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This paper aims to reflect on the relationship between global and interculturaleducation. According to the "Global Education Charter" of the EuropeanCouncil, Global Education can be defined as the possibility/ability toeducate people to participate during their lives actively and responsibly inbuilding a global future in peace, in realizing an intercultural dialogue, insupporting education to beauty, and to the protection and preservation ofthe environment and of all living species. It means that Global Education isboth a theoretic perspective wider than "simple" intercultural education,and more directly connected with a global sensibility and with a deeperknowledge of planetary problems like migrations, wars, famine, structuralviolence, climatic change, ecologic disasters, human rights. It also implies atrue interdisciplinary approach which is really able to connect educationtheories to anthropological, sociological, political and epistemologicalmodels. ; Questo scritto intende riflettere sui rapporti tra la Global Education e lapedagogia interculturale. Partendo dalla "Global Education Charter" elaboratadal Consiglio Europeo, la Global Education può essere definite come lacapacità di educare le persone nel corso della loro vita a partecipare attivamentee responsabilmente alla costruzione di un futuro planetario all'insegnadella pace, del dialogo interculturale, dell'educazione al bello, dellatutela e della salvaguardia dell'ambiente e di tutte le specie viventi. Daquesto punto di vista è necessario sviluppare una sensibilità e unaconoscenza verso tematiche di ordine planetario – le migrazioni, le guerre,la fame, la povertà, la violenza strutturale, i disastri ambientali, il cambiamentoclimatico, i diritti umani, la democrazia – utilizzando una prospettivainterdisciplinare, capace di evidenziare fattori cruciali nella teorizzazionedella pedagogia: antropologico-formativi, socio-politici, epistemologico-culturali.

The course of political science in higher education is often read, to a large extent, as a theoretical course and affects the study of issues and problems of the formation and development of political institutions, processes and technologies. The focus is usually on the history of politics, the state as the central institution of the political system, political parties, political consciousness, culture, political relations, etc. However, it is very important that, when studying a course in political science, listeners understand the current political processes taking place around them. Some of them are well established, democratic processes, such as the electoral process. Others are associated with the impact of modern innovation processes on the political sphere of society. And in this case, political science as a science once again demonstrates its value in an applied format. For a deep understanding of this kind of political processes, additional aggregated information is needed, knowledge that should differ in such characteristics as relevance, novelty, compliance with modern development. In the modern digital era, it is necessary to additionally acquire knowledge about the digital transformation of political institutions, processes and technologies, including types of state policy, the most important of which is social. And it's not just the digital economy. This, first of all, digitalization of public administration (State-web) — Big Date management, blockchain, etc., as well as digitalization of business — the emergence and development of digital enterprises, etc. It is obvious that the use of digital technologies will become possible for the development of predictive political science. This article is largely a translation of German publications by scientists dealing with the development of modern political science education in the countries of the European Union, in particular, in the Federal Republic of Germany. The focus is on the impact of digitalization on the teaching of theoretical and applied political science.

в данной статье рассматриваются нормативно-правовые аспекты законодательного поля ; регулирующего физическую культуру и спорт ; в том числе в государственных образовательных организациях высшего образования. ; the article describes legal aspects of the legislative field regulating physical culture and sports ; including state educational institutions of higher education.

The purpose of the study is to analyze the main dysfunctions of the Russian premium institutes in the field of education and science, and to find out its leveling instruments, by examining the experience of foreign countries; to identify the basic requirements for the novitiate for state awards to employees of education and science in modern Russia in comparison with foreign countries. Methods. Neo institutional approach is used by the author. Methods involve comparative analysis, cross-national analysis, and classification. The original solution of tasks associated with the use of a single system-approach to the sociological study of state awards in the sphere of education and science, is extrapolated from institutional economics. Results. The basic approaches to the determination of the nature and functions of awards institutions in the field of education and science are considered; its relationship with other social, economic and political trends of contemporary politics in Russia is noted. The basic conditions of non-material motivation of workers of scientifically-educational area in modern Russia in comparison with other countries, including the post-Soviet territory states are defined. Both officially established rules and other requirements to candidates on reception of the state honourable distinctions, observed with the Soviet period are considered. The study identifies the main factors that influence the perception of the role of changes in modern society awards, offers solutions to the identified problems. Scientific novelty. The critical analysis of working rules of the Russian legislation regulating an order (procedures) of rewarding has allowed to reveal major disadvantages of the Russian institute of the state awards: opacity of estimated judgements considering the work of the applicant for the award; absence of accurate hierarchy of the state awards and quantity indicators at measurement of merits and results of activity; value of awards loss in the opinion of a society and separate citizens, etc. Ways of the solution of the revealed problems are offered. In particular, the author points out that it is necessary to create an incentive system intended not only for remote prospect (for example, upon reaching a pension age), but also for the current labour period; material remuneration should be a sufficient impulse for professionals and based on a recognition of achievements, first of all, by colleagues (of the same profession), not unauthorized people. It is necessary to work out quantity indicators for an estimation of activity of educators and academics. Introduction of the structured requirements to this activity is to make objective process of representation to the state awards and will generate professional work standards. Moreover, it is necessary to lower qualifications on presence of the certain experience and to remove some other restrictions for the state recognition. Practical significance. According to the author's analysis, the reduction of dysfunctions of the Russian premium institutes will allow to return retention feature in the sphere of education and sciences of the most valuable personnel; to involve «a fresh creative power» in the given field of work; to create reference points of professional growth for working teachers and scientists; to generate the potential workers concepts of high social value and the importance of professional work in an educational sphere and science ; Цели статьи – анализ основных дисфункций наградных институтов России в сфере образования и науки и поиск инструментов их нивелирования, в том числе на основе опыта зарубежных стран. Методика и методы. Автор использовал адаптированный из экономики неоинституциональный подход к решению рассматриваемой проблемы, методы сравнительного и кросс-национального анализа и классификации. Результаты. Представлены итоги социологического изучения системы государственных наград в сфере образования и науки. Определены основные условия нематериального поощрения работников научно-образовательной области в современной России в сравнении с другими странами, в том числе с государствами постсоветского пространства. Рассмотрены как официально установленные правила, так и иные требования к кандидатам на получение государственных знаков отличия, соблюдающиеся с советского периода. Перечислены функции наградных институтов и основные факторы, влияющие на восприятие наград в современном обществе. Научная новизна. Критический анализ действующих норм отечественного законодательства, регулирующих порядок (процедуры) награждения позволил выявить основные недостатки отечественного института государственных наград: размытость оценочных суждений при рассмотрении деяний претендента на награду, отсутствие четкой иерархии государственных наград и количественных показателей при измерении заслуг и результатов деятельности, утрату ценности наград в глазах общества и отдельных граждан и др. Предложены пути решения выявленных проблем. В частности, автор считает, что необходимо создание системы стимулов, рассчитанных не только на отдаленную перспективу (например, по достижении пенсионного возраста), но и на текущий трудовой период; причем вознаграждения должны быть достаточным импульсом для профессионалов и основываться на признании достижений в первую очередь коллегами (внутри самой профессии), а не посторонними. Нужна разработка количественных показателей для оценки деятельности работников образования и науки. Введение структурированных требований к деятельности сделает объективным процесс представления к государственным наградам и сформирует эталоны профессиональной деятельности. Следует снизить цензы по наличию определенного стажа и снять некоторые другие ограничения для государственных поощрений. Практическая значимость. Устранение дисфункций российских наградных институтов позволит вернуть им функцию удержания в сфере образования и науки наиболее ценных кадров, привлечь в данную область деятельности свежие творческие силы, создать ориентиры профессионального роста для работающих педагогов и ученых, сформировать в сознании потенциальных работников представления о высокой социальной ценности и значимости профессиональной деятельности в сфере образования и науки

Актуальные социально-экономические условия поднимают проблему быстрой и качественной подготовки специалистов среднего звена, условия реализации которой зависят от кадрового обеспечения педагогического состава образовательных организаций. В связи с этим выделяется необходимость изучения зарубежного опыта с целью модернизации существующей системы профессионально-педагогического образования. Ведущими методами в исследовании стали анализ и обобщение содержания научной литературы, государственных сайтов различных ведомств и образовательных организаций, нормативных и локальных документов. В результатах исследования представлено сравнение зарубежных моделей профессионально-педагогического образования, в частности в Великобритании и Китае, с российской. Общие тенденции по профессионально-педагогической подготовке педагогических работников сферы профессионального образования в анализируемых зарубежных странах могут быть учтены при модернизации и развитии национальной системы подготовки педагогов СПО в России, прежде всего по тем направлениям, которые сегодня в России не реализуются.
Current socio-economic conditions raise the problem of rapid and high-quality training of middle-level specialists, realization of which depends on the staffing of educational personnel. In this connection, the need to study foreign experience in order to modernize the system of vocational education and training is highlighted. The basic methods in the study are the analysis and generalization of the content of scientific works, national sites of various departments and educational organizations, regulatory and local documents. The study results present a comparison of foreign models of vocational education and training system, in particular Great Britain and China, with the Russian model of vocational and pedagogical education. General trends in the vocational and pedagogical training of vocational teachers in the foreign countries under analysis can be taken into account in the modernization and development of the national system for vocational education and training system in Russia, first of all, those trends that are not implemented in Russia today.

The paper describes possible ways of using pedagogical system of continuous formation of creative
thinking and development of creative abilities of students using intelligent means of the theory of inventive
problem solving at schools to implement productively Federal State Educational Standard primary general
education. The paper describes key features of the pedagogical system NFTM-TRIZ and the necessity of
creating consultation centers on this methodology.

L'importanza del saper progettare si coniuga con la proposta di una centratura sui territori, nell'ambito dei quali i soggetti destinatari non sono più da considerarsi meri recettori di interventi progettati a monte, ma protagonisti attivi degli stessi. L'educatore, in siffatto frangente, assume un ruolo eminentemente politico e adotta l'idea-guida dell'animazione socio-culturale, così da connettere il piano della progettualità con quello della progettazione vera e propria. Si offrono, infine, delle analisi inerenti ai contenuti core della classe delle lauree L-19, individuati, a livello nazionale, attraverso il progetto di ricerca Teco-D Pedagogia; delle piste di ricerca e delle linee di contaminazione attuativa fra i teorici e i pratici; alcune proposte contenutistiche relative al percorso di formazione degli educatori di nido e socio-pedagogici in ordine al tema ineludibile, e talora trascurato, della progettazione educativa. ; The importance of knowing how to design is constantly and inevitably experienced in the concreteness of the territories. In the social field, the recipients are no longer to be considered mere receptors of interventions planned upstream, but active protagonists. In this situation, the educator assumes an eminently political role and adopts the socio-cultural animation framework, connecting individual projectuality and community planning. Finally, the article presents an analysis of the core contents of the degrees class L-19, identified, at the national level, through the research project Teco-D Pedagogia; some research paths and lines of contamination and implementation between researchers and professionals; various content proposals related to the training path of kindergarten and socio-pedagogical educators in order to the unavoidable, and sometimes neglected, theme of educational planning.

The scientific report presents the results of a monitoring study on the employment of youth with higher education, conducted in 2020 and capturing the first wave of the coronavirus pandemic.