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Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world.The results of previous research (Bilbokaitė, 2017, 2016) have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind.The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used (sample of 727 Lithuanian comprehensive school pupils) to investigate practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments - home, social networks, school, city, streets. Safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school (during formal education) are presented.

This article investigates the nexus between private Islamic education initiatives and spiritual self-development trainings that address in particular Muslim women in Kyrgyzstan. Translating religious knowledge into a pedagogy for self-development that works through biography, embodiment and persuasive aesthetics, publicly active veiled Muslim women contribute to the pluralisation of Islamic knowledge circulation in Kyrgyzstan and shape a kind of female leadership distinct from that of traditional religious authorities. Tackling Muslim professionalism as a practice of articulation that works through an embodied pedagogy, the authors highlight how professional Muslim women engage in affective politics and construct collective subjectivities that build on notions of Muslim modernity by promoting the imaginary of the active, self-reliant and knowledgeable Muslim woman. Thinking Muslim professionalism through affective work, this article seeks to better understand how Muslim renewal and religious revitalisation inspire educational and media professionalism in today's Kyrgyzstan. Furthermore, the paper discusses the ways in which publicly active veiled Muslim women build inclusive communities of belonging through professional activities that transcend social and spatial boundaries.

The study sought to determine the professional self-development activities engaged in by basic education teachers in Abia State of Nigeria. Four research questions and three hypotheses guided the study. The subjects consisted of 345 teachers purposively drawn from a population of about 6500 teachers to reflect the variables of sex, location and experience. A 20-item checklist constructed and validated, with a reliability co-efficient of 0.86 was the instrument for data collection. Analysis of data was done using percentages for the research questions and z-test for the hypotheses. Findings revealed that the basic education teachers were more interested in the government sponsored teacher-professional-development activities than in those that would cost them personal funds. Significant differences existed in the activities engaged in by teachers according to sex, location and experience. Appropriate recommendations were made on ways of encouraging teachers to engage in professional self-development activities as to do so improves the quality of our teachers and by extension our educational system. Article visualizations:

This article investigates the nexus between private Islamic education initiatives and spiritual self-development trainings that address in particular Muslim women in Kyrgyzstan. Translating religious knowledge into a pedagogy for self-development that works through biography, embodiment and persuasive aesthetics, publicly active veiled Muslim women contribute to the pluralisation of Islamic knowledge circulation in Kyrgyzstan and shape a kind of female leadership distinct from that of traditional religious authorities. Tackling Muslim professionalism as a practice of articulation that works through an embodied pedagogy, the authors highlight how professional Muslim women engage in affective politics and construct collective subjectivities that build on notions of Muslim modernity by promoting the imaginary of the active, self-reliant and knowledgeable Muslim woman. Thinking Muslim professionalism through affective work, this article seeks to better understand how Muslim renewal and religious revitalisation inspire educational and media professionalism in today's Kyrgyzstan. Furthermore, the paper discusses the ways in which publicly active veiled Muslim women build inclusive communities of belonging through professional activities that transcend social and spatial boundaries.

The article is devoted to the theoretical analysis of the general laws and age-related characteristics of self-development. It describes such general patterns of self-development as an increase of subjectivity, focus and qualitative features, unevenness and individual charac-ter, recurrence and stadiality. The author characterized some parameters of self-development such as the level of subjectivity, the specificity of identity and self-knowledge, the presence or absence of a subject position, the type of social activity, the prevalence of a certain form of self-development (self-assertion, self-improvement, self-actualization, self-realization).

การพัฒนาตามแนวทางพุทธศาสนารวมแล้วเป็นการพัฒนากาย วาจา และใจ บนพื้นฐานของหลักการ ไม่ทำบาปทั้งปวง การทำกุศลไห้ถึงพร้อมการทำใจไห้บริสุทธิ์ หลักพุทธธรรมกับการพัฒนาตนเองประกอบด้วยมรรคมีองค์แปด ได้แก่ ความเห็นชอบ ดำริชอบ วาจาชอบ กระทำชอบ เลี้ยงชีพชอบ เพียรชอบ ระลึกชอบ และ ตั้งใจมั่นชอบ ; The development according to Buddhism is the development of body, speech and mind based on principles of not sinning all, keep up with the charity and mental putification The principles of Buddhadhamma for self-development consisted of the Four Noble Truths namely suffering, the origin of suffering , the cessation of suffering, and the path to the cessation of suffering. And the guidelines for development are the Noble Eighfold Path including the Right understanding, Right thought, Right speech, Right action Right livelihood, Right effort, Right effort, Right mindfulness and Right concentration.

The officer development model consists of three areas. They are: institutional training, operational tasks and self-development. Institutional training and operational tasks are implemented through a system of institutional training, professional self-development is a means of self-improvement and becoming a highly qualified specialist. Today, an officer is required to have experience and knowledge, the ability to act in complex, uncertain environments. Lifelong learning as a method of self-development is essential throughout an officer's career. Among the main competencies of the officer are: a broad outlook, the ability to conduct original research, select appropriate methods and tools for information processing, data interpretation, the ability to search, process, analyze information and some others. The ability to conduct research is a necessary intellectual skill, as well as the basis of the most modern training programs for military officers. During such programs, the ability to make an original research plan, formulate experimental or research hypotheses, to test them to obtain sound conclusions with the subsequent publication of results. Educational and training programs can provide the army with capable and strategically educated leaders. Through training in educational and research programs, conducting research and writing articles, active self-development, officers can realize their special abilities needed to solve complex global problems that require language, interagency and cultural skills. The concept of personal self-development of officers as scientists involves several elements. These are: designing your own career; in-service training planning; accumulation of professional and combat experience; search for scientific interest and the subject of original research; analysis of research potentials and research base; choice of educational and scientific program; formation of research trajectory; a reasonable promising combination of research and military experience. ; Модель розвитку офіцера ...