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

The article presents the results of a survey of the teachers of physical education. The analysis
revealed a number of problems hindering the implementation of physical education in the general
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education of the Republic of Armenia and the effective teaching of "Physical Culture" school
subject
The problem. Currently, the negative dynamics of the health status, insufficient level of
physical fitness, lack of interest and stable motivation for systematic physical training of schoolage
children are observed, from primary to high school. In this case, school physical education,
with its main component of “Physical Culture”, is aimed to overcome the abovementioned
problems. However, the effective implementation of this process is hampered by a number of
issues.

The article presents the features of the Standards and Guidelines for Quality Assurance in the
European Higher Education Area (ESG), the alignment of the quality assurance standards of the
RA with those of ESG 2015, as well as the problems of applying those standards in the higher
education system of the RA. To overcome the problems presented in the article, the need to review
the policies and strategies adopted at the state and institutional levels, especially the criteria and
standards for quality assurance of the Republic of Armenia, is emphasized while taking into
account the development taking place in the state and international educational spheres.

The article addresses issues of enhancing effectiveness of the process of correcting of
musculoskeletal disorders (MSD), in particular, children’s posture through pedagogical means and
methods of physical education used in joint actions of family members and coaches.
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The analysis of literature sources shows that the problem raised requires finding of more
effective ways for solving the touched issue, since the state of MSD of the younger generation in
many countries is not at the proper level. Armenian schoolchildren are no exception in this regard,
since according to YSMU, diseases of the musculoskeletal system of children are among the first
in the number of functional disorders.
One of the ways to effectively solve this problem is to combine joint efforts of an
orthopaedist, parents of children with MSD and swimming coaches. To solve this problem, it
became necessary to implement a number of measures aimed at improving the level of theoretical
and methodological readiness, skills of parents and coaches to correct posture disorders.
For this purpose, as part of a pedagogical experiment, seminars on the correction of posture
disorders were held. Parents were presented with programs of physical therapy classes at home,
and coaches were presented with sets of exercises for therapeutic swimming aimed at posture
correction.
The developed programs were tested in a six-month pedagogical experiment carried out both
at home and in the pool with 10 children aged 11-12 years with posture disorders. With 10
children of a control group of the same age with similar MSD, only swimming sessions in
accordance with established practices were held, without taking into account the doctor's diagnosis
and number of methodological recommendations reflected in the scientific and methodological
literature.
Analysis of data at the end of the study did not reveal any postural disorders in children of the
experimental group, while in the control group only half of them did not have any correction of
postural disorders.
The obtained experimental results indicate the effectiveness of joint actions of parents and
swimming coaches in correcting posture disorders. To implement such cooperation it is necessary
to conduct educational sessions with parents and swimming coaches aimed at correction of posture
disorders within the relevant organizations.

The article presents a theoretical analysis of the content of the concept of the culture of
movement, which in modern science is presented as a multifaceted phenomenon. As a
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phenomenon of general culture, the culture of movement is considered as a process of using the
values of physical culture in various types of human motor activity.
The culture of movement, as a component of physical culture, is presented as a reflection of
all its aspects.
The formation of a culture of movement should be considered both as a task and as a result of
the process of physical education.
There are three levels of movement culture formation: basic, optimal and high.
The analysis of scientific and methodological literature on the problem under study made it
possible to single out a number of issues that remain insufficiently studied. Further research will
be aimed at determining the criteria for assessing the level of formation of the culture of
movement, the development of ways of its directed development in the process of physical
education.

In the article, intellectual readiness is considered as a prerequisite for the child's integrated
readiness for school education. The didactic simulation game is associated with the upcoming
educational activities and behavior of children, since through imitation certain situations of
interaction between the teacher and junior schoolchildren, as well as children with each other,
potentially contributing to their intellectual development, are simulated.
Intellectual readiness of children for school means a certain outlook, a reserve of specific
knowledge, an understanding of the main laws, developed curiosity, a desire to learn new things.
For the formation of intellectual readiness of children for school, the use of elements of
educational activity is allowed. The task of teachers in the work on the formation of intellectual
readiness of children for school is to competently organize the educational process, integrating
various types of children's activities and, accordingly, the forms and techniques in which they are
carried out among themselves.
At the heart of the didactic imitation game is an imaginary, specially created situation, which
consists in the child taking on the role and fulfilling it in an organized gaming environment. The
teaching task of a didactic simulation game is realized using game actions performed by children.
Senior preschoolers, in the process of playing various situations close to life, "live" these
situations, studying them in a specific way in direct action.
A didactic simulation game will be an effective method of forming children's intellectual
readiness for school, if:
1) forming a rich object-game environment necessary for a variety of game activities;
2) the connection of game plots with real life;
3) taking into account the gender characteristics of children (both in the aspect of organizing
gaming activities and in the aspect of intellectual development).

It is known that excessive learning (mental) load at school age leads to overwork and impairs
children’s health, as there is an imbalance between the interests of education and the health of the
young generation.
The system of continuous education contains all the necessary prerequisites for the formation
of a responsible, value-based attitude towards their health. Unfortunately, facts show negative
dynamics: there are many more children with health issues among high school students than
among first-graders. Thus, in the Republic of Armenia, in the first grade only 30 percent of
children had health problems, whereas in the sixth grade - 70 percent.
The article analyzes the results of the state of health-preserving education in modern schools,
draws appropriate conclusions and offers a number of recommendations. The results of the studies
indicate that not only the majority of the interviewed teachers, but also the medical workers of
schools have no idea about health-preserving education.
Let's highlight the main reasons:
- medical workers in schools are mainly general nurses and are incompetent in organizing
health-promoting and health-forming education;
- teachers solve their problems: to achieve a high-level subject proficiency, to ensure a highlevel
academic performance, etc., whereas the health of students is out of their concern;
- there is no enough literature in the Armenian language on the subject, there is no special
seminars and, unfortunately, there is insufficient attention of the heads of educational institutions
towards this important, not to say the most important, issue;
- there is weak control, both internal and external.
We consider it necessary:
- to train medical workers for schools according to a special program;
- retrain current workers;
- to include courses in valeology (general valeology, pedagogical valeology), the basics of
school hygiene, etc. in the program of training and retraining of teachers,
- to regulate the studyload of schoolchildren.

Today, the corporeal has taken a solid place in public space. The active position of a person
in relation to his body and physical perfection is concretized in different types of behavior, the
body actively participates in various kinds of demonstrations, games, and competitions. For
example, some people are consciously engaged in fitness, aerobics, bodybuilding, dancing, yoga,
shaping, making tattoo, piercing, doing plastic surgery, visiting solarium, saunas, and massage
centers for the optimal body care. The values of body formation should include health preservation
and strengthening, muscle development, optimal preparation for the needs of military service, the
recovery of the lost body functions, the formation of movement culture, physique. Such
approaches must go hand in hand with the development of intelligence, memory, thinking,
creativity, aesthetic and moral qualities.
Physical education and sports training refer to those areas in which, like nowhere else, human
corporeality is manifested in its cultural aspect.
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The primary purpose of this research is to highlight the essence and content of the
phenomenon of bodily culture and bodily education of human through the prism of physical
education and sports training process. The article discusses and summarizes the values for the
formation of human corporeality, issues of bodily culture and bodily education relying on
pedagogical, philosophical, sociological literature sources. Some methods and techniques,
programs and concepts of bodily culture and bodily education are highlighted.

Professional and terminology competence is an integral part of the future teacher’s
professional competence. The correctness, logic, appropriateness of the use of professional terms
are distinguishes a competent teacher. After all, the term is a unified international designation of a
certain object, phenomenon, process and provides informative speech, adequate perception of the
basic meaning. The biological terminology system include a nomenclature subsystem. A
competent biology teacher in the course of his professional activity operates with both terms and
nomens, which form the basis of the biological nomenclature. The purpose of the research is to
identify the role and possibility of step-by-step study of terminological elements, nomens,
eponyms and acronyms during the terminological professional training of a biology teacher. The
main components of future biology teacher’s terminology system are indicated. The characteristic
and classification of term elements, nomens, eponyms, acronyms are given. As a result of
theoretical analysis and testing of the method of formation of professional and terminological
competence of future biology teachers professional training it is established: 1) the effectiveness of
terminological training of students is ensured by consistency and regularity; 2) the optimal stepby-
step sequence of learning of biological terminology and nomenclature systems can be
expressed in the form of a chain "terminoelement + nomen – acronym – eponym". An accessible,
fairly simple and effective form of terminological work is the compilation of a thematic
terminological dictionary, which can be presented in both handwritten and electronic form and
includes short and extended definitions of terms and (or) terminological elements. One of the main
tasks of future teachers terminological training is to study the semantics and etymology of terms
(including eponyms and acronyms) and nomens, which are based on Latin. The formation of an
active individual terminological dictionary of a student determines the further successful mastering
the disciplines of professional training, understanding international scientific terminology and
binary nomenclature. Mastering the complex knowledge of semantics and etymology of Greco-
Latin terminoelements develops logic, enhances language culture and helps to expand the
worldview of a biology student.

It is of utmost importance for English teachers to help students to enhance speaking
abilities. Humour has always been seen as enhancement to classroom teaching and
learning. Over time, the problem of humour caught the attention of many thinkers. In
language teaching, a teacher can easily see that the learners are often motivated greatly
when humour is used in classroom. Teachers' effective use of humor is generally viewed
as a positive factor in the classroom and it is often identified as a teaching technique for
developing a positive learning environment. In the present article the role of humour is
shown in promoting speaking through some elements of humour.

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 Кazakhstan as well as presents
similarities and differences, achievements and problems of the management system. In particular,
reforms that are implemented both in Armenia and Кazakhstan in the context of the Bologna
Process are presented in the article. The present article conducts a comparative analysis of Three
Degree Education System, Management System and Assessment System.

This article, based on the example of two countries - Greece and Germany, shows a different
approach to their higher education systems for the preparation of qualified specialists in science
and culture.
Greece, as a country with an ancient and rich historical heritage, attracts many applicants for
higher education with high academic records.
External governing bodies of higher education in Greece include: central government - the
Ministry of Education and Religious Affairs of Greece, district government - regional education
authorities, local government - higher education institution. Internal governing bodies include: the
University’s Senate, the Rector's Council, the Rector, the General Assembly, the Student’s Union,
Deans of faculties, Heads of departments
In Germany, the external governing bodies of higher education are: the central government -
the Ministry of Education and Culture, the Permanent Conference of the Ministers of Education
and Culture of the Lands, regional. bodies - the Regional Special Ministries, the local government
- the university, the Conference or the Council of Rectors of German universities. Internal
governing bodies are: the rector or president of the university, the Academic Council, the Student
Council, deans of faculties, heads of departments.
In Greece, higher education is financed by the state budget, non-state funds, as well as
through private payments. In Germany, funding for higher education is provided by the state
budget, the states, the Germany Union of Research Assistance and private individuals.
For admission to Greek universities, an applicant must provide a certificate of completion of
secondary education, and for German universities - ABITUR diploma or competitive selection
based on the results of entry exams. For admission to universities in Greece, knowledge of the
Greek language is mandatory both for Greeks and for foreigners. The Germany language is
mandatory for Germany universities also both for Germans and foreigners.
Greek universities have a 10-point grading system, and German universities have a 6-point
grading system.
In Greek universities, training takes place in three stages: bachelor's degree - 4-5 years,
master's - 1-3 years, doctoral studies - 3 years. In German universities - basic - 3-4 semesters, main
- 4-6 semesters, doctoral studies - 3-4 years.
Thus, European higher education is one of the most highly rated forms of education, the
rating of which is increasing every year.

The article touches upon the accreditation systems for higher education of the Republic of
Armenia (RA) and the Russian Federation (RF). Evolutions and development perspectives of the
accreditation system of RA and RF have been analyzed, and a comparative analysis has been
conducted.
Generalizing the practice of accreditation in the system of higher education in RA and RF,
we note the basic differences:
1. Armenian accreditation agency - National Center for Professional Education Quality
Assurance (ANQA) is functionally independent. Russian accreditation agency - National
Accreditation Agency (NAA) is a governmental structure.
2. The model of state accreditation operating in the RA functions in the form of mandatory
institutional accreditation and voluntary program accreditation, whereas the Russian Federation is
practicing program accreditation.
3. In contrast to the Republic of Armenia, where only the institute of state accreditation
operates with the only accreditation agency ANQA, in the Russian Federation, the institutes of
public and professional-public accreditation are also developed, and the most famous
corresponding accreditation agencies, The Agency for Quality Assurance in Higher Education and
Career Development ( AKKORK ) and the National Accreditation Center are introduced along
with NAA in European Association for Quality Assurance in Higher Education (ENQA) and are
included, in contrast to the NAA, into the register, The European Quality Assurance Register for
Higher Education (EQAR). Note that ANQA also has membership in ENQA and is included in the
EQAR register.
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4. There are numerous differences in the procedure for conducting an accreditation
expertise. The RF does not provide the institution of appeal against decisions of state accreditation
either.
5. The higher education accreditation system of the RA is based on the compliance with
Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).
The situation is different in the model of state accreditation of the Russian Federation.
Although the quality assurance systems of the RA and the Russian Federation differ in the
forms of organization of the respective structures and in the chosen models of accreditation, the
agreement on cooperation and interaction between NAA and ANQA signed in June 2016 can serve
as a basis for further harmonization of the accreditation systems of the RA and the RF.

This article reviews the main optical-graphical disorders of writing in visually impaired
primary schoolers. It is known, that visual impairment significantly complicates the playing,
physical, cognitive, educational, labour and other types of activities of children, their orientation in
macro and micro spaces. Therefore, the role of vision in writing can hardly be overestimated.
The visual control plays a very important role in observing graphical norms, rules and
conditions of writing in the formation and development of visual skills of visually impaired
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students. In this connection, the study of optical-graphical disorders in the writing of visually
impaired primary schoolers will serve the basis for the development of special pedagogical
approaches and terms of application for the organization and implementation of work aimed at the
prevention and correction of graphical writing disorders of visually impaired primary schoolers.
It is well known, that the formation and development of graphical skills of visually impaired
students is to be started from the first grade, as it is more difficult to correct or eliminate opticalgraphical
writing disorders in higher grades. Thus, the success of all the work depends on the
informative level of primary school's teachers about graphical writing disorders of their students,
the means, methods and conditions of their use for carrying out the prevention and correction
works. This defines the necessity to study optical-graphical writing disorders of visually impaired
primary schoolers and to develop special pedagogical approaches and conditions for the
prevention and correction of these disorders.

The article presents the results of a study of the level of awareness of educators and teachers
of a specialized orphanage about the development of self-care skills in various fields of activity of
children with severe mental retardation.
The surveys, interviews and questionnaires have shown that the overwhelming majority
(87.2%) of the interviewed specialists consider it important to form and develop the skills and
abilities of self-care in children with severe mental retardation in a specialized orphanage. On the
other hand, only 52.3% of interviewees believe that they have a sufficient level of awareness in the
issues studied, 69.2% of the surveyed educators and teachers are not familiar in practice with the
special methodological literature and the work experience of leading specialists about the
development of self-care in this group of children. Therefore, in the practice of educating the skills
and abilities of self-care skills in various fields of activity while working with children, the
interviewed educators and special teachers rely on personal experience and knowledge, but not on
modern methodological developments and the advanced experience of leading specialists.
The results of this research made it possible to determine the main directions of
organizational works for expanding the level and awareness, the acquisition of theoretical
knowledge and practical skills and abilities by educators and teachers of a specialized orphanage
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aimed at the formation and development of self-care skills of children with a severe mental
retardation.

This article reveals the basic factors, signs and indicators of tiredness to be obligatory
considered in the process of organizing and conducting physical activities with students with
different types of visual impairment. As the different forms and degrees of visual impairment,
psychophysical peculiarities of development, lack of development of motor skills and orientations
in space of those students determine the importance and necessity of using protective means and
mobilizing stand-by resources at gym classes.
It has been established, that the deep and partial visual impairment significantly impede the
motor possibilities of students, their orientation in macro and micro-spaces, understanding the
teaching material of physical education program and participating in the physical and sport
activities. Therefore, in order to prevent injuries and further visual impairments in students during
physical activities in school, university and gyms, we have to take into account the gender, form
and degree of visual impairment, the availability of concomitant diseases, secondary
developmental deviations, the level of physical preparedness of students and many other factors.
This will serve as the basis for health strengthening in students with different types of visual
impairment. The abovementioned points define the relevant, theoretical and practical significance
of the present research theme

The present article reveals the main problems of parenting a child with developmental
disabilities. It is known, that the upbringing, education and development of a child starts in the
family. However, the solution of these essential tasks is significantly complicated in a family
raising a child with various developmental disabilities.
The success of this study depends on how well parents are informed about the
psychophysical characteristics of the child's development; about using the means, methods and
conditions for organizing and conducting therapeutic, recreational and core-developmental
activities in a family.
This defines the necessity to study the problem of a family raising a child with developmental
disabilities.
In the general system of upbringing and educating a child with special needs, the role of the
family and the awareness of parents in these matters is immeasurably increasing. The special
scientific and methodological literature emphasizes the importance of studying the problem of
parenting a child with developmental disabilities, providing informational assistance to parents in
raising those children in a family environment. However, insufficient knowledge of the problem of
a family raising a child with developmental disabilities significantly complicates the effective
solution of many issues of this problem. The foregoing defines the relevance of this study, its
theoretical and practical significance.

This article presents the theoretical approaches, pedagogical terms and practical ways to the
organization and prevention of myopia in primary schoolers. It is commonly known, that myopia
is often observed at school age, when a child does not follow the rules, regulations, and
requirements set for the protection of vision and visual work during games, drawing, viewing
pictures and drawings, computer activities, etc. This determines the necessity of versatile and deep
studying of this issue and developing of theoretical approaches, pedagogical terms and practical
ways for prevention of myopia in primary schoolers.
The literary data and work experience indicate that the role of the school is immeasurably
increasing in the general system of a child development, in strengthening the health of pupils,
shaping the personality and preventing myopia. Unfortunately, may teachers 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 theoretical
approaches, pedagogical terms and practical ways for the organization and prevention of myopia
in primary schoolers will be the basis for a successful solution of this problem and maintaining
good vision in children.

The present article reveals the possibility of studying the awareness of teachers of various
types of schools (special, integrated, mass), students and undergraduates of pedagogical
universities (future teachers) in the issues under consideration, particularly, related to the
formation and development of geometric conceptions and definitions in children with visual
impairments. The success of this study depends on the level of awareness of teachers of mentioned
schools, students and undergraduates of pedagogical universities about the peculiarities of the
development of those children, the means, methods and conditions for their application to address
these issues.
It is known, that visual impairment significantly complicates the playing, physical, cognitive,
educational, labor and other types of activities of those children.
Blind and visually impaired students are characterized by passivity, introversion, insufficient
activity. Therefore, the study of many aspects of the considered problem and the development of
approaches to the development of the level of awareness of teachers, students and undergraduates
of pedagogical universities in the issues under consideration, particularly, related to the formation
and development of geometric ideas and concepts in children with visual impairments and the
development of approaches to expanding the level of awareness in these issues will serve as the
basis for improving the formulation of this work in the types of schools under consideration.
In the special scientific and methodological literature, the importance of studying this
problem is emphasized; however, it is insufficiently developed in theoretical and practical aspects
that in its turn defines the relevance of this study, its theoretical and practical significance.

According to modern anthropologists, the program of phylogenetic development of
mankind's and the ontogenetic development of the individual presupposes a certain necessary
adaptation, which is conditioned by virtual reality, the latest technology, high technologies, online
communication models, virtual organization leisure time. Without the mentioned points the
socialization of the person is impossible. According to digital pedagogical anthropologists, it is
time to talk about the computer socialization of the learner, as a component of the general human
socialization process, to review the object of study of pedagogical anthropology, and the
corresponding educational paradigm.
The problem. The rapid development of the digital pedagogical anthropological field on the
basis of techno anthropology leads to the development of a new specialization of digital
pedagogical anthropologist. The professional must have appropriate professional competencies,
ensure the computer socialization of the learners, developing the virtual individual development
maps of the learner.
The novelty of the research. The research provision is substantiated, according to which the
rapid development of digital pedagogical anthropological direction presupposes the formation of a
new specialization - digital pedagogical anthropologists, who, having relevant professional
competencies, will carry out computer socialization of students in the context of general
socialization. Digital pedagogical anthropologists predict that the object of study of pedagogical
anthropology will be the cyber human, and the subject - computer socialization.
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The professional activity of a digital pedagogical anthropologist should be developed in two
main directions: social-humanistic and free-humanistic. The activities should be based on two
main principles: 1․complete research 2․principles of recording changes and regular analysis
during the development process.
The conditions for developing the professional competencies of a digital pedagogical
anthropologist are:
1. Transition from non-formal practical activity to formal professional theoretical-practical
activity
2. With appropriate qualification: training of digital pedagogical anthropologists
3. Specification of the fields of activity of digital pedagogical anthropologists,
4. Clarification of the functions of professional activity,
5. Definition of rights and responsibilities of digital pedagogical anthropologists on the basis
of relevant normative documents
6. Use by digital educators-anthropologists of a range of valid pedagogical tools,
7. Certification of digital educators-anthropologists in accordance with the improvement of
professional competencies.

The great scientific and technical discoveries of the 21st century, the unprecedented
development of information technologies and their integral part of public life, seem to have
contributed to the fact that humanity has become more civilized and prosperous. However, in
reality, on the way of their progress and development, people have faced a number of problems
and challenges that threaten their normal life, deserve attention and require urgent solutions.
Pedagogical science of health (pedagogical valeology), as one of the directions of health science,
deals with the coverage of the above-mentioned problem, studying the issues of education and
upbringing of a person with a healthy lifestyle. This is considered one of the greatest values that
must be maintained and improved from the very first days of life. The preservation and
strengthening of students ' health, education and upbringing of a healthy person is one of the most
important tasks of pedagogical valeology, since the progress and strength of the state and society
are determined by the health of each of its members, which will contribute to the progress,
development and enrichment of intellectual potential.
In the modern world, rapid development of information technologies, increasing complexity
of educational programs and overcrowding often lead to poor health of students, and sometimes
even to a decrease in interest in learning.
In connection with the above-mentioned problem, in this article we used the problem of
preserving the health of the younger generation as a guarantee of a strong state and the progress of
society.

In the new conditions of the society development, during a pandemic, the value of health
becomes more relevant. Pedagogical valeology deals with the preservation and strengthening of
health. Therefore, it became necessary to study the problems, tasks of pedagogical valeology and
effective ways to solve them. For this aim, we have studied the anthropological foundations of this
scientific field.
The purpose of this research was to study the anthropological basis of pedagogical valeology,
which, in our opinion, contributes to a deeper understanding of the importance of health in human
life, to determine the ways of further development of this scientific field. This problem is being
studied for the first time in Armenia.
V. B. Kulikov, Yu. I. Salov and others wrote about the need for anthropological research in
pedagogy. J. J. Rousseau, K.D. Ushinsky, and others also refer to this problem. They paid special
attention to the systemic approach in anthropology, which very important in maintaining health.
The ideas of P.F. Kapterev, P.F. Lesgaft are also important for pedagogical valeology. P.F.
Kapterev believed that every teacher should have anthropological knowledge, know physiology,
biology and other sciences in order to contribute to the all-round development of the personality.
P.F. Lesgaft created a system of physical exercises, the concept of medical pedagogical control in
physical education, the use of which in pedagogical valeology will undoubtedly preserve and
strengthen the health of students.
Analysis of the problems, the content of valeological education from the point of view of
anthropology made it possible to define valeological education as an unlimited process for the
formation of integrated knowledge about health.
The anthropological approach in pedagogical valeology emphasizes the unity, integrity of all
types of human health: physical, mental, spiritual.
Anthropologization of pedagogical valeology forms the value of health, the systematic nature
of pedagogical actions to preserve and strengthen health: valeological support, education,
development, etc.
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On the basis of the study, it was concluded that for the effective solution of the problems of
pedagogical valeology to strengthen, maintain health, anthropological knowledge is needed, which
will become a solid theoretical basis for this scientific field.

Puppet therapy is one of the most widely used art technologies in art
therapy today, which reveals the phenomenon of puppets in a new sense in art pedagogy as a new
pedagogical “tool” from the aspect of role behavior development, relieving emotional tension,
preventing or correcting behavioral disorders. Its different types are distinguished not only by the
way they are performed, but also by the direction of the work with the child: corrective,
informative, regulatory, etc. Puppet therapy is often intertwined with imagotherapy and drama
therapy, where one of the most important issues in the development of a person's personality- the
study of his image, becomes a priority. Puppet therapy is intended for children of all ages, but for
children of different ages, its role, significance and impact, the functions performed are different.
This interesting art technology is implemented individually and in groups. Puppet therapy has a
multifaceted effect on the regulation of child behavior and emotional disorders.

Scientific achievements of researchers, who have studied the problem of ability to handle
stress in various fields, which made it possible to set definitions, are analyzed in the article: stress
– as a special reaction of the body to extrinsic stimuli; the ability to handle stress – as a personal
characteristic of resistance to negative factors; and the key definition is withdrawn – the
professional pilots ability to handle stress – the personal characteristic which gives the aviation
specialist an ability to adapt and be emotionally stable under the influence of stressors and
maintain high efficiency during working practice.
It is pointed out that different types of occupational stress, such as informational, emotional
and communicative stress have been differentiated. As for the professional activity of aviation
specialists, the following negative factors are singled out: high neurotic-emotional tension; unusual
spatial orientation; imposed work speed and lack of time; the presence of unusual professional
conditions of activity, which include such as noise, aircraft chatter vibration and acceleration state
during performing various maneuvers; the advantage of brain work and almost complete absence
of physical effort, the presence of hypomobility and physical inactivation, etc.
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The specific of the work of pilots lies in the special conditions of activity. In different modes
of the technological process, the pilot performs his functions in the system, where control is
carried out by automatic air navigation systems. The specific of the work of pilots is determined in
a number of ways: 1) high speed of technological process development; 2) processing large
amounts of information in a short period of time; 3) the sense of responsibility and the cost of error
in working practice; 4) the rapid transition from waiting period to strenuous work; 5) the intensity
of work; 6) the rapid change of meteorological conditions; 7) negotiation monotonous noise
factors; 8) the constancy of visual images while observing a cloudy sky, flying in complex ones.
Summing up what has been said, aviation workers belong to the category of people with a
high level of occupational stress. There are main indicators of psychological readiness to perform
professional tasks under stress such as adaptive abilities to stress, professional reliability and the
ability to handle stress. Therefore, the formed ability to handle stress ensures the successful
performance of professional duties, maintains high efficiency during the action of stress factors,
which is an important condition for the professional activity of aviation professionals. In contrast,
undeveloped ability to handle stress is characterized by an inability to perform professional duties
in extreme situations, which can lead to both health problems and negative consequences in
professional occupation.

The temporal and spatial distribution of the current challenges in the field of higher education
management shows that these same challenges can be solved through joint efforts that do not
contradict international trends in the development of the education sector. The effectiveness of the
search for common solutions in the field of education has been proven over the course of a decade,
as it also becomes clear that spatial, economic, political, cultural and other factors can be the basis
of unity. It is this complex of factors that underlies the formation of the EAEU. Cooperation of the
EAEU member states in the field of education has new prospects - not all aspects of this
cooperation have been identified and are operating in the current period.
Of particular importance is the study of the educational traditions of societies representing
different cultures of the EAEU member states, the contours of new dialogues. From this point of
view, it is especially important not only to study the Russian education sector, which is completely
open for cooperation in the Armenian education sector, but also to study the Kazakhstani
education experience, which is possible in terms of identifying new educational and cultural
interactions.
Cooperation between the EAEU member states has not yet achieved final success in the field
of education, which requires new research.
If the volume of cooperation between Armenia and Russia, the underlying factors and
perspectives are clearer, the same is difficult to say about Kazakhstan. As EAEU member states,
apart from examples of private cooperation in the field of education, the ways of cooperation in the
field of higher education management have not been expanded and clarified, especially between
Kazakhstan and Armenia.
This study aims to facilitate the search for cooperation in the field of education management
in the EAEU member states.
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The purpose of the study is to identify the specifics of the indicators of the input of
Kazakhstani higher education from the EAEU member states using a specially developed
methodology.
As part of the study, a new methodology for the comparative analysis of the higher education
systems of the EAEU member states was developed, within the framework of which indicators
were developed for the first time, thanks to which it is possible to evaluate and analyze the features
of education management.

The postgenocidal diaspora is over 100 years old. For a century, all educational institutions of
the diaspora, without exception, have tried to build their identity in new conditions. They built a
church, a school, cultural and trade union institutions, organizations in their midst and became
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Armenian communities, where a new life for the Armenian diaspora that survived the genocide
was born.
This article discusses the activities of the National Karen Yeppe Jemaran in Aleppo since
1947 to preserve the Armenian identity and national education of the community, noting that
Jemaran is the only secondary school where 100% of the students are Armenian.