Vol. 3 No. 1 (2021): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

The sphere of higher professional education being the basis of the intellectual potential of the society and the development of the economy is of strategic importance in the process of sustainable development of the states.
The present article portrays the problems of the sphere of higher professional education of the Republic of Armenia, based on the analysis of the legislation regulating the sphere. We have also studied the changes (outlining the development prospects and directions of the sphere) proposed by the draft law, which will significantly change the sphere of higher education, from structure to management. From the above study, it becomes obvious that all the ongoing and planned changes in the sphere of higher professional education in the Republic of Armenia are aimed at full integration into the European Higher Education Area.

The article presents the dynamics of the formation and development of the National Quality Assurance Framework of the RA and also clarifies the achievements, issues and challenges in the field of quality assurance in the context of the EHEA. According to the results of this research, Armenia has made great efforts to apply the European approach to quality assurance. At the same time, it should be noted that the issues in the quality assurance system of higher education are largely conditioned by the problems of legislative regulations of education, non-revision of licensing and quality assurance criteria as well as non-reflection of the current developments of the EHEA reforms in the QA processes. Thus, more comprehensive measures are needed to make quality assurance processes targeted and reflect current trends in them. The result of the research also depicts that though the European and Armenian frameworks have similar goals and have passed a rather long period of development, for the successful implementation of the priorities of higher education sector of the RA, it is suggested to review the Armenian higher education strategy, standards and criteria, procedures and methodology and to target the whole efforts towards improving the quality of educational services, making the higher education of the RA more competitive and attractive in Armenia and in the EHEA.

The article highlights the essence of the components of digital personal intelligence, which largely determines the effectiveness of human activity in the modern world.
It is noted that digital intelligence in humans today is a necessity, as modern learning models will become effective only if there is a sufficient level of mastery of digital technologies by all participants in the educational process, the ability to build effective relationships in the digital space. The essence of digital intelligence (DQ), its components (digital memory, digital empathy and digital footprint) and their place in the modern educational environment have been represented.
The concept of digital empathy and its significance in the organization of the educational process in the context of online learning have been revealed. It is indicated that the manifestation of empathy in the online environment is more complex than in face-to-face communication.
Some strategies that help the speaker to evoke emotions are described: feeling and understanding of the target audience, instructing students to master the material, colours, emotions, words, maintaining regular online communication, chatting and active listening.
It is emphasized that the concept of digital emotional memory is associated with digital empathy, as the mastery of information and digital technologies is accompanied by a significant emotional colour. The concept of "digital footprint" is revealed as information that remains as a result of the user’s work in the network, as well as "digital memories", which are based on emotional contact with digital objects and enhance learning motivation by creating a situation of success.
It is concluded that in the context of global digitalization of the modern world, the presence of advanced
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digital intelligence and its components is a necessity for each individual, and the general formula of a modern successful personality is a harmonious combination of cognitive, emotional and digital intelligences.

The modern pedagogical process is designed to ensure the formation of diversified, morally and socially responsible citizens who can make decisions in a situation of choice, predicting possible consequences, ready for democratic cooperation and intercultural interaction, capable of participating in the development of the economic, political and cultural spheres of Russian society. At the present stage of the Eurasian integration processes and political transformation of Russia, the problem of the formation of civic culture and civic education play a civiliarchic role. The transition of Russian society from one political regime to another and the change in values are a factor in changing the attitude of society towards citizenship. Citizenship has always played an important role in the political consciousness of Russia, and in the context of the modern transformation of society, this fact cannot be underestimated. The civilizational character of Russian federalism and the civic dimension of nationality are specific, and one of the features of this character is citizenship.

The article discusses the implementation of modern information technologies, which have a significant impact on the intensity of training, as well as the effectiveness of management of the educational process. Analyzed the main tools that are easier to use, but are not inferior in efficiency to giant systems.
The problem. The 21st century is the age of computer technology, and we must respond to the rapidly changing new challenges of the world. That is why in recent years the interest of education specialists in the field of information and communication technologies (hereinafter ICT) and their application in the field of general education has increased to some extent. In this context, it is necessary to equip the modern teacher with technological tools that will have a significant positive impact on the effectiveness of the process, will be widely applicable and simple.

Numerous studies show that the roots of many problems in a person's life go back to childhood. The problems of human self-affirmation, social role and adaptation in society are due to the characteristics of preschoolers.
The mental structures of a child in preschool age, including personal ones, are in one holistic integrated state, in which it is difficult and, in principle, not correct to distinguish between different aspects of his psyche, since they are closely interconnected with each other.
Preschool education is the cornerstone on which the quality of the child's further education depends.
This makes the teacher's responsibilities. His task is not only to teach counting and writing, but also to lay a deep foundation in the child, to reveal his best qualities, to show the ways of educational activity. The latter is especially relevant in today's rapidly changing, information-flooded world. It is necessary to teach the child to work with information, teach to learn.
In preschool age, the child begins to recognize the similarities, differences, shapes and sizes of objects based on their characteristics. In this regard, when working with preschoolers, it is necessary to create an environment in which the newly acquired personal qualities of these children will develop: independence, the desire to learn something new, curiosity.
From this age, it is necessary to actively develop the child's bold creativity and imagination, attention and thinking. Children mainly perceive through the senses, so it is necessary to organize games that will be visual, sensory, didactic.
Problem. A fundamental change in the nature of education in the information age is closely associated with the spread of modern information and communication. The problem of ICT development and development in education is especially relevant for developing or less developed countries. Can countries fighting poverty and underdevelopment afford to wasteful speculation on the use and diffusion of ICT in education, spending huge sums of money on such programs?
In addition, most post-Soviet countries, including Armenia, have special problems. A sufficiently high level of education, societies with traditions are obliged to carry out fundamental reassessments and changes at
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different levels of education. On the other hand, in the Republic of Armenia there has been a transition to universal inclusion at all levels of education, and all this raises questions.
1. How ICT is used to work with preschool children?
2 ․ How do they affect the overall development of preschoolers?
These questions are at the center of attention of many modern researchers who consider them from psychological, medical, technical and pedagogical points of view.
Purpose. The aim of our research is to develop and test an electronic web system that can be used in the process of ensuring the general development of preschoolers.
Research novelty. In order to make the interaction between the child and the teacher more interesting, interactive, has developed an electronic web-based system to support the overall development of preschool children, unique of its kind in the Armenian reality, easy to use and provides high efficiency.

The values of the 21st century lead perceptions to globalization, today the media has invaded all spheres of our lives. The media play an integral role in the lives of young people from an early age. The informational, educational, educational role of the media in the development of the child's worldview and moral values cannot be denied.
It is indisputable that in the current information age one of the most powerful means of educating a primary school student, developing his thinking, and shaping his worldview is the media. In this sense, the media can even become a reliable ally of education, acting as a source of openness to the outside world.
The modern school must now teach children how to control the language of the media, how to become active, informed users of education.
The media has started to have a great influence on the formation of children's views. From this point of view, it is necessary to start preserving appropriate pedagogical conditions for the use of media education from primary school, aimed at developing children's health and safety behavior, their socialization, making the establishment and maintenance of teacher-parent cooperation in this process.
Many teachers use the media to increase the effectiveness of their lessons. Therefore, the opportunities provided by the media can be used to train citizens with high personal qualities and full members of society.

At the beginning of the third millennium, human society faced a number of global problems caused by a change in the rhythm and lifestyle of a modern person, information overloads, an increase in environmental pollution, a change in the nature of nutrition, etc. Especially disturbing is the deteriorating health of student youth, many acquire diseases in the process of schooling.
This is due to the fact that in many schools sanitary and hygienic standards are not observed, students often experience educational overload, the level of physical fitness and the volume of daily physical activity decrease. Therefore, one of the main tasks of school education is to form a positive attitude of students towards their health and the organization of a healthy lifestyle. The purpose if this study is to study the features of the formation of a healthy lifestyle and real actions that are preferred by schoolchildren of adolescence and teenager age to maintain and strengthen health.
The sociological survey was chosen as the main method. The attitude of students to self-assessment of their health, knowledge in this area, holistic area, holistic attitudes towards health, physical activity, adherence to the daily regime were determined. 6653 schoolchildren of both sexes studying in grades 5-12 and living in all regions of Armenia were examined. As a result of this study, it was possible to show what the state is, how value orientations and attitudes towards a healthy lifestyle of schoolchildren of different ages are formed, manifested and realized. The obtained results are presented in the illustrative material form, and, accordingly, analyzed and discussed. Along with a number of objective and fair answers of the respondents, there were revealed the facts of declarativeness, overestimation of self-esteem in relation to the state of health, the level of physical fitness, daily physical activity and, as a consequence, an inadequate attitude towards one’s own body.
Therefore, the need to expand and deepen the content of the educational process, and primarily physical education in the direction of strengthening and maintaining health and the formation of a healthy lifestyle, is dictated, and it is advisable to start studying the course from the 5th grade of a comprehensive school.

The article discusses the process of pedagogical professionalism in the context of the development of professional competencies, a competent approach to teaching processes, and modern teaching strategies.

The article focuses on the importance of developing of a primary school teacher’s health -saving competence in the context of fulfilling the primary school’s mission - children' health preservation.
The analysis and systematization of the scientists’ opinion on the issue under study allowed us to clarify the key definition and highlight the list of areas for improving a primary school teacher's health-saving activity:
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1) creation of a health-saving educational environment focused on the personal, creative and spiritual development of students (taking into account their individual needs);
2) creation of safe, psychologically comfortable conditions for the educational process;
3) usage / diffusion of innovations in pedagogical science and practice, promising pedagogical experience in creation of a preventive health-saving educational space;
3) usage / diffusion of innovations in pedagogical science and practice, forward-looking pedagogical experience in creating a preventive, healthy educational space;
4) analysis of one’s own professional and pedagogical activities with a view to achieving an educational establishment’s goals and objectives, keeping and following its rules, values and traditions;
5) self-assessment of the results of means of pedagogical influence usage to ensure the quality of the educational process;
6) self-development need’s awareness, one’s strengths and weaknesses determination, planning of activities to achieve professional development objectives;
7) monitoring and balancing one’s own physical, mental, spiritual and social health by optimizing the working time cost and energy, etc.
It is noted that the study of the problem of improving the quality of the educational process participants’ activities in conditions of the development of safe and healthy educational environment is one of the areas of post-graduate education institutions’ activity, as it's evidenced by the functioning of special units including the scientific and methodological laboratory for basic health, life safety and labour protection within them. Due to the results of the analysis of the normative documents and scientific research on the problem of improving of a primary school teacher’s health-saving activity, we have proposed a list of its main directions.

When selecting the technologies for organizing leisure activities, one should take into account the basic conditions and factors of socialization of difficult children, their individual, as well as national characteristics. It is important to emphasize that leisure activities are a continuation of work or study activities. In fact, the successful organization of children's leisure activities is a prerequisite for the effective organization of their labor activity. In the educational process, teachers use different technologies for organizing leisure activities for difficult children. It is very difficult to assess the effectiveness of the technologies used, since the implementation of an objective assessment must take into account the main educational, extracurricular factors, develop appropriate assessment criteria, and properly develop reflexive competence. Very often, teachers, having clear ideas about the technologies of organizing leisure activities, about physical exercises, outdoor folk games and sport games are not able to use this knowledge at the proper level.
The technologies for organizing leisure activities for difficult children should contain elements of ceremonial, ritual, fortune-telling, and, in general, folk games. When selecting entertaining games, it is also necessary to take into account the individual and national characteristics of difficult teenagers.
All types of leisure activities, physical education, folk and other types of games, if they are organized correctly and on time, can positively influence the process of socialization of difficult children.
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Extracurricular physical education classes are of great importance in the process of using innovative technologies to organize leisure activities of difficult children, preventing their asocial behavior.

The purpose of the research is to analyze basic methods of terminological training of future biology teachers. The initial stage in the formation of terminological competence is learning of terminological elements of Greco-Latin origin, which are common in the word formation of terms and nomens. This stage is characterized by a focus on the formation, expansion, improvement and application an individual terminological dictionary in speaking and writing. 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
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substantiation of the problem of formation of professional-terminological competence of future biology teachers. The scientific novelty of the article consists in the non-availability of developments in the field of methods of terminological training of the future biology teacher as the basis of his professional terminological competence. Since the biological terminological system is integrated with the nomenclature system, the formation of an individual terminological dictionary of the future biology teacher will serve as the basis for the formation of his terminological competence, for competent communication in his professional activity. Conclusions. Terminology has basic (general linguistic) functions: nominative, communicative, cognitive (epistemological, cognitive), expressive, normative and others. Understanding and active use of professional terminology is a determining factor in mastering program material, expanding vocabulary, understanding the language of a particular branch of science through the assimilation of special terms. The general stages and the corresponding methods of terminological training of future biology teachers is based on the specificity and purpose of various forms of organizing cognitive activity and include: I. Actualization of prior knowledge: 1) compilation of a thesaurus, 2) methods of identifying the principles of word formation and contextual content of a term, 3) gamification, 4) terminological dictations; II. Motivation activities: 5) analysis of term elements, 6) setting the system "synonyms-acronym-paronyms"; ІІІ. Teaching learning moment: 7) the use of visual logic diagrams; IV. Review and Follow up: 8) case-study. Mastering the complex of knowledge of the semantics and etymology of the Greek-Latin term elements develops logical thinking, increases language culture and contributes to the expansion of the biology student's worldview.

Short introduction. The article analyzes the historical stages of formation of basic concepts of distance learning (correspondence learning, distance learning). Theoretical aspects of the development of distance education in Ukraine are considered. Based on the analysis of scientific sources, the interpretation of key concepts of distance education and distance learning is systematized. Emphasis is placed on the fact that the modern understanding of the concepts and terms of distance learning is based on its interpretation as activities using Internet technologies and resources. A comparison of distance education and distance learning, related concepts of open education and blended learning is made.
Keywords: distance learning; distance education; e-education; blended learning, educational reforms; innovative education; educational programs; national education; establishment of higher education; information-and-communication technologies.

The paper deals with the problem of using an interdisciplinary approach to the training of future pharmacists in the system of teaching professional disciplines in modern higher medical educational establishment, in particular during practical classes using information technologies in pharmacy. At the current stage of development of information technologies, a high level of computer skills of graduates of higher medical educational establishments of pharmaceutical profile allows one to get a trained specialist ready to work with specialized software that promotes high efficiency of pharmacists, improving service to pharmacy visitors and increasing sales of medicines and medical devices. All this necessitates substantive and methodological adjustments to the training and retraining of pharmaceutical workers with the approximation of their level of education to international standards. That is why the quality of education in higher educational establishments needs to be improved under the conditions of effective organization and informatization of the educational process, introduction of innovative scientific developments in the practice of teaching information technologies in pharmacy, ensuring teachers’ high professionalism, creating modern teaching and clinical bases.

Introduction. Implementing inclusive education is a systemic innovation that covers major areas of educational organizations’ activities. This innovation is based on the current social policy of the state, it is legislated as the one providing equal access to education for all learners, taking into account the diversity of their special needs and unique capabilities. However, inclusive education development is characterized by a high degree of instability and uncertainty of its semantic, conceptual, and technological components. The concept of inclusion itself has not yet been thoroughly investigated as a constructive idea in Russian society, both at the level of theoretical understanding and at the level of professional self-awareness of practicing educators. It can be said that this concept is being explored through trial and error. This arises from the lack of theoretical and methodological basis, absence of a unified approach, strategy and model for implementing inclusive practices with due regard to the unique ways the Russian education system develops. It is critical to shape an inclusive approach which would give a scientific and theoretical basis for studying and modeling a learning environment. It is also necessary to formulate reasonable, experimentally verified guidelines and ways to organize inclusive practices in educational organizations.
The research problem. In scientific and methodological literature, inclusion is mostly presented as a philosophical idea, a strategy of social and education policy, a set of features that characterize the idea of inclusion, but not as a well-defined category of pedagogy. “As inclusion is interpreted in different ways, it is difficult to formulate a universal definition, this is why different and often contradictory ways of its practical implementation emerge.” [7, 1259]. In real life, all aspects of education are accumulated in the educational setting, and the changes are reflected there. Transforming learning environment in a way that would include children with special needs involves many aspects, some of which are discussed in the works by N. A. Myodova, L. E. Oltarzhevskaya, O. S. Panfyorova and others. However, the scientific definition of inclusive environment as an integral whole, a systematic object of study and a scheme to be implemented is yet to be provided.
Analysis of current research and publications related to the problem. The scientific sources show that inclusive education may be interpreted in a narrow way and broadly. In a narrow sense, inclusion is considered only as inclusion of children with special needs into the mainstream education process, with the necessary accessibility conditions provided (N. N. Malofeev, N. M. Nazarova, V. I. Lubovsky). In a broad sense, inclusive education is studied in the context of social justice, shared worldview, values of democracy and equal access to cultural legacy [8]. It is understood as developing a system of general education that overcomes labeling children according to their social status and abilities [1]; education with conditions that provide full participation, high-quality education and support for everyone [2]. We share the approach of L. Florian and N. Linklater who see inclusion as the development of alternative pedagogy which includes finding strategies to support each student in such a way that everyone can participate in community activities [5]. On the part of the teacher, this involves overcoming stereotypical attitudes towards children based on their abilities and giving flexible responses to situations of trust-based communication [4]. This can be achieved through implementing inclusive practices into learning environments and applying the main principles, requirements, and tactics that are necessary to let various groups of students participate in learning and social activities together.
The research purpose conducted within the framework of the article is to identify the key theoretical and methodological concepts of the inclusive approach to modeling the
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environment of an educational organization and to formulate a definition of an inclusive learning environment on their basis.
The scientific novelty of the research lies in offering methodological guidelines for researching and modeling inclusion in an educational organization and defining an inclusive learning environment at two levels (the level of values and concepts and the operational level).

The article seeks to understand the intricate nature of listening comprehension, which depends to a great extent on the specific features of spoken language. It proves that the effective listening process requires definite skills (recognition, identification, and selection), and different types of knowledge. The obtained results indicate that the ways of processing the incoming information fall into two broad categories: bottom-up and top-down. The former implies using knowledge about sounds and word meanings, which helps to assemble the understanding of what the learner hears. The latter derives from utilizing the listener’s prior knowledge and his own experiences to comprehend the received input. The paper reveals that the combination of extensive and intensive types of listening proves fruitful in teaching oral comprehension. With the intention to demonstrate the practical validity of the suggested theoretical grounds, the relevant methodology of shaping listening comprehension competence is devised. The idea is maintained that processing the audio text encompasses three stages, each of which has to be provided with a set of relevant exercises which aim at simulating real-life communication.

The article describes the role of the communicative skills of future pilots in the context of their readiness to solve problematic situations that may arise in the professional activities of flight personnel. Statistics show that it is precisely because of errors in activities that are associated with decision-making occur the largest number of accidents. This is evidence that the current pilot, for the most part, does not fully meet the modern requirements for the operation of aircraft. And although the flight institutions, in general, perform their functions of training pilots, the system of professional training that built mainly on the basis of the experience of the flight methodological work of its developers, often has no scientific justification and is not optimal. As a result, the cadets have not sufficiently formed the skills that contribute to their readiness to make a competent decision in a problem situation that arise during training flight. In this regard, the professional training of future pilots needs to revise a number of basic provisions. The authors provided definitions for such concepts as "skill", "communication skills" and "readiness of future pilots to solve problem situations", which reveal their essence and emphasize the feature of professional training of aviation specialists. The article focuses on the need to optimize the system of professional training of future pilots, which should contribute to the formation of readiness to solve problematic situations of professional activity.

The relevance of research. The specificity of studying a child is that it is not so much mental processes and qualities in themselves that are investigated, but the most important influence of social factors and special pedagogical psychological methods. A new type of personality structure and its activity, mental changes arising at a given age and determining transformations in the consciousness of a child, his inner and outer life, act as age-related neoplasms. These are those positive acquisitions that allow you to move to a new stage of development. Also, one of the problems of the development of the child's personality is the problem of the development of will. In psychology, it is noted that this particular age is the classic period of the game. It is at this stage that play becomes the leading activity. Fundamental personality neoplasms arise and develop in play. For the study, children of two social groups were selected (children from disadvantaged families and children from a full-fledged family), as well as convicted juvenile adolescents who are registered with the Probation Department under the Justice of the Kyrgyz Republic in the Osh region from 2018 to 2020. As a result, the study revealed insufficient attention to the programmatic planning of personality development, as well as the corrective influence of role play, raising a family and teaching a child in personality formation.

In the article entitled "Features of application of modern method APA - training" we tried to show a kind of layers application of the method, due to the nature of the learner material, the need for its in-depth analysis, interlinked with the interpretation of previous material and new teaching topics. The features of the application of this method became more visible and understandable based on the analysis of the story "Lar-Margar" by .Ak.Bakunts The main objective of the study is to identify features of application of modern method of APA- - learning, the advantages of the method as an interesting learning through a deeper interpretation of the material, systematization and generalization of previous material, explanation of new material with the previous topic, thorough analysis of the subject and strengthen the acquired knowledge. In the methodological literature, there are a number of scientific studies devoted to the above problem: "Modern methods of teaching, techniques, exercises", Lori Department of the KAI, with Vanadzor, 2008, S. Sarukhanyan, Dr. I., Modern methods, techniques, exercises, Yerevan 2009, "effective teaching techniques", S. Khachatryan, E. F. Ebert Foundation, Armenia, 2020, Valmont In "Technologies for literacy and learning". New York. Houghton Mifflin Company, 20 The above-mentioned authors tried to present the features inherent in modern teaching methods and the features of their application in their own way.
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The purpose of the article is to identify the essence of the above method, the principles of teaching material by this method, indicating and justifying its advantages due to the relevant features of this method of teaching, as well as the features arising from the purpose of teaching. The novelty of this study is the consideration of the phased application of the modern method of APA - training. The article considers the relationship between the artistic material and the historical period as a means of in-depth analysis of the learning material.

For the correct choice of words in speech, the formation of skills of their use in accordance with the speech situation, the goals in the secondary school program of the Armenian language of the middle classes are both the study of grammatical orders of the verb, and the recognition and differentiation of personal and impersonal forms of the verb (derbay).
The targeted comparison of modern teaching methods, the use of appropriate methodological steps can determine the effectiveness of teaching impersonal verbs, making grammatical material understandable not only in terms of semantic, but also formal, syntactic features. The differentiated study of verbs using various interactive methods reveals their role in speech, morphological meaning and syntactic application. The purpose of teaching dependent derbay is not only to recognize and differentiate these forms, but also to understand the changes made by these words in the speech, and to express different relations through them, to develop the ability to correctly use these inclined verb forms in the word, to distinguish erroneous derbay forms.

The article presents the results of the pedagogical educational experiment on the development of self-care skills of children with severe mental retardation of a specialized orphanage.
The relevance of the study is attributed to a cause that children with severe mental retardation of a specialized orphanage are constantly under excessive care of nannies, educators and teachers. This leads to the fact that those children are prevented from opportunity to dress / undress themselves, carry out personal hygiene, and serve themselves at the table while eating.
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Therefore, it is extremely necessary to research the current problem and to improve the means, strategies and terms for improving the self-care skills of children with severe mental retardation in a specialized orphanage, and to provide an experimental justification for their effectiveness.
The present article demonstrates that positive results were obtained based on the selected means, methods and terms for solving this important problem. In the observed areas of activities, the subjects of the study group gained functional self-service skills. The members in the other experimental group had comparatively lower markers.

This article presents the fundamental principles of the organization and implementation of work on myopia prevention in primary school children.
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 activities at school and homework preparation. The issue is compounded by the fact that poor lighting is often installed in school educational institutions, supervision over the observance of the correct body position during students' long-term work is not carried out, and breaks are not arranged in the middle of the lesson to alleviate visual exhaustion.
The literary data and work experience indicate that the school's role in the overall child development system, especially in the prevention of myopia, is growing immensely (M.I. Zemtsova, 1973; A.N. Gneusheva, 1982; I.L Felfilman, 2004; N.B, Morskaya, 2016; R.N. Azaryan, L.G. Melikyan, 2020). However, non-observance by students of the norms, rules, terms and demands for the proper organization and conduct of visual work and rest of the eyes during the time of study at school leads to the incidence of myopia in students.
The practice shows that many primary school teachers often do not have sufficient theoretical and practical skills and abilities to coordinate and conduct the work of preventing myopia in schoolchildren.
Therefore, the profound and diversified study of this issue and the development of fundamental principles for the organization and implementation of work on myopia prevention in primary schoolchildren during the day certainly have the theoretical and practical significance and can serve as the basis for long-term maintenance of good vision in children.

The article presents the rationale of the theoretical and practical aspects of the formation and development of the basic household and labor skills in children with a deep degree of mental retardation.
The literary evidence and experience indicate that the function and significance of the creation of simple daily life and labor skills and abilities of self-service and self-orientation in microspace is tremendously growing in the general system of education, training and development of children with a deep degree of mental retardation.
In addition, the experience of work reveals that an insufficiently consistent description of the theoretical and practical aspects of the formation and growth of children with a severe degree of mental retardation greatly complicates the effective organization and execution of practical work of those issues with this contingent of children in a specialized orphanage.
The foregoing defines the necessity for a deep and systematic study of this issue, the development and substantiation of theoretical and practical aspects of the formation and development of basic social, household and labor skills and abilities of vital importance.
This will serve as the basis for the correct and effective organization and implementation of practical exercises and activities to address these important tasks.

The present article reveals the challenges of creating the prerequisites for the social adaptation of children with developmental disabilities. The study of this problem is very significant, theoretically, practically and socially important, as the problems of social adaptation of children with different developmental disabilities are becoming increasingly relevant today. In particular, their social competence, which determines their employment opportunities, is essential.
It is known, that the key goal and ultimate aim of the upbringing, education and development of children with disabilities is considered to be the preparation of an involved and independent member of society, capable of working and operating, to the extent possible. It is therefore practically necessary to create prerequisites for the social adaptation of children with different developmental disabilities, which define the he practical and theoretical significance of the problem under consideration, in order to solve these problems.
It is understood, that developmental disabilities in children result in a breach of relations with society, community, as a source of growth, according to literature evidence and experience. These children's underdevelopment of the psyche not only leads to a decline in intellectual abilities, but also affects their adaptive capacities. We are therefore interested in how it is possible to establish prerequisites through education that lead to the social adaptation of children with developmental problems.
The aim of this analysis - to disclose the key directions for creating the prerequisites for social adaptation of children with developmental disabilities - was defined by the foregoing.

At all times of human development, leftists have aroused special interest and careful attitude in a certain part of society. Left-handedness has been a mystery for centuries, which has not yet been fully revealed. There is still no clear answer to the question of what is the cause of left-handedness, what is the difference between right-handers and left-handers.
Left-handedness cannot be considered a cause of developmental disorders or abnormalities, reduced mental and physical abilities. The dominance of the leading hand depends not on the child's "will" or his persistence, desire, but on the hemispheric activity of the brain.
With great effort, a left-handed child can be taught to work with his right hand, but his biological nature cannot be changed.
The problem of the origin of leftism in pedagogy is not a priority problem, as pedagogy studies the manifestation of an already existing phenomenon in the processes of socialization of the educational person: adaptation, disengagement.
Given the social adjustment of left-handed children, special attention should be paid to the psychophysiological characteristics of the child, in particular, the hemispherical asymmetry of the brain.

parallel with the origin and development of mankind, conflicts and disputes arose and developed. A person throughout his life cannot refrain from conflicts, contradictions, as long as there is development, change, progress. Collisions undoubtedly undermine the natural course of life, human relationships, causing tension, shocks that negatively affect the health of a person, on his mind.
Therefore, conflicts at all times were considered by everyone as an undesirable phenomenon. Conflicts, as social phenomena, cover all spheres of life, including the sphere of education, the study and discovery of which is engaged in pedagogical conflictology.
In the article, we discussed not only the destructive, but also the constructive meaning of conflict, presenting the manifestations and ways of resolving each period, putting forward the statement that truth is born as a result of disputes, struggles, and the driving force of changes and developments in the world are collisions and contradictions.
Studies show that the greatest danger is not the emergence of a conflict, but its mismanagement and put forward solutions. Therefore, the idea that effective conflict management involves identifying the causes of occurrence, preventing the development of destructive conflicts, directing the formation of mainly constructive conflicts and using effective methods and technologies is justified.

The acceleration of digitization of almost all areas of the labor market creates a new demand for integrated specializations. The digital teacher-anthropologist specialization is an integrated specialization formed as a result of the intersection of four pedagogical faculties: pedagogical anthropology, digital pedagogy, pedagogical design, and social pedagogy. The labor market creates a new demand for professional specialists-digital pedagogues-anthropologists, who must ensure the computer socialization of the so-called "digital generation" in the digital environment. The seemingly very simple process at the theoretical and practical level has a radical, methodological sound, concerning significant changes in anthropological programs. The object of research in digital pedagogical anthropology is man + technology (Russian hybrid model) or man+artificial environment (American hybrid model), and the subject is computer socialization. Digitization of the labor market creates a new demand for integrated specialization-digital teachers-anthropologists, but so far universities do not meet the supply. The importance of the problem is also emphasized by the fact that the process of computer socialization in the digital environment is in progress, but there are no specialists who will ensure the quality and efficiency of this process during the training of the digital generation. Since the digital generation has features in the process of computer socialization, ignoring them will lead to the already existing fact of transformation of the levels of development into the three-hundred-year-old dialectic of man. A partial lack of coordination and direction is already noticeable, which, in turn, led to qualitative changes in the value system during socialization. The digital generation is not confident in its future, and faith in the future has weakened. The unpredictability and uncertainty of the future led to the choice of a new slogan: "today, at the moment, now"։ In the course of the conducted research, it becomes clear that in society there is a predestination of the problem and the formation of a working version. These are the first two important stages of creating demand for marketing. We believe that they will be followed by other stages of demand formation in the labor market, which will make it possible to predict the risks caused by the problem and the primary demand will turn into a double demand. The primary demand is for the newly emerging specialization in the labor market, and the dual demand is the propensity to specialize. We suggest that if the market will have a double demand, then in the master's program to give specialization, including or training social educators appropriate courses of digital teacher-anthropologist, since the program content of the bachelor's degree corresponds, but adding courses: digital pedagogy, pedagogical design, digital pedagogy.

Summary
Change, reform and improvement of higher education in any country is one of the main factors of its successful development. This article shows the features and characteristics of the management of higher education systems in two European countries - France and Greece, stressing the similarities and differences in their structure, organization of the educational process and its productivity.
One of the characteristics of the French higher education system is the severe centralization of its administration in the field of education carried out by the French Ministry of National Education, which is the central management educational bodies. There is a special board with the Supreme Council of National Education that is functioning within the Ministry of National Education and is a subject of its subordination. The Board provides a high level of teaching staff, while simultaneously solving various issues in the field of education.
In Greece, the Ministry of Education and Religious Affairs conducts governance and control over the sphere of education and religious affairs. The highest administrative body of intra-university management is the University Senate, which includes the following senators (participants) - the rector and three vice-rectors, deans of different faculties, chairmen of various university schools, representatives of adjunct professors, senior teachers and lecturers, representatives of special laboratory teaching staff and administration and, finally, representatives from undergraduate and graduate students from each faculty. Further, other administrative bodies include the Rector's Council, Rector, faculties, school and department. The state finances both public and private universities.
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The development of any country is directly related to the level of education, and therefore, for further social progress, the Greek government took upon itself the issues of financing of public universities, particularly, education at all levels in the country, as in France, is free. These privileges are also applicable for foreign students who, as in France, study free (or pay a minimum tuition), to receive higher education with a European diploma recognized in any country of the world.
It needs a bachelor's degree and the successful delivery of test material for the relevant specialty to enter the university in France. Foreigners is in need of a bachelor's degree and positive results in two type of exams- DELF and DALF.
As in France, admission process to the university in Greece takes place without entry exams with the presentation of a certificate of complete secondary education and a certificate of a language center to prove the knowledge of the Greek language.
The higher education entities in France can be divided into three groups: Universities, Higher Schools and Specialized Schools. Higher education in Greece can be obtained in university-type educational institutions, technical universities and private universities.
Teaching in France is mostly in French. Study at French universities consists of three cycles with 20-points grading system. A highly developed credit system is enforced here.
In the universities of Greece, teaching takes place in Greek with the use of English in some fields. The structure of higher education in Greece is based on three-stage system. Unlike France, Greece has a 10-point grading system with a less developed credit system.
Thus, a comparative analysis of the management of higher education systems in France and Greece concluded that the higher education system in France is characterized by increased state control, domination of public universities over private ones, minimum tuition fees, its versatility and flexibility, as well as a high level of education both in the capital and in the regions. As for Greece, diplomas from Greek universities are highly respected in many European countries. Their graduates find jobs there including in the spheres of science or teaching.

The article touches upon the accreditation systems for higher education of the Republic of Armenia (RA) and the Republic of Kazakhstan (RK). Evolutions and development perspectives of the accreditation system of RA and RK have been analyzed, and a comparative analysis has been conducted.
The development of accreditation systems for higher education in RA and RK is mainly in accordance with the principles of state educational policy and European standards and recommendations. The current model in both countries implies both institutional and program accreditation.
Accreditation agencies in both countries are functionally independent. If the criteria and procedures for accreditation in the RA are approved at the level of the government, then in the RK it is the authority of accreditation agencies. We should also note the growth in the number of accreditation agencies of Kazakhstan and the larger volumes of both institutional and program accreditation in RK and abroad.

Since the independence of the Republic of Armenia, there has been a need to shake off the 70-year-old atheism of Soviet Armenia and create preconditions for the revival of the Christian faith. His Holiness Garegin I, Supreme Patriarch of all Armenians, was one of the prominent figures of that period, decisive for the Armenian people of the 20th century, who undertook the difficult and responsible mission of reviving our people's moral health and sowing rapprochement with their own identity. In his sermons and works, philosophical concepts and their religious interpretations, His Holiness presents the issues of self-knowledge in a new light.
Identity, self-description, great sincerity and courage are needed to reveal oneself. Especially when one has a tendency to self-justify. When making an effort for self-knowledge, one must be able to overcome that psychology, otherwise it will close the person's "self-consciousness" like an opaque curtain. Knowledge of the truth is necessary to live the truth in practical life to find true ways. Its people don't know what is good, evil, justice, honesty and beauty, then they cannot find the secret to a happy life.
A question arises: aren't philosophy, based on its intellect, and religion, based on its belief, contradictory concepts? After all, many theologians and philosophers have different points of view on these issues. According to His Holiness, the intellect cannot be an obstacle to faith; on the contrary, it is a powerful element in the manifestation of the faith in life. Faith reveals to us the God who is in direct contact with us, but not the God who is the order of thought and concerned only to the intellect.
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With this reasoning and logic, ethics can be considered as the basis of religion. But in that case, what's the difference between religion and philosophy (ethics), if both are based on faith and love for God, humanity and self-sacrifice?
According to His Holiness's observations, we come to the clear conclusion that knowing oneself, "Know yourself", is always imperative for a person.
Philosophy on the basis of reason and religion on the basis of faith are not contradictory.

The article is devoted to the analysis of the experience of organizing technical and technological training in the maritime educational institutions of Ukraine during a pandemic.
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Analysis of international organizations reports made it possible to characterize the impact of the COVID-19 pandemic on maritime education: on the academic schedule at maritime universities, on delivery methods of maritime education, on the availability of cadet berths and onboard training programs.
The author emphasizes that in the first months of the pandemic, the administrations of maritime universities were forced to quickly look for ways to address issues of expanding the technical capabilities of platforms for online learning (the possibility of uninterrupted learning of several hundred, or even thousands of students; providing tools on the platform for all types of educational activity; collect of reports on work on the platform of students and the teaching staff) and the organization of the work of the teaching staff in the new conditions.
Analysis of e-courses that provide technical and technological training showed that the transition to a new learning format allowed many teachers to introduce new approaches, modern tools and methods of forming a knowledge and skills system of future seafarers. When developing these courses, some requirements were taken into account to ensure the quality of educational materials and the effectiveness of teaching in the format of e-courses: availability of a short description of the course; the consistency and clarity of the structure of the e-course, regardless of the selected structuring format; the compliance of the course structure and content with the working curriculum of the discipline; ensuring the development of high-quality educational content; introduction of interactive learning elements using various online resources; providing feedback through any communication channels; development of effective control and evaluation procedures.
In the conclusion, the author identifies several ways to further improve the quality of technical and technological training of maritime transport specialists: revision of approaches to the choice of learning formats; cooperation with the IT sector for the development of simulators and virtual laboratories that fully comply with the training programs for maritime transport specialists and the requirements of the STCW; cooperation with shipping companies on providing conditions for the implementation of online learning for cadets on board; cooperation with MOOC platforms for the development and implementation of courses from the best specialists in maritime education into the educational process.

Today, when higher education becomes more and more practice-oriented, the importance of considering the opinions of all those interested in training specialists for the school is growing. These are the direct employers - the heads of educational institutions where the graduates of the pedagogical university go to work.
In order to increase the competitiveness of BSPU graduates, surveys of employers were conducted, which made it possible to identify what competencies need to be formed in students at the stage of university education, which should be given special attention when organizing the educational process, etc.
The article provides original data from a survey of employers on the formation and demand for key competencies among graduates of a pedagogical university, their importance for professional success. Information on the satisfaction of employers with the quality of theoretical and methodological training of future teachers is given, recommendations are given on attracting employers to participate in improving the educational process.

The relevance of the research topic is due to the fact that modern Russian higher education solves the urgent tasks of standardization of educational and professional activities, digitalization of education, and among these tasks, the implementation of inclusive education is vital. As the analysis of scientific and pedagogical theory and practice has shown, in the implementation of inclusive education at a university, ideas of axiological and acmeological approaches, principles of social integration, requirements for rehabilitation, habilitation, accessibility and psychological and pedagogical support of students, technologization of integrated education are in demand. Meanwhile, a contradiction was revealed between a sufficient study of the process of inclusive development of universities subordinate to the Ministry of Education of the Russian Federation and an insufficient psychological and pedagogical study of the features of inclusive education in departmental universities, including the Ministry of Agriculture of the Russian Federation. We have analyzed the process of implementing inclusive education at the State University of Land Use Planning and a number of other agricultural universities, which made it possible to draw conclusions and generalizations. The problems of inclusion in agricultural universities are multifaceted and ambiguous, they require the consolidation of the efforts of all departments of the university, administration, scientific and pedagogical and teaching staff, and other specialists. The urgent task is to design network educational programs; interaction of agricultural universities in the implementation of inclusion through the RUMC, advanced training of scientific and pedagogical workers in the field of inclusive education. No less important is vocational
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guidance work, which should be carried out systematically, in a planned way, primarily in those schools and secondary professional organizations where inclusive education is implemented. It is obvious that ensuring the conditions for admission to the university for disabled people and people with disabilities is a priority task in attracting such applicants. The study found that inclusive agrarian education develops in the direction of improving the material and technical and educational and methodological base of the educational process of persons with special needs; creating an accessible environment; inclusion of students with special needs in the socio-cultural space of the university.

To maintain competitiveness and gain a competitive advantage in the market of educational services for higher education institutions it has become a priority to effectively address and adequately respond to developments and changes in the external environment. In the presented situation, the RA higher education institutions must identify potential risks to the competitiveness and performance effectiveness of the organization, analyze the environmental risk factors influencing the effectiveness of strategic management system, and implement effective risk management. In order to manage these risks HEIs need to develop a comprehensive strategy and action plan to address the risks, as well as monitor and control the results to improve the process. In this context, higher education institutions should integrate risk management into the functions of strategic management as the most important and key component of it. The aim of the article is to identify the necessity of risk management in the strategic management process of the higher education institutions of RA as a premise for ensuring efficiency of statutory activities and strategy. The novelty of the research is the definitions and provisions of risk management proposed in this article, which can be of theoretical and practical value for the Armenian professional literature, taking into account the fact that risk management of HEIs is not developed in the context of RA HEIs. The research methods are the study of professional literature and interrelated factor analysis.