Vol. 4 No. 1 (2022): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

In order to understand the process of internationalization of that values, cultural stereotypes, etc., we have to observe the features and special conditions of personal communications in education. And vice versa, in which way and with what peculiarities we can organize personal communications for having humanistic values in education system under the requirements of the contemporary world society in the 21st century. 

Nowadays, in the world system of civil society, all processes (security, safety, healthcare, ecology, education etc.) are united, integrated and attached to each other within different countries and within different nations. And even these nations and states have created common unions for getting better and unique by acquiring effective solutions for global questions and problems for the commonwealth in different ways and in different places, taking into consideration local specifications. In recent decade  the local national and cultural specifications should be taken into special consideration  between societies, creating intercultural and even intersociety spaces.

Education, being a part of this general situation and having its own education cohesion areas in the world, aims to be not only a part of research papers, handouts and be on the maps of development strategies, but also have an active enrollment in the solutions of modern challenges and changes, which can have an impact on the development of the society. From this point of view, education implements crucial important role, because all generations are presented in it and they also get influences from more experienced generations and activity models, which can be useful for whole society and future generations in general.

It is evidenced (Purri 2020) that the impact on the British psyche of having ruled so much of the world has neither faded nor has it been faced. British primary schools in the main tend not to teach imperial history, leaving British children lacking detailed historical knowledge of their country’s imperial past. Schools largely steer clear of the subject of the Empire, ‘perhaps because there is no consensus as to whether to present the facts in a positive or negative light, and because neutrality is a difficult stance to adopt, given the intense passions the subject evokes. In multicultural Britain, many families have direct family experiences of being at the receiving end of colonialism. Conversely, when Britons were polled by YouGov (2014) about whether they think of the British Empire as something to be proud of, 59% agreed that it was (Puri 2020, p.75-76).

If you try to understand current developments in the field of education, the image transmissions that come from the war and show all the suffering and misery that people in the contested areas are exposed to in real, not just virtual, come to the fore. The impressions even surpass the extent and quality of the simple upheavals that children and young people were recently expected to face in the course of the pandemic - in the educational and teaching processes, their usual social associations of classes and groups. After a further strong push into digitality, children and young people are now experiencing directly and almost up close what it must feel like to persevere in shafts or to flee from live fire, bombs and rockets. In any case, the images confronted us "in physical real time with a reality" of the war, which were part of the daily reporting in the first few weeks until, from the point of view of those responsible, they were exhausted and did their service for the willingness to donate that was to be initiated. Then the display of the ORF "Neighbor in Need" with the corresponding donation account is apparently sufficient.

Aims: The aim of the article is to draw attention to the one-sidedness of educational phenomena. The emphasis on intellectual skills associated with digital media neglects physical development. Conversely, physical processes cannot be separated from mental and emotional developments. The social dynamics place special demands on education and at the same time always show the limits of education.

This article pursues the objective of promoting a superior understanding of imminent need in the transformation of higher education system in Armenia, based on the interests and needs of internal and external stakeholders (e.g., state, society, students, faculty, board of trustees, parents, taxpayers, and other constituencies) fit into that broader picture. The arguments herein may also promote a more holistic picture of the complexity of higher education landscape and the interplay between the economy and society. This article provides a conceptual foundation to further ponder on whether higher education reforms in Armenia for the past two decades have been targeted towards the creation of internationally competitive higher education system or were continuous mere modifications of different global implications.
The conceptual framework has been devised from the outputs of rigorous document analysis, literature review, and deep interviews on the topic of the impact of higher education reforms in the Republic of Armenia. A series of in-depth interviews were conducted with a wide range of state education policy makers, university senior managers, institutional accreditation specialists, quality assurance representatives, as well as various constituencies and stakeholder groups.
Since regaining independence in 1991 until joining the Bologna Process in 2005, Armenia ideologically distanced itself from global educational reforms and did not make commitment to the indoctrination of educational reforms. This ideologically might match up with the assertion that educational reforms are as a ‘placebo,’ that is, symbolic actions designed to indicate governmental awareness of problems and sympathetic intentions, rather than serious efforts and stringent policies to achieve social cohesion and become competitive internationally. However, with the exposure to the European Higher Education Area (EHEA) integration in 2005 and onwards, Armenia has systematically been financed for the creation of a functional and competitive education system, has formulated and implemented the strategy of “revitalizing the country through science and education” (RA Government Program 2008), and has put the development of education as a strategic priority in the globalization drive.

The relevance of this article is conditioned by the large-scale reforms in the field of general education in the Republic of Armenia (RA), the different demands of all stakeholders on the quality of education, and the exigency of study the existing issues in the field. Within the framework of this article, modern professional literature related to the topic was studied, the legislation in the field of education was analyzed, as well as an electronic survey was conducted among 432 teachers of general education institutions in 11 regions of RA to find out the issues of teachers' professional development in the RA. The results of the analysis conducted within the framework of this article can be further implemented in the processes of development and implementation of reforms in the field of education, educational policy and teachers' professional development programs in order to increase efficiency of their professional activity and to improve education quality.

Guided by the constructive basics of mother tongue teaching, we constantly build interdisciplinary connections around Linguistics throughout our work, as the knowledge of all disciplines, including foreign languages, is based on the knowledge of the mother tongue. While there are very few exercises on revealing interdisciplinary relationships in modern textbooks of the Armenian language, exercises on revealing the connections between foreign languages are completely missing. Through the strategy of ‘comparison’, it is necessary to give students a chance to analyze the basic relationships of the grammatical category of case in Armenian and Russian.

In this way, students will make sense of their own speech, combining their school experience with their everyday life, which will greatly contribute to their interactions with foreigners.

The problem of ensuring equal rights of children in the learning process in modern conditions is relevant and in demand by time. From this point of view, the phenomenon of bullying discussed in the article is not new in our reality, it just has a new meaning these days. Bullying is a form of purposeful pressure that negatively affects the development of a child.

 It can occur in any group, but it is most dangerous among teenage schoolchildren. The manifestations and motives are different, but the consequences are the same: the process of personality formation and social transition of a bullied child is distorted.

 Armenia does not yet have the relevant legislation in the settlement of the problem.

Moreover, bullying is often not considered as a problem, but is considered as "natural, normal phenomenon", linking it with the crisis of adolescence and uncontrolled emotions.  Therefore, the article suggests not only a comprehensive study of the problem, but also the provision of appropriate legislation and the study of the experience of a number of countries, the application of the best approaches.

The article presents the application of modern information technologies in the learning process, the problems of information and communication technologies and e-learning, as well as the distance learning tools and methods developed and applied by us. The current priority direction of solving the problems of education should be sought in the currently existing, practically accessible methodology for the effective use of information and communication technologies and technical means. The use of electronic learning tools significantly affects educational systems and creates favorable conditions for the development of innovative teaching methods. The purpose is to identify the problems of e-learning and to justify the effectiveness of the use of information and communication technologies in the learning process. The combined use of computer graphics, animation, live broadcasting and sound gives a unique opportunity to perceive the material under study in the most visual form, more understandably and memorably. This is especially important when a student has to assimilate a large amount of information. The involvement of modern technologies is very important for the individualization of training. Students should be able to receive, evaluate and convey information. As a result of the use of technology, students' thinking and computer literacy skills are developing. Our observations have shown that in the process of teaching geography, the maximum didactic result can be achieved only in the conditions of systematic use of modern information and communication technologies․ Computer technologies, educational resources, e-learning and information sites will not be effective if used separatly and inappropriatly.

The corresponding analysis shows that the application of a competent approach allows translators and   theorists of teaching translation theory to adopt new technologies and methods in the process of teaching translation. However, some researchers are convinced that bilinguals can do translations and it is not advisable to form translation competence in educational conditions. There are also those approaches according to which translation competence is a manifestation of a kind of super-competence, in the sense that translation involves mental activity and includes conscious and unconscious processes. Basically, researchers are unanimous in the opinion that the basis of translation competence is language, linguistic, pragmatic, cultural, socio-cultural and other competencies that form the basis of communicative competence. From the point of view of teaching translation, cultural and technical competencies stand out. A positive trend is that translation theorists and methodologists have clearly begun to distinguish between translation competence and the competence of teaching translation. It is fundamentally important to develop literary competence, which is necessary at the stage of pre-translation analysis and at the stage of translation.

It is impossible to imagine translation competence without the development of communicative competence, since the translator must be able to determine the transmitted information as correctly and purposefully as possible in different speech situations. The translator must be psychologically well prepared, mentally flexible and inquisitive. He/she must read a huge number of fiction or other genres of literature. In intercultural terms, he must be patient, indulgent. He must be able to use various translation and learning strategies.

Thus, the challenge is to apply new strategies, methods and procedures. It is noteworthy that within the framework of theories of learning and translation, not only translation strategies are developed, but also macro and micro strategies.

The article discusses the application of modular teaching technology in the university course of the Armenian language, consistently reveals the features, rules and principles of the modular teaching technology. The purpose of the study is to methodologically substantiate the effectiveness of the application of the modular teaching technology in a university course, focusing on the problems and difficulties that arise during teaching. As a result of the study, three key components of modular lessons have been revealed: a target action plan, a presentation of the material, and methodical guidelines regulating the educational process. The role of modular lessons in the formation and development of cognitive skills of students has been emphasized.

The purpose of the development of modules is to divide the content of each topic of the course into components, to identify different forms and types of courses for each component, to coordinate them over time and to integrate with identifying the level of knowledge and skills of students for each module.

As a result of the application of modular learning technology, the student approaches the learning process consciously and meaningfully, focusing on the strengths and weaknesses of his knowledge and skills.

As  a result the student’s cooperation skills are developed,  the value of self-control and self-esteem increases. The application of modular teaching technology is aimed at the implementation of psychological and pedagogical diagnostics of the personality of students, the development and the improvement of the educational process through comprehensive methodological work.

Using an example of a modular lesson on verb teaching presented in the university course of the Armenian language, the steps have been shown that lead students from explanatory teaching to active teaching with the application of the modern technologies and methods, in which the student becomes an active subject of the educational process, and the result of the course is an ability to find and apply the necessary information with the purpose of independent acquisition of knowledge. 

In modern times, in order to be able to expand the scope of cooperation with the main strategic partner and ally of Armenia, Russia, it is necessary to increase the level of Russian language proficiency in the republic, in particular, military sphere. Every year, not only military specialists who are able to acquire personally the necessary knowledge are becoming more and more in demand, but also specialists who speak foreign languages, including Russian, to solve the necessary communication tasks and, in general, to communicate with representatives of the partner country.

Paying attention to what has been written, we believe that teaching any foreign language should be professionally oriented and should form among students the professional and communicative competencies necessary for the implementation of professional communication.

The article deals with the problem of introducing military, military aviation vocabulary in the classroom of Russian as a foreign language. The choice of this lexical group is conditioned with the specifics of the educational institution.

The purpose of the study is to study the ways and methods of teaching military vocabulary at the lessons of Russian as a foreign language and further presentation of a set of tasks and exercises developed based on the materials of methodologists and teachers.

As part of our study, we have analyzed the methods of semantization of vocabulary in Russian as a foreign language lessons, substantiated the choice of the most effective ones when introducing military professional vocabulary, and also presented a set of exercises and tasks for studying and consolidating military vocabulary and for its use in speech. The novelty of the research lies in the fact that by now manuals and didactic materials have not been developed for teaching military, in particular, military aviation vocabulary at the lessons of Russian as a foreign language among the Armenian-speaking audience.

Summary

Due to the wide variety of grammatical case systems in different languages worldwide, the learning process of the cases of the noun forms, including the correct designation of an object, attribute, or action in a sentence with their help is of particular difficulty in the study of foreign languages.

This article discusses some of the features of the learning processes of the cases of the noun forms in the lessons of Russian and English languages in secondary schools in Armenia. Some linguistic interferences, associated with the assimilation of the case systems of Russian and English by students of Armenian schools are presented. Methods for presenting and working out grammatical material in the lessons in Russian and English are proposed, which involve identifying the closest structure and content of case forms in Armenian and foreign languages ​​and their joint presentation in order to facilitate the process of assimilation of the material.      

   In the article entitled "Features of the application of the modern method of teaching quatrains," we tried to show the features of the application of the method related to the nature of the material being taught and the originality of the writer's imaginative system. The originality of the application of this method became visible on the basis of the analysis of the story of A. K. Bakuntsa "White horse".

  The purpose of the article is to reveal the essence of the above  mentioned  method through interesting observations, to identify the principles of teaching the material by this method, indicating and justifying the advantages due to the relevant features of this method of teaching and to point out the features arising from the purpose of teaching.

           The novelty of the research is the observation of the features of the application of the modern method of four-volume training. According to the above method, the images in the artwork were analyzed, their philosophical and psychological layers were emphasized.

    The relevance of the research is due to the requirements of modern teaching methodology to consider the process of teaching literary works, making it consonant with modern educational programs. In the article, using the verse method  we  showed the effectiveness of modern teaching methods, and with their help, the possibilities of a more meaningful analysis of the  work of art.  For the first time, the study of  Ak. Bakunet`s story "White Horse" was considered with an emphasis on the specifics of the author's heyday.

      As a result of the research, we came to the following conclusions: the use of the method contributes to a deeper analysis of the taught material, a multi-level and comprehensive knowledge of the material by students, a large-scale presentation of a work of art, the creation of a more interesting and meaningful lesson.

Keywords and phrases:  consultation, eloquence, ideological problems, means of imagery, philosophy.

The article is dedicated to the current methodological issues of teaching Azerbaijani in the Armenian-speaking classroom, in general, and the problems that arise during the teaching of the Azerbaijani language as a foreign language in the faculties of different academic backgrounds, in particular. The article talks about the process of creating textbooks that gained momentum in that country after the independence of Azerbaijan, which at the same time aimed to increase the geographical boundaries of the teaching of the Azerbaijani language. Armenia was not left out of this process, where a number of objective-subjective factors contributed to the beginning of the teaching of the Azerbaijani language. The aim of the research is to present the main methods used in teaching Azerbaijani, the means of making the teaching process more accessible and interesting, the approaches, the existing problems and things to do in the field. Separate points refer to the ability to provide didactic-professional teaching materials used in the course, due to which students' motivation to study the language in depth increases. The urgency of the work is that although the subject does not have a long teaching process, we can state that there are already established principles, due to which the teaching of Azerbaijani language is organized quite effectively and purposefully. As a result of the research, it becomes clear that as a Turkic language, there are all the necessary conditions for teaching Azerbaijani, so that the teaching is organized in a systematic, clear manner. At the same time, the problems and things to be faced by the "methodologists" of the teachers are outlined.

Depending on the professional direction of a particular faculty, the teacher uses various teaching methods, as a result of which language teaching becomes more effective, targeted, and interesting. The role of instructional videos is very important in the teaching process, due to which students develop the skills of listening, comprehending and retelling the spoken word. Due to the student-lecturer communication and cooperation, students complete the course having gained both theoretical and practical knowledge, which they apply in their further professional activities.

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

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

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

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

The present article reveals the main problems of parenting a child with developmental disabilities. It is known, that the upbringing, education and development of a child starts in the family. However, the solution of these essential tasks is significantly complicated in a family raising a child with various developmental disabilities.

The success of this study depends on how well parents are informed about the psychophysical characteristics of the child's development; about using the means, methods and conditions for organizing and conducting therapeutic, recreational and core-developmental activities in a family.

This defines the necessity to study the problem of a family raising a child with developmental disabilities.

In the general system of upbringing and educating a child with special needs, the role of the family and the awareness of parents in these matters is immeasurably increasing. The special scientific and methodological literature emphasizes the importance of studying the problem of parenting a child with developmental disabilities, providing informational assistance to parents in raising those children in a family environment. However, insufficient knowledge of the problem of a family raising a child with developmental disabilities significantly complicates the effective solution of many issues of this problem. The foregoing defines the relevance of this study, its theoretical and practical significance.

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

Furthermore, the article compares the higher education management of the four EAEU member states: i.e. Armenia, Russia, Belarus and Kazakhstan as well as presents similarities and differences, achievements and problems of the management system.

In particular, reforms that are implemented in four countries in the context of the Bologna Process are presented in the article.

The present article conducts a comparative analysis of Two Degree Education System, ECTS Credit System, and Assessment System.

Within the framework of the research, we briefly studied the quality assurance processes in the higher education systems of Armenia and England. The research was based on the following tasks: to carry out a comparative analysis of the quality assurance processes in Armenia and England and to present suggestions aimed at improving quality assurance. The aim of the research is to reveal the peculiarities, similarities, differences and their reasons between the higher education quality assurance processes of the two countries.

Both Armenia and England, being a member of the Common European Higher Education Area, have similarities due to the Bologna process, as well as in the processes of ensuring the quality of higher education. In addition to the quality assurance standards and their national education systems standards, both countries are guided by the European Quality Assurance Standards and Guidelines - EQASG.

Examining the quality assurance processes in higher education in Armenia and England, we have come to the conclusion that regardless of the country's governance, development, socio-economic and cultural differences there are a number of similarities among the EBRD member countries within the framework of Bologna process and that allows for comparable education degrees and comparable qualifications. In contrast to Armenia, quality assurance processes in the UK are largely regulated by universities and accreditation is not mandatory for universities unless they receive state funding. As a result of the research, we concluded also that the educational policy pursued by England is more effective in terms of quality teaching, which, within the country, sorts the universities and their qualifications according to the university ratings and the order of the educational degree awarded to the students according to the student's academic progress.

Adult education in the current changing political, economic, socio-cultural, demographic shifts becomes a possible condition for their self-realization, professional development and self-establishment.

The aim of the research is to reveal the socio-pedagogical features of the educational process of adult students studying in the distance learning system of the Pedagogical University through a sociological survey based on studies dedicated to andragogy.

The scientific novelty of the study lies in the fact that, from the point of view of modernity, the factors influencing the education of adults in a pedagogical university are presented in a new way, their socio-pedagogical and psychological characteristics are described, and methodological approaches to the effective implementation of this process are noted.

The analysis of the research results, data processing and their evaluation allows to make the following conclusions:

• In order to study the educational needs of adult students, it is necessary to use research tools such as oral-written surveys, discussions, self-assessment scales, essays, analysis and evaluation of the results of various surveys.
• Overcoming the difficulties encountered in working with ICT requires solving a number of organizational-psychological problems.
• Learners generally do not experience psychological difficulties in interpersonal communication with younger students, they are often more active and encouraged by the supportive attitude of teachers.
• Their professional and social experience should be taken into account when organizing the education of adult students.

In further studies on the research issue, it is necessary to take into account the priorities of the organization of professional education for adult students to ensure the development of professional competencies, which in turn will meet the educational needs of modern society, social movements, labor market requirements, socio-economic, scientific and cultural developments.

Music therapy is a powerful art technology, which promotes the process of emotional relaxation and mental regulation of the child with sound-rhythmic regulating instructions. Unique methods of music therapy have been introduced by various composers-educators, music teachers, musicologists, art therapists, who have presented the comparable role of music with the individual, age, psychological, social characteristics of the child to solve, regulate or correct the problem of child development. The sounds of music are natural vibrations that affect the hearing aid with different intensities. These vibrations pass through the ear and send impulses to the centers of the brain, acting in a somewhat positive or negative way. That is why every social-pedagogical intervention with this technology of every art therapy must first be elaborated in order to respond to the problem that worries the child and to help prevent it.

Social pedagogy and pedagogical anthropology occupy a valuable and fundamental place among the sciences that study human beings. The analysis of the correlations of the two disciplines makes it possible to prove that the disciplines have close unscientific aspirations. As integral disciplines, they can be a methodological basis for emerging disciplines: digital pedagogical anthropology, digital social pedagogy, pedagogical design.

This article is devoted to the consideration of systems of higher education of the Republic of Armenia (RA) and Sweden, taking into consideration the existence of their traditional and modern features, indicating their similarities and distinctive features in the areas of management, financing, structure and University admission, as well as methods of grading.

The article also shows the possible positive changes associated with accession to the Bologna process and the adoption of the credit system in areas of higher education within these two countries.

The purpose of this article lays in the examination in detail and study of the systems of higher education of the Republic of Armenia and Sweden and in the implementation of comparative analysis to identify characteristic features in the field of management of higher education in these two countries.

By comparing the management of higher education systems between RA and Sweden and by showing their positive and negative aspects in this area we can apply all best features in practice for all countries in the world.

Effective management of higher education institutions is a prerequisite for ensuring the normal development of the higher professional education sector. The participation of students in the governing bodies of higher education institutions is extremely important, as the students are the direct beneficiaries of higher education institutions. The aim of the research is to study the dimensions and problems of students' participation in the management processes of higher education institutions of the Republic of Armenia. The purpose of this article is to comprehensively study the issue of student participation in the university management process. We have studied the legislative-regulatory documents regulating the field, the changes proposed by the draft law on higher education and science, which offer significant changes in the management processes of higher education institutions. Within the framework of the research, the dimensions of students' participation in different governing bodies of the university and development perspectives were revealed. Overall, we have reached the following conclusions.

We can state that the legislative regulations in force in the Republic of Armenia, in particular Article 28, Part 10 of the Law on Education of the Republic of Armenia, adopted on April 14, 1999, which defines the mandatory nature of twenty-five percent participation of students in all governing bodies, clearly defines students. Involvement in higher education management processes, which, however, is not reflected in the draft law on higher education and science of the Republic of Armenia, which is a step back from the reforms implemented in the field of higher education. Students are currently involved in governing bodies, but there are a number of issues, mainly related to student participation rates, student involvement, selection requirements, and other provisions. The draft law on higher education and science of the Republic of Armenia does not exclude the participation of students in the process of governing universities, but there are a number of incomprehensible formulations, provisions that do not completely regulate the current situation and problems.

Organizational culture is the basis of the HEI’s activity potential, it largely determines the success of the HEI in the long term. Organizational culture is what distinguishes one HEI from another. The success of the HEI is determined not only by knowledge, not only by breakthroughS in the field of technologies, but to a large extent by the moral principles by which the HEI operates, its common culture and value-driven world. Organizational culture is a very important component of the modern management of the HEI, aimed at ensuring the functional activities of employees, contributing to the improvement of the effectivness of their work and outputs, the growth of staff loyalty, staff motivation, employees’ work satisfaction, and in general ensuring the effective activities of the HEI.

At the same time, organizational culture is a complex and multifunctional construct , so it should be analyzed by the totality of functions which it performs or is capable to perform. The article presents the main functions of the HEI's organizational culture. The priority and significance of individual functions of organizational culture are divergent depending on the peculiarities, goals, stage of development, and influence of environmental factors. Organizational culture is a set of such diverse functions as: protective, adaptive, integrating, normative-regulatory, transitory, cognitive, motivating, communicative, managing quality, forming the rating of the company and regulating partnerships. From the analysis of the mentioned functions, it becomes clear that the organizational culture is a generally accepted system of ideas and approaches in the HEI to the formulation of the work and relations, to the achievement of results.

The reforms carried out within the framework of the Bologna process were the basis for promoting the transformation of the RA higher education system and its integration into the European educational area.

This article presents the reforms implemented in the higher education system of the Republic of Armenia in the context of the Bologna process. The reforms included the structure, content and management of higher education. The process of reforms is still going on.

The famous lawyer, chronicler, Archimandrite (Usuchapet, Rabunapet; the Head of Archimandrites or Vardapets, Highest Archimandrite, the Head of Monastery-Vardapetaran) Church and State figure Mkhitar Gosh from the end of the 12th century to the first half of the 13th century acts as the initiator and executor of comprehensive reforms in the field of education.

Archimandrite Mkhitar Gosh established a great educational center in Nor Getik Monastery and as a rector head it. Using state support, he implemented innovative ideas in the process of pre-education, thereby laying the foundation for nationwide reforms in the field of education.

This period of time was marked by the creation of an independent state on the basis of the Armenian principality by Zakarids. As a result, the Armenian principality adhered to the course of establishing statehood, developing systems of administration, economy, law, legal proceedings, as well as education.

The process of nationwide educational reform was headed by Mkhitar Gosh, who streamlined the sphere at the legislative level and introduced the scientific discipline of law education into the teaching program, the textbook of which was his own work "Law Code", which set the foundations of civic education.

Free education was legally fixed.

Based on the reforms proposed by Mkhitar Gosh, steps were being taken to form a nationwide educational system.

Based on the example of the scientific educational program and the experience of the higher education center Nor Getik, new educational institutions were being opened in many places in Armenia, the founders of which had graduated of the same Monastery school.

As a result of the reforms carried out, the role of Mkhitar Gosh in the development of education was determined, strengthening his place at the origins of the formation of theoretical values ​​of the modern educational system.

 In the post-genocide years, a large number of Armenian refugees settled in Aleppo. One of the most important tasks facing the community leadership was the organization of spiritual-educational life. The ancient schools of Aleppo, which were closed from 1915 through 1918, during the First World War and the deportation, played an important role in the establishment of the educational system. They had building facilities, diocesan control and the opportunity to continue their educational traditions.

The newly formed community of Aleppo had schools belonging to the parishes and organizations.  There were schools of the Apostolic, Catholic and Evangelical churches as well as schools run by foreign missionaries and philantropic organizations, as well patriotic unions and individuals.

After the establishment of the three Armenian denominations: Apostolic, Catholic and  Evangelical led their Diocesan authorities to establish a large network of schools joined the parochial schools of the Armenian Apostolic Church or became part of the Union Schools.

With the intention of eliminating the Turkish language which was prevalent in the community, the goal of the Armenian schools was to teach the Armenian language and educate them to be real Armenians.  Thus preserving and perpetuating their Armenian identity.

However, most of the national-union schools were kindergartens and preschools. It was not easy for the graduates of Aleppo National Elementary School to continue their studies at a local French institution or attend the Melgonian College in Cyprus, the Armenian Seminary in Beirut or other universities in Jerusalem.

The teaching of the Armenian language and the Armenian upbringing in the Armenian Catholic schools were imperfect. Only Armenian was spoken during church ceremonies. Therefore, the existence of a high school was an urgent issue.

A number of Aleppo-Armenian students and graduates, who noticed the danger of assimilation in the 1920s, contacted Diaspora Armenian intellectuals of the National Prelacy of the Berio Diocese. They also appealed to the Mekhitarist fathers in Venice to establish a Mekhitarist educational institution in the Armenian-populated community of Aleppo. The response of the Mkhitaryans was prompt. They set up their own school, developed a curriculum, adapting it to both the Mekhitarist Congregation and the local curriculum.

Indeed, the Mekhitarists, through their educational activities and the schools they founded, were able to prepare a generation in the Diaspora that would not only support the aspirations for the preservation of the Armenian identity, but also support the structures of the community.

Although women are generally considered good leaders and educators, they are not
always the ones who occupy leadership positions in various fields, which is the case in many
countries around the world and also in Uzbekistan. The aim of the paper is to examine the
significance of women leaders in education in the context of Uzbekistan which is a developing
country that is striving to succeed in many areas by improving the quality of education. The
study reflects on the status of Uzbek women in society, including the self-perception of their
rights in the family and society, the importance of female leadership, and the role of female
leaders in higher education. On the basis of the presented analysis, the opportunities and
challenges of female leadership in field of higher education in Uzbekistan are discussed. The
paper concludes with recommendations for further development of women leadership in
higher education. The considerations presented in the paper are thus guided by the following
research questions: "What is the status of women in the society of Uzbekistan?", "Are women
encouraged to take leadership positions in Uzbekistan?", "What problems need to be addressed
to develop the field of 'female leadership in education' in Uzbekistan?" The paper explores
these questions by reviewing the relevant literature published internationally and in the
country. The findings of the study and the recommendations can contribute to the
development of gender equality and female leadership in education in Uzbekistan.