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Contemporary diplomacy will largely depend on the path to the creation of a new world order. There are different options for the political structure of the world: from the unipolar / multipolar world to the world government. The role of non-state actors will increase in the international arena, while the process of eroding national sovereignty will continue. In this regard, diplomacy faces serious tests of strength, it will have to adapt to current conditions, as well as perform a joint function between state and non-state actors in international relations. Information flows become the levers of governance, namely, socio-economic, socio-political, international processes. Today we can speak of "the emergence of a global information industry that is undergoing a period of technological convergence, organisational combinations, legislative liberalisation, and the role of knowledge, information in economic development, the emergence of new forms of the "electronic" democracy, structural changes in employment". The role of international organisations in international relations has undergone qualitative changes. They have become auxiliary tools for solving particular problems of interaction of sovereign states into a segment of international life. International organisations play an extremely important role in conflict resolution. Conflict prevention is becoming increasingly important in their activities. The mechanism for resolving conflicts by organisations is predominantly political in nature, but it is based on international law.

This book examines the results of the special portion of the 2003 PISA survey of student achievement that relates to problem-solving skills. Covering 40 countries (Australia; Austria; Belgium; Canada; Czech Republic; Denmark; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Japan; Republic of (South) Korea; Luxembourg; Mexico; Netherlands; New Zealand; Norway; Poland; Portugal; Slovak Republic; Spain; Sweden; Switzerland; Turkey; United Kingdom; United States; Brazil, Hong Kong-China, Indonesia, Latvia, Liechtenstein, Macao-China, Russian Federation, Serbia, Thailand, Tunisia, Uruguay), it provides, for the first time, a direct assessment of life competencies that apply across different areas of the school curriculum. The assessment looked at students abilities to identify problems in various settings, to choose relevant information or constraints, to represent possible alternatives or solution paths, to develop solution strategies, to solve the problem, and to communicate the solution. This report examines how countries can raise their performance in this competency area and what countries with lower performance levels can learn from those whose students do well. It also provides insights into some of the factors that are associated with the development of problem-solving skills and into how these factors interact and what the implications are for policy development. Finally, the report sheds light on countries that succeed in achieving high performance levels while at the same time providing an equitable distribution of learning opportunities.--Publisher description