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В настоящей статье авторы рассматривают педагогическую роль культурно-познавательного туризма в современной индустрии отдыха. Актуальность исследования обусловлена значением данного вида туризма в обучении экскурсантов. Цель статьи заключается в определении сущности и специфики культурно-познавательного туризма как обучающего ресурса. Обозначены функции культурно-познавательного туризма, такие как познавательная, образовательная, воспитательная, рекреационная, просветительская, творческая, социальная и другие. Приводится классификация направлений данного вида туризма. Делается вывод о необходимости уделять больше внимания этому направлению в современной индустрии туризма, которое не только способствует социально-экономическому развитию страны, но и выполняет многоплановые функции как в образовательной системе, так и в рекреационной, оказывая благотворное воздействие на психологическую составляющую человека. В статье также рассмотрены особенности и сложности в организации культурно-познавательного туризма для туристов разных возрастов, в частности, для лиц пенсионного возраста и людей с ограниченными возможностями. Обозначен круг проблем в развитии инклюзивного туризма в России. Делается акцент на особенностях в организации и проведении экскурсий как дидактического средства для туристов с ограниченными возможностями. Особое внимание уделяется экскурсии как эффективному педагогическому средству, которое способствует совершенствованию коммуникативной компетенции, формированию мировоззрения, расширению кругозора, получению знаний. Также авторы приводят классификацию комплекса экскурсионных услуг. Результаты исследования могут быть использованы при разработке методических пособий для подготовки специалистов в индустрии туризма.
The article analyses the pedagogical role of cultural and educational tourism in the modern recreation industry. The relevance of the article is due to the importance of this type of tourism in the training of excursionists. The purpose of the article is to determine the essence of cultural and educational tourism as an educational resource. The paper presents the functions of cultural and educational tourism (they are cognitive, educational, recreational, creative, enlightening, social and others); provides the classification of areas of this type of tourism. The authors conclude that it is necessary to pay more attention to this area in the modern tourism industry. It contributes not only to the socio-economic development, but also performs multifaceted functions both in the educational and recreational systems. This type of tourism has a beneficial effect on the psychological component of a person. The paper also considers the features and difficulties in organizing cultural and educational tourismfor different age categories of tourists, such as elderly people and people with health limitations; outlines the range of problems in the development of inclusive tourism in Russia; emphasizes the peculiarities in organizing and conducting excursions as a didactic tool for tourists of this category. Special attention is paid to excursions as an effective pedagogical tool that contributes to the improvement of communicative competence, formation of a worldview, expansion of horizons, and acquisition of knowledge. Also, the authors give the classification of the complex of excursion services. The results of research can be used in the preparation of teaching material for training specialists in tourism industry.

в статье рассматриваются вопросы приоритетности социальной политики демократического государства ; в частности такой её составляющей ; как образовательная система ; которая активно воздействует на функционирование и развитие общества. ; the article deals with the priority of social policy of the democratic state ; in particular it deals with the education system ; which actively influences the functioning and development of society.

Rapid technological growth, social and demographic changes in the world have led to the emergence of new requirements for education. Traditional institutions involving face-to-face learning cannot fully meet the needs of a growing number of students. Massive Open Online Courses (MOOC), which are available to any student, regardless of their social status and where they live, have become a new tool in distance education. MOOC solve the problem of increasing student mobility and increasing inclusiveness in society. This mechanism can become both a complement to traditional forms of education and their direct competitor.

Приоритетным направлением развития образования является обновление его содержания и методов обучения с целью достижения новых высоких результатов [1]. В статье освещена актуальная на сегодняшний день и имеющая неоднозначное мнение среди психологов, педагогов и родителей проблема цифровизации дошкольного образования, представлен анализ возникающих проблем, с которыми сталкиваются дошкольные образовательные учреждения в связи с организацией цифровой доступности. Цифровизация учебно-воспитательного процесса в дошкольном учреждении рассматривается с точки зрения ее доступности и адаптируемости с учетоминклюзивности образовательной среды. Цифровая доступность предполагает тесную связь многих ее составляющих компонентов (цифровая социализация лиц с ОВЗ, цифровая инфраструктура образования, цифровая организация учебной работы, цифровая доступность инклюзивного образования, цифровые инструменты, сервисы, учебно-методические материалы для детей с ОВЗ), где доступность и адаптируемость играют важную роль в условиях детского сада, создающего особую инклюзивную образовательную среду. В статье раскрыта сущность понятий «доступность цифрового ресурса» и «адаптируемость цифрового ресурса». Анализ отечественных и зарубежных исследований позволил сформулировать определения данных понятий. На основе результатов теоретического анализа и практического мониторинга формулируются рекомендации по обеспечению доступности цифрового материала для разных групп пользователей: для детей, развивающихся в норме, и для детей с особыми образовательными потребностями. Цифровые платформы и ресурсы должны соответствовать основным принципам: воспринимаемости, удобства, понятности и надежности. В статье рекомендации по обеспечению доступности сгруппированы по четырем разделам: текстовому контенту; изображениям, видео и другим мультимедийным ресурсам; навигации; таблицам и формам. Результаты теоретического исследования и наблюдения на практике за учебно-воспитательным процессом с применением цифровых ресурсов позволяют прийти к выводу о том, что цифровая доступность включает в себя множество возможностей для обучения и воспитания детей с особыми образовательными потребностями.
The priority direction of the development of education is to update its content and teaching methods in order to achieve new high results [1]. The article highlights the problem of digitalization of preschool education, which is relevant today and about which psychologists, teachers and parents have rather a controversial opinion. The paper presents an analysis of the emerging problems which preschool educational institutions face in connection with the organization of digital accessibility. Digitalization of the educational process in a preschool institution is considered from the point of view of its accessibility and adaptability, taking into account the inclusiveness of the educational environment. Digital accessibility implies a close connection of many of its components (digital socialization of persons with disabilities, digital education infrastructure, digital organization of educational work, digital accessibility of inclusive education, digital tools, services, teaching materials for children with disabilities), where accessibility and adaptability play an important role in a kindergarten that creates a special inclusive educational environment. The main purpose of this article is to reveal the essence of the concepts of accessibility of a digital resource and adaptability of a digital resource. The analysis of Russian and foreign studies allowed us to formulate definitions of these concepts. Based on the results of theoretical analysis and practical monitoring, recommendations are formulated to ensure the availability of digital material for different groups of users: for children developing normally and for children with special educational needs. Digital platforms and resources must comply with the basic principles: perceptibility, convenience, comprehensibility, and reliability. In the article, accessibility recommendations are grouped into four sections: textual content; images, videos, and other multimedia resources; navigation; tables and forms. The results of theoretical study and practical observation of the educational process with the use of digital resources allow us to conclude that digital accessibility includes many opportunities for teaching and educating children with special educational needs.

The review gives the main theses on the history of political and legal doctrines. It is mainly noted that this discipline is one of the oldest in classical legal education. Against the backdrop of widespread cuts in hours for fundamental legal disciplines, it is necessary to rmly defend our positions in the educational process of the theory of state and law and the history of political and legal doctrines.

The object of study of this article is the world market of educational services. The subject of study is the government policy of the state as one of the important levers of influence, government control and support for the education market. Particular attention is paid to the analysis of the impact of state policy in the sphere of the world market of educational services, promising areas of political programs of the education sector, the analysis of global trends in the world market of educational services. The main contribution of the author is to identify the key aspects that define the conditions of the market development of educational services and the country's position in the global education market scale. ; Объектом исследования данной статьи является мировой рынок образовательных услуг. Предметом исследования является политика государства как один из важных рычагов воздействия, регулирования и поддержки рынка образовательных услуг. Особое внимание уделяется анализу влияния государственной политики в сфере рынка мировых образовательных услуг, перспективным направлениям политических программ развития образовательного сектора, анализу мировых тенденций в области развития мирового рынка образовательных услуг. Основным вкладом автора является выявление ключевых аспектов, определяющих условия развития рынка образовательных услуг страны и позицию страны в масштабе мирового рынка образовательных услуг.

Institutional analysis and analysis of documents of key educational integration
processes in Europe: Bologna process and Copenhagen process. Revelation of
mechanisms of governance of educational areas created on the basis of these
processes and comparison of this mechanisms with ones of governance of the
common space of research and education including cultural aspects that is being build
between the EU and Russia. Conclusions: no single center in Bologna process, in
spite of existence of the Bologna Follow-Up Group as formal governance body; the
governance body of Copenhagen process is definite and it is the same organization
that started the process; such model is more efficient.

Educational migration largely determines the dynamics and nature of the country's economic development and is viewed as a factor in increasing the country's competitiveness and building up human capital. In this context, an increasing problem for Kazakhstan is the regulation of educational migration in the context of fierce competition in the international market of educational services.A review of publications showed that the issues of regulating educational migration from Kazakhstan are not widely covered in scientific discourse. There are practically no scientific works on the political and legal aspects of youth migration. But even if there are such publications, then, as a rule, they are devoted to the analysis of youth migration in Central Asia in general. The relevance of the study is determined by the gradual expansion of educational contacts of Kazakhstan with other countries and the need to identify the competitive advantages of foreign educational systems over the national higher education system of Kazakhstan.The purpose of the article is to consider the main motives, causes and consequences of educational migration from Kazakhstan, to analyze the activities of the authorities and ways of regulating youth migration, develop new effective methods for regulating external migration processes and provide recommendations on minimizing the risks associated with the outflow of young people from the country.In order to identify the main trends and development of educational migration from Kazakhstan, the study was carried out on the basis of collecting information through a questionnaire, as well as its detailed processing and content analysis. Kazakhstani students studying in Russia took part in the survey. The sample consisted of 183 people.As a result of the study, the main reasons for the dynamic growth of educational migration from Kazakhstan were identified, such as the high quality of education abroad, the availability of education in Russian universities, comfortable learning and living conditions ...

The main purpose of the presented work is concerning the educational services
of universities. In the article is defining the concept of «educational service», its characteristics, classification, basic consumers and customers. The urgency of this work
is connected with a strong competition between universities for the limited resources:
entrants, finance, professors. There is a necessity for the competent approach to creation and advancement of an educational product on the market, especially for regional universities. In the article presents the basic results of research of educational services in Nizhniy Novgorod. The following conclusions are resulted: the number of
students has decreased: both on budgetary, and on commercial reception (in comparison with 2010) that can be connected with demographic crisis. The share of the state
high schools and their branches in the general number of students is stable enough
that speaks about strong positions of the state universities in this city. It is important
to notice, however, that on a number of specialities (basically, a humanitarian profile), a share of nonstate sector considerably above, it is possible owing to them
большей availability to the population.

The purpose of an article. An internal and foreign educational policy course of the Kingdom of Saudi Arabia will be studied. An intellectual potential of KSA and a soft power policy of KSA will be studied by an ideology of educational logistics in the Middle East, the Arab world and Worldwide.Methodology. The basis of the study includes the theory of educational engineering, the political and educational concepts, the theory of public education management, the economics theory, the history, the sociology, the religious studies and as well as a number of other theories incorporates the formula of interdisciplinary.Results. The result of the study was the determination of the tool of the soft power policy the KSA. The basis of the research was the study of the educational system KSA and the internal and external potential of the state-education in the KSA was determined by ideology of educational logistics in the international aspects.Practical application. The results of research activities can be used in the education (internal and external), the foreign policy, the comparative-prognostic activities, and when we would like to get an results about the success of education policy in the international aspect. ; Целью статьи выступает исследование внутреннего и внешнеполитического образовательного курса Королевства Саудовская Аравия. Раскрытие интеллектуального потенциала КСА используя методологию идеолого-образовательной логистики в международном аспекте и определение возможного влияния политики мягкой силы, как на территории Ближнего Востока и арабского мира, так и на международной арене.Метод или методология проведения работы. Основу исследования составляют теории образовательного инжиниринга, политико-образовательные концепции, теории государственно-образовательного управления, экономики, истории, социологии, религиоведения, а также ряд других теорий включающих формулу междисциплинарности.Результатом исследования явилось то, что автор сумел определить инструментарий политики мягкой силы КСА. Основой исследования было изучение образовательной системы КСА, а модель образовательной логистики позволила определить, как внутренний, так и внешний потенциал государственно-образовательной траектории развития реализуемой правительством КСА в международном аспекте.Область применения результатов. Итоги исследовательской деятельности могут быть использованы в работах педагогической, внешнеполитической, сравнительно-прогностической деятельностей, а также в работах, которые требуют определения успешности государственно-образовательной политики в международном аспекте.

В статье рассматривается разработанная великим чувашским просветителем И. Я. Яковлевым система просвещения родного народа. Раскрывается его идея о распространении среди учащихся и крестьян педагогических, духовно-нравственных, православных, санитарно-гигиенических, медицинских, сельскохозяйственных, биологических, естественных, исторических, агрозоотехнических, метеорологических, ремесленных и других знаний. Обсуждается просветительская деятельность И. Я. Яковлева, направленная на желание помочь чувашскому народу в его стремлении к светлому будущему – образованию. С этой целью проанализированы архивные материалы и научные труды, отражающие педагогическое наследие чувашского патриарха. Указывается, что И. Я. Яковлев разработал и осуществил на практике свою систему просвещения народа: преподавание учебных дисциплин в Симбирской чувашской учительской школе велось на родном языке, а учебно-воспитательная работа строилась на основе научной психологии и педагогики с использованием традиционной культуры воспитания и обучения; будущие учителя были одними из первых исследователей народного опыта воспитания в нравственном, умственном, эстетическом, трудовом и физическом развитии личности, распространителями произведений устного народного творчества, народных игр и игрищ. Предметом настоящего исследования выступает просветительское наследие И. Я. Яковлева, вобравшее в себя все то лучшее, что накапливал чувашский народ веками и тысячелетиями в процессе воспитания подрастающего поколения. В результате исследования выявлены направления просветительской деятельности патриарха: изучение состояния просвещения других народов; определение целей и задач просвещения и воспитания родного народа; подготовка учителей в Симбирской чувашской школе; комплексный подход к сбору, изучению, сохранению и распространению различных пластов духовной культуры чувашей; организация обучения сельскому хозяйству учащихся Симбирской чувашской учительской школы, распространение сельскохозяйственных знаний среди населения; создание при школе кузнечно-слесарных и столярно-токарных ремесел.
The article examines the system of education of the Chuvash people developed by the great Chuvash enlightener I. Ya. Yakovlev; reveals his idea of spreading pedagogical, spiritual and moral, orthodox, sanitary-hygienic, medical, agricultural, biological, natural, historical, agro-zootechnical, meteorological, craft and other knowledge among students and peasants. It also discusses the educational activities of I. Ya. Yakovlev aimed at the desire to help the Chuvash people in their aspiration to a bright future – education. The article analyzes archival materials and scientific works reflecting the pedagogical heritage of the Chuvash patriarch. It states that I. Yakovlev developed and put into practice his system of enlightenment of the people: the teaching of academic disciplines in the Simbirsk Chuvash Teacher's school was conducted in the native language, and educational work was based on scientific psychology and pedagogy with the use of traditional culture of upbringing and education; future teachers were among the first researchers of the folk experience of education in moral, mental, aesthetic, labor and physical development of the individual, distributors of works of oral folk art. The subject of this study is the educational heritage of I. Yakovlev, which absorbed all the best that the Chuvash people have accumulated for centuries and millennia in the process of educating the younger generation. The research revealed the directions of the patriarch's enlightenment activities: studying of the state of education of other peoples; determination of the goals and objectives of education and upbringing of the people; training teachers at the Simbirsk Chuvash school; an integrated approach to the collection, study, preservation and dissemination of various layers of spiritual culture of the Chuvash; organization and training of students in agriculture Simbirsk Chuvash Teacher's School, dissemination of agricultural knowledge among the population; creation of blacksmithing, locksmithing and carpentry and turning crafts at the Simbirsk Chuvash school.

Introduction. Nowadays, in relation to the marked increase in the proportion of citizens of senior working age in the total Russian population, it is necessary to create the conditions for the development of human and educational potential in order to maintain social activity of senior people for as long as possible and successfully continue their professional activities. The aims of the present research are the following: to understand and promote foreign and Russian practices of education of people of pre-retirement and retirement age; to study readiness of senior citizens for training and further employment. Methodology and research methods. At the theoretical stage of the survey, an analytical review of scientific and regulatory sources was carried out. A questionnaire survey was organised in order to collect empirical data. 418 people (males and females) aged 50 to 72, who have different social statuses, education levels and incomes, took part in the survey. Results and scientific novelty. Comparative theoretical analysis of Russian and foreign solutions to the problems under discussion has shown that in Russia there is a legislative framework for managing the development of educational potential of senior citizens. However, unlike most developed countries, Russia does not have practical experience in the implementation of training of senior citizens. The factors, which have a positive impact on the employment of older generations, are identified: in addition to material interest, they include a high level of qualification, rare skills, and a desire to maintain good health, independence and self-respect. The surveys have demonstrated that many senior people, especially university diploma holders, entrepreneurs and self-employed, quite highly appreciate their professional qualities, abilities, merits and reputation. Senior people would like their experience, wealth of knowledge and skills to be in demand; they believe that they could perform social roles and functions such as a mentor or consultant in the professional sphere, an adviser in the authorities, an independent expert, etc. However, negative stereotypes regarding senior workers in the society - as they tend to have poor health, they are passive, helpless, ineffective, conservative, poorly trained, etc. - become a source of discrimination in the labour market. The interviewees disagreed with the characteristics attributed to them. The greatest objections were judgments that senior people were the brake of innovation (71.6%) and incapable of learning (77.1%). The respondents approved the planned measures to provide them with opportunities for additional education and more than half of respondents demonstrated readiness to receive education in various forms: at universities for people of the third aged, in retraining institutions, in courses of advanced training, etc. At the same time, in Russia, adequate organisational, socio-psychological, pedagogical and other conditions for the education of citizens of this age category have not been created yet. Practical significance. The research findings, the results of surveys and the conclusions drawn could contribute to the justification of new directions of state education policy in order to improve its effectiveness for people of senior generations. © 2020 Russian State Vocational Pedagogical University. All rights reserved. ; Korea Institute of Public Administration, KIPA ; Ural Federal University, UrFU ; Acknowledgements. The authors express their gratitude to the management of the Institute of Public Administration and Entrepreneurship of the Ural Federal University for supporting the grant "Mechanisms of Public Management of Human Capital Development of Senior Citizens", which was performed within the framework of this research. Also, the authors thank the reviewers, whose valuable comments significantly improved the quality of the present article.

The publication reveals necessity to reconsider educational policy in Russia and explains its necessity by the fact that national education has been experiencing crisis for 20 years; it doesn't provide development of the country in complicated and difficult stages. The dominant groups of the USA, European Union and some other countries influence and apply pressure on Russia in order to revoke its independence and destroy Russia as a unite country. This influence became evident especially in 2014. Education is an integral part of society and government. The president of Russia V. Putin concentrated on important issues of educational development in the country in his Message-2014 to the Federal Assembly of the Russian Federation. At the same time, social imperative is not implemented in Russia on conceptual and system basis. According to the social imperative, education is significant in strategic aspect; it is an element of national security as well. The article represents historic example of education priority development in the Soviet Republic which led to advanced society and country development. The paper analyzes views of some national experts concerning "post socialistic" society and "post capitalism". The author shows weak influence of the society on education. The author recommends applying systematic implementation of conceptions suggested by parties out of power due to necessity to reconsider educational policy. ; Необходимость пересмотра образовательной политики в России связана с тем, что отечественная система образования уже более двадцати лет находится в кризисном состоянии и не обеспечивает полноценного развития страны в один из ее сложных периодов. В постсоветскую эпоху господствующие структуры США, Евросоюза и некоторых других государств оказывают беспрецедентное давление на Россию с целью лишить ее независимости, разрушить ее как единое государство. Особенно стала явной и ужесточилась эта политика в 2014 году. Сфера образования является составной частью общего социума и его государства. В. В. Путин в своем Послании-2014 Федеральному собранию РФ поставил ряд важных вопросов по развитию образования в стране. Однако концептуально и системно в России не реализовывается социальный императив, согласно которому образование имеет огромное стратегическое значение, является одним из основных элементов национальной безопасности. В связи с этим презентирован исторический пример опережающего развития сферы образования в молодой Советской Республике, что позволило ему стать одним из локомотивов развития общества и государства. Представлен анализ взглядов некоторых отечественных авторов на «постсоциалистическое» общество, на «посткапитализм». Нами показано слабое позитивное влияние такого типа общества на образование. В связи с необходимостью пересмотра политики образования в современных условиях следует обратиться к системной реализации концепций, предлагаемых, в частности, оппозиционными парламентскими партиями.

Given article is aimed at intrinsic specification of values and features of
functioning of concept «educational system». The analysis of the given concept is
directed on revealing of scientific descriptions of objects occurring in research practice
and the processes ranked as educational systems. The variety of used definitions of the
given concept leads frequently to mixture of values that influences and disclosing of
the basic thought of the scientific text, and as a whole on its understanding. It is
obvious that in the conditions of a polysemy of the use of concept specification of its
value in each specific case is required. The urgency of given article is dictated by
necessity of streamlining of use of concept «educational system» in practice of
scientific and pedagogical researches. In article approaches existing in psihologostudent teaching to definition of the given concept in the conditions of its multipurpose use are considered, features of structural components of different educational
systems are revealed.

In article contradictions of system of the higher education of the CIS are noted. Groups of trends of the higher school of the Commonwealth countries as results of educational policy and adaptation of higher education institutions to modern conditions are allocated and considered. ; В статье отмечаются противоречия системы высшего образования СНГ. Выделяются и рассматриваются группы трендов высшей школы стран Содружества как результаты образовательной политики и адаптации вузов к современным условиям.