Vol. 5 No. 1 (2023): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

At all times, the crucial role of teaching staff has been emphasized and valued, not only in ensuring the quality of education, but also in educating a generation and citizen with a comprehensive and harmoniously developed, healthy psychology, state thinking, civic self-awareness and independent activity for the given country and nation, i.e. in building the future of the country. Therefore, the question of the importance of the "Teacher Leadership" educational program, analyzed in the article, is relevant, because it solves both human resources and security issues in the villages of the border regions, based on the right of children to education, with the principle of equal education. The article explains that according to the UN Convention on the Rights of the Child (1989) and the RA Law on the Rights of the Child (1996), every child living in Armenia, regardless of his nationality, race, gender, social status, religion, has equal rights, including the right to education. The article also shows that all children have the right to equal education, regardless of whether they live in the village or in the city. Meanwhile, today we have a different picture in Armenia. We have a great teaching staff shortage in the schools of remote marzes and villages of border regions. There are schools in those villages that do not have teachers for two, three, or even four subjects. And the educational program "Teacher Leadership" is dedicated to the solution of this important issue, which prepares teachers especially for schools in the villages of the border regions and remote marzes of Armenia.

The educational program is implemented by the joint efforts of Yerevan State University's Pedagogy and Education Development Center and "Teach for Armenia" Foundation. In 2022, a Cooperation agreement was signed between YSU and the "Teach for Armenia" foundation for the implementation of the project.

In the framework of the educational program, along with the courses of the pedagogical educational block, students are given courses that will form leadership abilities in them. The latter will help them carry out leadership activities not only in the school, but also in the community, ensuring school-family-community cooperation.

Key words: Teacher leadership, right to education, work-based learning, equal and excellent education, rights of the child, community leadership.

The main aim of the research is to identify what are the main social adaptation practices of the RA youth in the labor market, to what extent the participation of the youth in non-formal education contributes to the involvement in the labor market. In the post-war and post-pandemic conditions, there are still not many studies on youth employment in Armenia. The level of unemployment among Armenian youth continues to be high in Armenia, and after the pandemic and the war, it has become even worse. Non-formal education can serve as a tool to adapt to the demands of the labor market, as researches document that the connection between education and the labor market in the global world and in Armenia is broken. The analysis of the research results allows us to conclude that informal education serves to get a better job and a higher salary, but does not contribute to entering the labor market. Also, those young people who have professional education and are already involved in the labor market receive informal education. The main part of young people who have received higher education and at the same time informal education have employment, along with the growth of the basic educational level of young people and receiving informal education, the proportion of those with employment increases․

Armenia is facing the challenge of ensuring the competitiveness of its higher education institutions (HEIs) in the rapidly evolving global landscape of higher education. With the rising demands for competitive human capital and the development of knowledge-based economies, the HEIs of the Republic of Armenia (RA) need to be agile and strategic in their decision-making processes and in employing respective mechanisms to meet the demands of the market and global landscape of higher education. In this context, stakeholder engagement should emerge as a powerful tool for driving competitiveness through ethical and efficient decision making in higher education strategic management in Armenia, for it ensures the increase of stakeholders' interest, fiduciary responsibilities, and commitment towards HEIs.

One of the leading theoretical and methodological problems of the modern educational situation is the uncertainty of the value and ontological status of the changes taking place in education. Over the past three decades, the categories of “development”, “modernization” have been the most general categorical framework, but in modern conditions the category of “transformation” should be recognized as more meaningful. The purpose of the article is to develop a theoretical and methodological apparatus for describing, interpreting, researching and designing transformational processes in education based on the theoretical and methodological principles of transformational research in various fields of modern science in the context of specific “cases” of proposed changes in the system of teacher education in Russia. The conceptual and categorical grounds for research and development in the field of transformation of teacher education can be: transformational research within the framework of the institutional paradigm of socio-economic research ( Gelbraith D.K., Kornai J., North D., Sachs D., Schumpeter J. et al. ); transformational models in linguistics ( N.Khomsky , I.A.Melchuk ); mathematical topology and abstract algebra ( F.Hausdorff , P.S.Aleksandrov , P.S.Uryson and others), as well as modern models of artificial intelligence (AI, AI ).

As the main concept, in this article, the "CTL-approach" is used, which means the combined use of chronological ( temporal ), topological (spatial) and linguistic (discursive) tools for analyzing the situation and its transformations. At the same time, each of the aspects can be comprehended both as an “external” (physical space, time, words) and as an “internal” meaning (space and time of human choice, semantic and value bases), which makes it possible to implement this approach in the context humanization and existential analytics of education. The immediate results of the study were the formulation in the CTL approach of the leading problems of the current stage of the transformation of teacher education, including: clarification of the number and range of competencies; determination of the prospects for the transition to a specialty and changes in the terms of training; transformation of the magistracy; updating the core content of teacher education; ensuring the continuity of different levels of pedagogical education. In the conclusion and the article, three leading areas of theoretical and methodological research are identified, including: comparative international studies of the transformations of education; applied theory of “partial” educational discourses”; applied " chronotopology of education", focused on identifying spatio-temporal relationships within the existing forms and practices of education.

This article deals with the issue of the formation of inclusive competence of pedagogical university students. The analysis of scientific literature on the problem allowed revealing the essence of students’ inclusive competence – future teachers, revealed its relevance and showed that not enough attention is paid to its formation.

The purpose of the study is to determine the level of formation of inclusive competence of pedagogical university students in the process of their professional training.

Based on the goal, during the organization and conduct of the study, a range of specific tasks was solved.

The first task was to study modern psychological and pedagogical literature on inclusive education and teacher training for its implementation. The solution of the first task also involved the analysis of existing theoretical approaches to the disclosure of the essence of the concept of "inclusive competence". The views of modern scientists on its interpretation were considered, structural components were highlighted. In this study, inclusive competence was defined as a component of a teacher's professional competence and was considered as an integrative personal education that allows him to implement professional and pedagogical functions, taking into account the peculiarities of inclusive practice. The components of inclusive competence of pedagogical university students are motivational-personal, cognitive and activity.

To determine the current level of inclusive competence of students, the levels and criteria of this professional quality of future teachers (motivational, personal, cognitive and activity) were determined.

In the course of the study, it was found that the majority of students have an inclusive competence formed insufficiently. Future teachers are experiencing serious difficulties in organizing joint education of children with normotypic development and children with disabilities. Hence, there is a need to develop and implement a model of the process of formation of inclusive competence in the practice of university training of teaching staff.

The purpose of the study is to determine the significance of the phenomenon of reflection in the formation of the culture of life safety and a healthy lifestyle of young people. In the context of modernization of higher education and in connection with the needs of a changing society, there is a need for future specialists to apply the acquired knowledge, skills and abilities in practical activities, including in emergency situations of social, natural and technogenic nature. The relevance of the problem of forming students' reflection is due to the need to study the formation of reflective competence in the educational and pedagogical process in the preparation of specialists in various fields. But regardless of the areas of activity of future specialists, the main indicators of professional reflection are the ability to analyze, identify and evaluate personal values, knowledge, skills and abilities for self-realization and adaptation to changing environmental conditions and maintaining good health. The scientific novelty of the research topic is due to the need to find a mechanism for the formation of a culture of life safety and a healthy lifestyle with the help of a certain skill, the ability to reflect, understanding the importance of a health and personal safe behavior culture. Diagnostics of the level of reflection in students in the process of mastering the discipline "Human Safety" is a kind of marker for determining the formation of behavior skills in emergency situations, the ability to adequately assess the risks of negative threats, bad habits for health and understanding the importance of the value of their own life and those around. Reflection as a psychological property of the individual, closely related to the cognitive, intellectual and personal qualities of the individual, is an indicator of social activity, a tool for understanding oneself, the world around and a kind of trigger for the formation of a culture of life safety and a healthy lifestyle. Diagnosing the level of reflection in students helps to determine the characteristics of behavioral styles and the expected results of decisions made whenever events occur, sometimes fateful for one particular person, group of people or country.

The purpose of this study was to establish the relationship between the level of competitiveness of the national economy and the indicator of the development of education. The establishment of this relationship will allow directing investment flows to stimulate economic development and increase the level of the country's national competitiveness. The ways of finding solutions that contribute to improving the quality of education and contributing to greater coverage of the population with higher education are also being updated.

The relevance and scientific novelty of the study lies in the applied scientific approach to studying the relationship between the country's competitiveness index and the level of education development, as well as in finding ways to stimulate this factor.

The structural transformation of society, changes in the paradigm of innovative development, the growing influence of the new technological order have led to the need to modernize education. The development of higher education is aimed at identifying ways to adapt it to the requirements of the labor market and create a qualitatively new higher school that can take its rightful place in a market economy and satisfy the needs of each individual in obtaining knowledge and social experience. The problem of ensuring the quality of higher education services is one of the most complex and important social problems of higher education on a global scale. The quality of educational activity is characterized by various components: the state standard of higher education and the quality of its implementation; the quality of the teaching staff of the university; the quality of the material and technical base of the higher educational institution; the quality of methodological, library and information support of the educational process; the quality of the organization of the educational process in an educational institution, as well as the quality of the subjects of education. At the same time, the level of development of higher education directly affects the level of competitiveness of the country.

National competitiveness as a category includes many factors that determine it, among which the leading positions are occupied by education. In the course of the study, methodological approaches to determining national competitiveness were analyzed. The methodology for calculating the Global Competitiveness Index (GCI) compiled by the World Economic Forum (WEF) includes the “Higher Education and Training” component, which reflects the coverage of secondary and higher education, as well as its costs and its quality. The analysis carried out in the course of the study showed a high correlation, and, consequently, the relationship between higher education and national competitiveness. Thus, higher education plays a significant role in economic development and in the formation of an integral indicator of national competitiveness.

In the article entitled "interdisciplinary connections: literature and music" we tried to show the features of the application of this method of teaching, due to the nature of the taught material and the originality of the writer's imaginative system, the age groups of students. We have considered several approaches to the application of the method The purpose of the article is to reveal the essence of the above method with the help of interesting observations, paying attention to the principles of studying the material in this way, indicating and justifying the advantages due to the relevant features of this type of training, the features arising from the purpose of training. The novelty of the research is the consideration of various approaches to the application of interdisciplinary communication literature – music and their features. Using the above method, parallel analyses of a work of art and a piece of music were investigated, emphasizing the relationship between words and sound. The relevance of the research is due to the need for modern teaching methods to consider the process of teaching literary works, making it consonant with modern educational programs. In the article we have shown the effectiveness of using various approaches of interdisciplinary communication between literature and music, the possibility of a more meaningful and multilevel study of artistic creativity with their help. As a result of the research, we came to the following conclusions: the use of interdisciplinary literature-music communication contributes to a deeper analysis of the taught material, the formation of students' skills to create interdisciplinary connections, a large-scale presentation of a work of art, makes the lesson more interesting and meaningful. Key words and phrases - phrases, phonograms, synesthesia, feeling, ideological issues, means of icon painting.

Today, sport in its various manifestations - mass, Olympic, disabled, professional, as an effective means of solving health, educational and educative issues of the younger generation, occupies a special place in our society. Field specialists consider sport as an educational environment with a very high socio-pedagogical potential. In this context, judo as a sport and as a pedagogical system, is used by many specialists in school-age children`s comprehensive development process.

As a result of studying the directions of the socio-pedagogical impact of judo, researchers suggest using physical education with elements of judo, sports physical education lessons and judo training to increase the level of physical fitness of school-age children, improve their health, form moral qualities, prevent bullying, in order to develop the physical, psychological and social abilities and skills of children with special needs.

The article examines the issue of improving the professional training of future specialists with innovative technologies in physical education classes. It is highlighted that the main principles of professional training are a systemic, personally oriented approach, the main concept of which is the system as a whole, in which the educational process is considered as a stable set of interdependent elements (subsystems: didactic, educational, methodical, social) and interconnected actions in them. Their joint functioning is aimed at educating healthy students with a high level of physical fitness and acquired knowledge, abilities and skills for independent physical exercises. It is theoretically substantiated that physical education focuses on the development of the student as a personality, individuality and an active subject of professional training, which can be implemented only on the humanistic-democratic basis of pedagogical activity. Such an organization of professional training of future specialists increasingly acquires the character of dialogue, cooperation, co-creation, in which the mutually interested exchange of experiences of the teacher and the student prevails. This provides wider opportunities for students to prepare to meet the requirements of the future profession, the success of self-realization in which will be determined both by his professional knowledge and acmeological factors of life, attitude to the health of his and subordinates. The physical culture of a person reflects his education, physical fitness and perfection, which are achieved on the basis of the use of physical education. Physical education in the construction of the system of self-realization of the individual acts as a subject of self-improvement and involvement in the values of physical culture and is aimed at the object of improvement and development - the personality of the student. Therefore, physical education, as an educational discipline, reflects the level of education, physical and mental capacity, the formation of a culture of health based on the use of means and methods of physical education. Thus, the introduction of innovative technologies and their elements in the educational environment allow, to a greater extent, to solve the tasks of physical education, to increase interest in physical education, to satisfy motor activity, to increase the level of health and the development of physical qualities.

The study of subjects of the cycle of natural sciences among students forms an idea of the unity of nature. However, the existing school programs assume the assimilation of a large number of concepts that function as separate elements of knowledge. Therefore, various types of learning technologies are used in the educational process to solve certain problems and achieve planned learning results. In the process of teaching subjects of the natural science cycle, it is necessary to use new types of teaching technologies, such as the organization of integrated lessons.

The integration of natural science subject groups makes it possible to solve the issue of complex study and formation of knowledge about biological processes, resulting in the idea of knowledge integration.

One of the ways to develop the teachers' skills in organizing integrated learning is proper planning and analysis of the lesson. In this article, we offer lesson structure and analysis forms as a means of increasing the effectiveness of planning and conducting an integrated lesson. Integrated lesson plans were drawn up using the proposed forms, which were tested in a number of schools in Shirak region.

In order to ensure the effectiveness of the conducted integrated lessons and to implement further improvement, after each lesson, an analysis was carried out by the teacher and other specialists, noting its strengths and weaknesses. This analysis also allows to properly organize and improve the integrated lesson. According to the feedback from teachers and students, the integrated lessons tested in the above mentioned schools turned out to be quite effective, and the proposed forms were useful.

The factors endangering the socialization process of junior schoolchildren emerge from the very first days of school life, Tutoring is one of the obvious dangers, on which the main emphasis is put in this article, It is obvious that the tutor cannot create the social environment and learning setting that is necessary for the effective socialization of a child, so the phenomenon of tutoring is one of the main reasons of education crisis, especially if it is universal. One of the factors hindering the socialization of junior schoolchildren is the fear of the teacher and assessment, which are psychological conditions that accompany the child every day and eventually turn into psychological complexes, significantly hindering his/her socialization. The role and significance of family as a core or small model of society are irreplaceable in terms of forming the social skills of junior schoolchildren. First, the junior schoolchildren learn the major part of the rules of social behaviour at home and then they continue that process at school. Unfortunately, in recent years, there has been a significant shortage of nuclear families in our country. Some fathers and mothers live abroad. Homework has become one of the main factors that endangers the process of socialization of junior schoolchildren. The schoolchildren strengthen the knowledge that they gain at school by doing their homework. In this way, they apply their knowledge in practice. Nowadays, the junior schoolchildren and their parents complain that the homework assigned by the teachers is really difficult. We also touch upon other factors that endanger the socialization process of junior schoolchildren in the article.

This article puts forward some recommendations to improve the quality of the content of vocational education, modernize teaching methods, approaches and techniques in universities and increase the effectiveness of control. According to the author, application and integration of these recommendations will potentially enhance learner-centered teaching, offer greater opportunities for monitoring and in the shortest possible time (without additional material investments) significantly increase the efficiency of the system of higher education in Armenia.

The article analyzes the experience of designing a personalized multifunctional educational space on the example of an Autonomous non–profit educational organization "Khoroshevskaya School" - a school in which a personalized education model is implemented. The key aspects of the organization of the educational process and extracurricular activities are revealed. The portrait of a pupil is considered from the point of view of the groups of skills and "over-abilities" embedded in his structure. The specifics of the formation of subject, flexible and digital skills in a personalized educational space are revealed. The characteristic of the process of organizing control and evaluation activities is given. The importance of the personal plan of teaching as the basis for the formation of awareness and responsibility for one's own choice is actualized. The spatial-subject component of the organization of the educational environment is described.

The purpose of the study is to characterize peculiarities of foreign language training in technical higher education institutions in the conditions of modernization of higher education in Ukraine based on the analysis of modern research.

The relevance of the raised problem is determined by the fact that the modernization of higher education of Ukraine, its entry into the European and world educational space is not possible without a significant increase in the quality of students’ foreign language training, in particular, technical higher education institutions.

The novelty of the research lies in the fact that the role of "Common European Framework of Reference for Languages: Learning, Teaching, Assessment" in the restructuring of national standards of foreign language training has been indicated. It is underlined that integrated learning major and foreign language, which is based on the study of professional disciplines in inseparable unity with mastering a foreign language and involving intra- and interdisciplinary connections, is a necessity and a significantly new step to improve and modernize students’ foreign language training in technical higher education institutions. It is highlighted that the implementation of integrated learning major and foreign language in the educational space of technical higher education institutions strengthens the practical component of foreign language training. It is stated that modern realities of foreign language training are focused on attracting innovative methods and approaches to learning, based on students’ interaction and modelling of their future professional activity. Attention is paid to the need to reorient the educational process to the future specialist’s personality, student-centeredness.

Conclusions. As a result of the research, features of foreign language training in technical higher education institutions of Ukraine in the conditions of modernization of higher education have been identified. It is noted such new features as consistency and synchronization of requirements for foreign language training through the implementation of "Common European Framework of Reference for Languages: Learning, Teaching, Assessment"; integrated learning major and foreign language; strengthening the practical component of students’ foreign language training; reorienting the educational process to the future specialist’s personality, student-centeredness and others. It is revealed that further scientific research can be devoted to the study of innovative methods and approaches to learning, which are based on students’ interaction and contribute to the modelling of future professional activity.

The purpose of the study is to clearly define the technology of learning in cooperation, methods for developing cooperation skills, the rules for implementing learning in cooperation, the stages of its implementation and the features of using the Armenian language in the university course. Our task is to reveal the essence of the technology of learning in cooperation, the advantages and restrictions of the methods implemented on the basis of the principles of cooperation, the pedagogical problems that arise when using these methods and ways of their solution.  The general scientific logical method, as well as a private or special method of analysis and comparison were used in a comprehensive study of the problem put forward within the framework of the topic. The formation of cooperation skills as an alternative pedagogical approach also leads to a change in the functions of a teacher.

The main task of the educator becomes the creation of appropriate conditions for the development of student's cooperation skills: the creation of a learning environment that implies a democratic, respectful style of communication, the active participation of all the students, taking into account the characteristics and level of knowledge of each student.

The use of technology of learning in collaboration creates the conditions for the assessment of the effectiveness of learning. There are different methods  of development of cooperation skills: "Team academic performance of students", "Mosaic", "Tour in art gallery", "Free composition in five minutes", etc. The use of the indicated methods supposes the encouragement of thoughts and ideas, the absence of any criticism, the equality of students, taking part in the lesson, record of  thoughts and aimed at the solution of any educational task. It is advisable to apply these methods at different stages of the lesson in any subject in order to solve a specific educational problem and develop students' creative thinking, imagination, self-confidence, and the formation of cooperation skills.

As a result of the study, we came to a conclusion that the technology of learning in cooperation and methods containing the elements of learning in cooperation contribute to the creation of opportunities for the achievement of success for each student, as well as stimulating and welcoming atmosphere in the classroom. The effectiveness of learning in cooperation is conditioned by the small size of the group of participants, the analysis of the proposed solutions and tasks and their practical application in the future.

Key words: learning process, learning technology, learning method, learning in cooperation, technology of learning in cooperation, cooperation skills, record of thoughts, creative thinking, "Team academic performance of students", "Mosaic", "Tour in art gallery", "Free composition in five minutes", etc.

With the intensive growth of globalization processes in today’s society improving the efficiency of foreign language teaching methods and techniques, acquisition of basic knowledge of foreign languages already from school onwards, takes a special place in the education system. For Armenian schools, this primarily concerns the two most widely spoken languages, Russian and English, which fluency is one of the basic requirements for employment in many areas of human activity in modern society. Foreign language learning involves many components, and one of the basic concepts in any language is the noun, its number, gender and case. The particularities of teaching one of the grammatical features of a noun, the singular and the plural in English and Russian in Armenian schools are examined in this article. The methods used in English and Russian language textbooks of Armenian schools were reviewed; difficulties that middle and high school students may encounter in learning the plural of a noun were identified; specific didactic materials were proposed which, in our opinion, will help to increase the efficiency of the process of mastering in the mentioned grammatical material in Armenian middle schools by systematizing the main rules of formation of plural in Russian and English with the help of vivid pictures and tables.

Key words: foreign language, foreign language teaching, noun, plural and singular forms, plural, methods of teaching, didactic material, systematizing of learning process

The article analyzes the results of studies on the formation and development of visual perception of visually impaired children in the aspect of correction and prevention of myopia, conducted by foreign and domestic authors. First of all, the urgency of the problem is determined by the fact that visual impairment significantly complicates the process of reading and writing in these children. Due to the insufficient development of visual perception, visually impaired students write letters, syllables or words together or excessively separately, violate the directness of writing, etc.

      In the special scientific and methodological literature, much attention is paid to the formation and development of visual perception in children with visual impairments, research in this many foreign and domestic researchers are engaged in the field.

      However, in the ongoing work, due attention is not paid to the development of visual perception of visually impaired children in the framework of the correction and prevention of myopia. Whereas the solution of this problem is very important for these children.

      Therefore, the issue of studying the ways and means of creating and developing visual perception techniques, reading from flat surfaces, correcting the prevention of myopia in children with visual impairment is important for the theory and practice of teaching students in special, inclusive and general education schools.

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

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․

In the article, the main foundations of physical rehabilitation in the socialization of children with visual impairments affect the life expectancy of persons with developmental disabilities. They try to move, communicate less with others. This naturally leads to secondary developmental disorders, they become passive, introverted and have difficulty integrating with their peers. The above determines the importance and significance of the study of physical rehabilitation in the socialization of children with developmental disorders and the definition of the main foundations that must be taken into account when organizing and implementing this work with children with developmental disorders.

This will become the basis for active involvement of these children in the socialization and every day active life. This defines the relevance of the studied problem, its theoretical, practical and social significance.

 The millennial experience of folk pedagogy has identified a number of effective means influencing the formation of personality, which are most concentrated in folk folklore: myths, legends, epics, fairy tales, folk miniatures (fable, proverb, saying, riddle, etc.), songs, family life,  traditions. The latter are components that have educational potential, which directly contribute to the formation of national consciousness of the ethnocarrier , historical and cultural system of values.

      Nowadays, the study of national pedagogical culture has become more relevant and important. In folk pedagogy there are no strictly formed rules of education, systematized knowledge, specific scientific concepts. The creator of folk pedagogy is the people who, without books and special essays, have always sought and found effective means and found effective ways to prepare a new generation for life and work. Nowadays, the study of national pedagogical culture has become more relevant and important. In folk pedagogy there are no strictly formalized rules of education, systematic knowledge, specific scientific concepts. The formation of a modern ethnocarrier is an important motive of folk education in folk pedagogy. This problem is especially important nowadays, because there is a danger from powerful superpowers to turn the Armenian society with its long and peculiar historical past into a community of only historical value (folklore). From this point of view, in order to resist such approaches, to preserve their special place in the preservation of national identity, the components of folk pedagogy play their special place and role as a factor of ethnic socialization and the formation of the personality of the Armenian people.

       Within the framework of this article, we have identified fairy tales, proverbs, sayings, riddles and folk songs from folk folklore that influence the formation and socialization of personality. The latter are of particular importance in folk pedagogy, exerting their influence on the education, upbringing and development of generations.

Group interactive art therapy is a way to solve various socio-pedagogical problems. Each group interactive art therapy technology works with the concept of the child's "I", offering new solutions to problems that the child independently identifies through group activity, using the resources of creativity, awakening of inner abilities, talents and self-understanding. Depending on what task this group interactive art therapy solves, groups are divided according to different methodologies: according to the socio-pedagogical goal, according to the age characteristics of children, according to the use of various communication models, etc. Since the goals of individual art therapy technologies and group interactive art technologies are different, we can say that they solve different tasks and develop children's independent abilities for psychoregulation, correction of emotional deformations, discharge and loading of the spiritual world.

1. V.P. Kashchenko's socio-pedagogical experience is an innovation for his time. The system he suggested helped to make the socialization process of the children in risk groups effective. The creation of a sanatorium-school based on the principles of humanistic pedagogy has enabled the children of risk groups to be socialized in a healthy moral and psychological atmosphere, while taking into account the specifics of their problem, to be treated, educated and brought up at the same time.

The sanatorium-school was formed on the basis of the "family" model: three families, which are independent in their activities, each with its own therapeutic, educational programs, but collective work activities such as garden work, hand craft or participation in the choir unites them.

Applying various innovative technologies and methods such as art therapy: music therapy, dancing, handcraft and applying customized learning programs for each family the team of professionals at the sanatorium-school managed to achieve V. Kashchenko’s adopted motto: limited capacity is not a sentence.

This article examines in detail the higher education systems of the Republic of Armenia (RA) and Denmark, identifying their similarities and differences in the areas of management, financing, and structure. It also presents ways to admit to the university and the existing types of grading.

The purpose of this article is to review and study the higher education systems of the RA and Denmark in detail, as well as to conduct a comparative analysis to identify the characteristic features in the field of higher education management in these two countries. The results of this study are presented in the article in the form of a series of tables, where the obtained data show the similarities and differences between the systems of management and financing, grading and admission to universities in the RA and Denmark, indicating the distinctive features of the structures of higher education systems in these countries. As a result of a comparative analysis of the management of the systems of higher education in the RA and Denmark, we concluded that both state and intra-university bodies carried out the management of higher education in those countries, which are organized in the form of central and local self-government. However, control bodies have different names. There is an “academic freedom” both in the Armenian and in the Danish universities, more developed in Denmark. The forms of admission and student grading systems in the universities of these two countries are also different.

Thus, in a result of a comparative analysis of the management of the higher education systems of the RA and Denmark, we identified the similarities and differences, advantages and disadvantages of both systems, which can help us apply the positive elements of the Danish higher education system to the Armenian one to improve the quality of the higher education in our country.

The purpose of the research is to present the main risks in RA universities based on the studies of statutes, strategic plans of RA state universities, self-analysis of institutional capabilities and expert reports. The management of the institutions in RA universities is carried out on the basis of self-governance, combining the principles of sole management and collegiality, with the implementation of the functions of the board, the scientific board and the rectorate. The governing bodies of the university are:

• board of trustees/management
• the rector/manager/director/executive body.

In general, the charter of universities stipulates that the university's highest management and control body is the university's board of trustees, which supervises the university's activities, including the financial and economic activities, as well as the selection of the person who audits the financial statements.

The novelty of the research is the proposed risks in RA universities, which were brought out as a result of the analysis of the documents proposed in the article.

Analyzing the provisions in the strategic programs of RA universities, it can be noted that RA universities mainly single out corruption risks from the factors affecting their activities, for the reduction of which various mechanisms and anti-corruption programs are developed. However, there is no reference to other types of risks in strategic plans, and corruption risks are general and are not separated according to the forms of manifestation, for example, bribery, embezzlement, extortion, nepotism. In addition, although the statutes and strategic plans of the universities provide for certain actions aimed at control, there is no separate internal control and risk management toolkit, the internal control actors, responsible bodies and units are not specified.

Organizational culture for effective functioning of universities is one of the main prerequisites for ensuring a good environment. Although organizational culture is informal in nature, it can serve as a crucial factor in managerial decision-making and quality enhancement of processes. The current article explores four main types of organizational culture (clan, adhocracy, hierarchy and market cultures) [4] at international higher education institutions (HEIs). By comparing and analyzing the professional literature, it becomes evident that at international HEIs clan organizational culture is more vivid. Even if other types of organizational culture are mostly adopted by universities, they still strive to have a clan organizational culture. Clan culture fosters a sense of cohesiveness and connectedness among members, and, respectively, enhances their ownership and organizational commitment. In a clan culture, everyone collaborates for the betterment of the organization, making it easier to make collective decisions that are best for the group.

Italy actively participates in the process of forming the European Higher Education Area, successfully implements an internationalization strategy, while maintaining the characteristics of national education.  The modern system of quality assurance of higher education in Italy includes the state and public structures interested in the quality of education, the quality management of the universities themselves and the mechanisms of interaction with pan-European agencies. Each Italian university has a quality assessment department that independently monitors the quality assessment processes of educational programs, and the quality of higher education educational programs is considered a national priority. The Ministry of Education, Universities and Science established the National Institute for the Evaluation of the Higher Education System (INVALSI, Instituto Nazionale per la Valutazione del Sistema dell'Istruzione) for the activities of the university units for the control of the quality of education. In 1999, a special intermediary organization, the National Committee for the Evaluation of the Higher Education System (CNVSU), was created, whose task is to verify the conformity of the level of Italian higher education with pan-European standards. Other public bodies also participate in the process of quality assessment of education, such as the National Council of Universities (Consiglio Universitario Nazionale - CUN), the Conference of Rectors of Italian Universities CRUI (Conferenza dei Rettori delle Università Italiane), the National Committee for Quality Assessment of Italian Universities - CONVUI (Coordinamento Nazionale dei Nuclei di Valutazione delle Università Italiane), National Student Council - (Consiglio Nazionale degli Studenti Universitari – CNSU). The state defines the minimum standards of accreditation developed for educational programs, which contain border concepts of recognition of the quality of educational programs.

Within the framework of this study, we referred to the parish, diocesan, and monastic charters of Eastern Armenian schools approved during the reign of All Armenian Catholicos Gevorg D. We drew parallels between the Eastern Armenian school and Russian state and spiritual schools. We have analyzed the content of the education of the examined period on the example of Yerevan diocesan school. We have paid special attention to the objectives of religious subjects in general education. Based on published school charters and studies, we analyzed the educational content of Eastern Armenian parochial, diocesan, monastic schools, and discovered what religious subjects were included in those educational centers.

Until now, various researchers have reflected on the history of the Eastern Armenian school, the goals of education and upbringing, the activities of inspectors, textbooks, and teaching methods. It is interesting to find out what kind of religious courses were included in the schools of the examined period, in what order these subjects were studied, what goals they pursued. The coverage of these questions will help to form an idea about the order of study of such subjects in schools, to get acquainted with the goals of Christian education in the examined period.

Thus, Russian state and religious schools had a four-tier system. Each school graduate was admitted to the next school level. The Eastern Armenian school was formed according to the logic of the Russian state and spiritual school systems. There were no state schools, but parish, diocesan, monastic schools were formed under the auspices of the Armenian Church. Parochial and diocesan schools provided secular education. Monastic schools were entered in order to obtain the title of clergyman.

In the examined period, the Eastern Armenian educational policy was aimed at training secular specialists and clergy.

Thus, We learn from the school charters that they were included ourses with the titles "Cathexis", "History of the Old and New Testament", "Church singing", "Theology". We learn about the order in which the above-mentioned subjects were studied from the school's charters. An analysis of the subject headings provides evidence that the students received a comprehensive Christian education.

The proclamation of the Turkish Republic by Mustafa Kemal Ataturk did not bring to an end the state policy of Armenian persecution. On the contrary the policy took new shape underpinned by Kemal's homogenization policy for the newly proclaimed state. Thus, as of 1923 new waves of Armenians were forced to leave the eastern areas of the republic and take refuge in Syria. These refugees were the surviving remnants of the Western Armenians who had not yet left their homeland, having disguised themselves and integrated into local Kurdish villages. Yet, due to the homogenization policy and the consequences of the 1925 Kurdish revolt, these Armenians were left with no support as the rebel Kurdish aghas were persecuted and killed by the state. The paper focuses on the exodus of these Armenians who took refuge in northern Syria. The paper describes the relief efforts local Armenian organizations made and the campaign they carried out to muster support and raise funds for settling these refuges in the area and their eventual integration into the newly established Armenian communities.

The Armenians who migrated to Syria in 1927-1930 settled mainly in the north-eastern regions of Syria, in Hasichey, Gamishli and Garamanie, and most of them are members of the Apostolic Church and the Armenian Catholic Church. In resettlement, food supply, healthcare and other issues, the issue of children's education and especially language skills was of primary importance, because the language retreat was significant among them, so it was necessary to take urgent measures to save them.

The article presents the integration of Armenians, especially the Kurdish-speaking Bsherigs, who took refuge in the Armenian settlements formed in the north-eastern regions of Syria (in Jezire), the organization of educational activities and the problems of teaching in the formed settlements. . . The mission and necessity of the church, national and Sunday schools are an important incentive for Armenian preservation in the Diaspora, also in the struggle of teachers against Arabic speaking and especially Kurdish speakers.

Educational problems had to be solved with the help of national and union responsible. However, educational institutions found themselves in extremely bad conditions. They did not have proper structures, there were no textbooks, there were no pedagogues, there was no proper curriculum that could facilitate the teaching process.

In the 1950s and 1960s, young men and girls from different settlements of this region went to Aleppo or other higher educational institutions to follow the courses of those institutions, on the condition that after graduation they would return to their place of birth and contribute to the local Armenian schools. But very few returned and some migrated to other countries.