practice and reflection on one’s professional activity.

The article discusses the need for book therapy / bibliotherapy, reading therapy/ the introduction of broad opportunities in the learning process. Some modern bibliotherapeutic methods have also been analyzed. Reference was also made to the universally influential role of the book in the learning process, to the attribution of new functions, to the use of new opportunities, which will be useful for teachers in terms of self-education, professional development and learners, not only to love and treat the book, but from the point of view of how to make the work of communication, behavior, correction of mental disorders more effective. The study of this interesting field of art pedagogy will allow us to expand our understanding of the mastery of the teacher's system that motivates the learner, the new functions performed by the teacher, as well as help the teacher to conduct more interesting research and studies.
The aim of the research is to identify and analyze the role of bibliotherapy in the interactive learning process.
The novelty of the research. The health-keeping, motivating, value-generating, self-examining value of the bibliotherapy for the learner has been studied and analyzed, as well as its decisive influence on the teacher's self-education and self-development.
Conclusions. Bibliotherapy can be a great stimulus for the learner and the teacher to organize self-centered education. Bibliotherapy is a powerful way to relieve a child's nervous breakdown, mental and emotional experiences. It can be useful for both teacher and the learner, as well as for the development of the teacher's pedagogical skills and for the learner's self-awareness.

In Ukraine, when a multicultural educational space becomes a reality, the artistic and aesthetic education of students becomes extremely relevant, which can ensure the development of tolerance in children, which implies respect for the point of view of another, a friendly attitude and interest in another culture, and finding constructive compromises. Today it is necessary to overcome the alienation of children and youth from the cultural and historical heritage of their ethnic group. Artistic and aesthetic education of youth can become the basis of intercultural interaction and communication, preservation and development of national identity.
Actual today for higher education is the formation of future technology teachers' ability to transform the competencies formed during training into school practice. With this in mind, our publication focuses on the specifics of the practical training of future technology teachers as part of their professional competence during the study of the course “Decorative and Applied Art” of the theme “Artistic Leather Products”.
We believe that the practical mastery of future technology teachers by various types of arts and crafts is the core of creating optimal conditions for their professional training, which will allow creative self-realization in professional pedagogical activity.

The article reveals the development trends of continuing teacher education in the Republic of Belarus, which act as the basis for the selection of forms, methods and technologies for the training of teachers. The experience of cluster interaction in the industry is described, which allows for continuity and continuity at all its levels: from specialized pedagogical classes to adult education institutions. The results of an empirical study on the use of forms, methods and means of professional training of teachers in educational institutions of the educational-scientific-innovative cluster of continuing teacher education are presented.

It is widely admitted that education and training are the effective modalities that substantially improve resuscitation care for cardiac arrest. The high quality cardiopulmonary resuscitation (CPR), including early recognition of cardiac arrest, adequate chest compressions, opening of the airway and rescue breathing, are important determinants of successful outcome in cardiac arrest patients.
The aim should be to develop teaching strategies for general public and healthcare professionals to deliver effective CPR and defibrillation to save more lives.
Education in resuscitation is still a relatively new field lacking high quality research. Studies are heterogeneous in design and difficult to compare.
Our approach to education is constantly changing. Methods for teaching have changed substantially over the years and continue to evolve.
This paper provides review of available literature regarding education in resuscitation. It also reviews the new Guidelines for Resuscitation of the European Resuscitation Council (ERC), American Heart Association (AHA) and International Liaison Committee on Resuscitation (ILCOR), focusing on the most important changes in recommendations for education and training. It also summarises the ERC basic principles of education and implementation of resuscitation, providing the basis for improving CPR education.
The review of the above available sources nonetheless confirms there is still a shortage of evidence about the best methods of teaching. Until the time that statistical significance is achieved, it is essential that we continue to evaluate our educational methods and assess the educational importance or relevance of the findings.

The purpose of the research is to analyze the nature and role of terminological and nomenclature units in the system of subject knowledge of future biology teachers, which is realized by solving such tasks: 1) to find out the essence and correlation of terminology / terminology and nomenclature system (biological binary nomenclature); 2) to develop a system of terminology and biological nomenclature processing using the course «Latin. Botanical terminology».
The research methodology is based on theoretical methods: analysis and systematization of psychological-pedagogical and biological literature in order to determine the state and theoretical substantiation of the problem of formation of professional-terminological competence of future biology teacher. The scientific novelty of the article consists in an identify the interconnections of the nominative and terminological systems as the basis of the professional and terminological competence of the future biology teacher. Conclusions. The basis of professional and terminological competence of future biology teacher is mastering the term system and biological nomenclature. The unit of the termosystem is a term denoting a certain abstract concept and categories; the unit of nomenclature is nomen, special terms-names denoting single, specific concepts. A nomenclature is examined as constituent part of termsystem, or an intermediate between terms and proper names. A biological nomenclature is presented by nomens (specific binomens) that comply with the stages of notional division of the world organic system on taxones. A nomenclature provides the unambiguity of nomens in biological researches. We adhere to the idea, that a nomenclature is specific part of biological terminology. General for terminology and nomenclature is terminoelements. The purpose of special course"Latin. Botanical terminology" is harnessing of terminoelements. Based on the specificity of the study of Latin as the basis of biological terminology, particular attention is paid to the terminological meaning of words, the study of Greek-Latin terminology, as well as the study of etymology and semantics of biological terms. An indicative subject matter of the special course is presented. It’s include the study of the history of biological terminology and nomenclature; principles of construction of phytonomens; scientific binary nomenclature and international nomenclature code.

The main goal of the educational process in a flying higher military educational institution is the formation of high professional skills and a creative approach to solving combat missions among graduates. The nature of the actions of the crews and tactical aviation units in modern conditions of performing combat missions requires military pilots to have a high level of professional intelligence, operational-tactical thinking, and the ability to navigate correctly in a rapidly changing air tactical situation. The implementation of these requirements is ensured by training (the formation of knowledge and skills), the development of professionally essential qualities, psychological training, as well as the use of appropriate forms, methods and techniques of training of future military pilots of tactical aviation to perform combat missions. It is this aspect that requires the improvement of traditional forms and methods of air tactical training in the educational process, as well as the search and implementation of new ones.