BRICS is one of the alternative projects of multipolar world building. BRICS was created as community of the most powerful developing countries seeking to reform the world order. What is unique about this bloc is the fact that it includes counties with various social-economic models and cultural-civilizational characteristics. BRICS is primarily a dialogue platform for discussing major international issues. At the same time the foreign policy of BRICS is based on the solid basis of economic and military-political potential of the member states. BRICS offers new ways of reforming the system of international regulation.
The process of forming the fund and the features of the military-historical exposition of the Museum of History of Education in Barnaul is considered. The institution has been operating since 2008 under the direction of O.V. Kakotkina. Museum Fund it is more than 12, 5 thousand of items. Considerable attention has been paid to manning collections reflecting wartime events. The article analyzes the exposition of the hall "Education in Barnaul during the Great Patriotic War (1941-1945)". The museum staff and artist-designer N.A. Burdina carried out the exposition. When creating the exposition, the principles of scientificness, subjectivity and communication are observed. Over 230 exhibits are presented in the sections of the exposition: letters, photos, awards, archival documents, household items 1930-1940, artifacts obtained as a result of excavations at battlefields in the Novgorod region, etc. A variety of modern museum equipment was used to accommodate them. About 7000 people visit the museum annually. They get acquainted with the exposition of the hall during museum or in their own. It is noted that the activities of the museum are important for the preservation, study and promotion of the heritage of Barnaul educators. ; Рассматриваются процесс формирования фонда и особенности военно-исторической экспозиции Музея истории развития образования города Барнаула. Учреждение действует с 2008 г. под руководством О.В. Какоткиной. Фонд музея — более12,5 тыс. предметов. Значительное внимание уделено комплектованию коллекций, отражающих события военного времени. Анализируется экспозиция зала «Образование в Барнауле в годы Великой Отечественной войны (1941-1945 гг.)». Экспозиция была выполнена сотрудниками музея и художником-оформителем Н.А. Бурдиной. При создании экспозиции соблюдены принципы научности, предметности и коммуникативности. В разделах экспозиции представлено более 230 экспонатов: письма; фотографии; награды; архивные документы, предметы быта 19301940-х гг., артефакты, полученные в результате раскопок на местах боев в Новгородской области, и т.д. Для их размещения использовано разнообразное современное музейное оборудование. Ежегодно музей посещает около 7000 человек. Они знакомятся с экспозицией зала во время проведения музейных мероприятий или самостоятельно. Отмечено, что деятельность музея важна для сохранения, изучения и пропаганды наследия барнаульских педагогов.
The paper reviews the major reforms in the educational system from 1991 to the present, which exerted a significant influence on the development of Russian education. The author demonstrates the specifics of the transitional period from 1991 to 2000, characterised by the changes in legislation that laid the regulatory basis for the new Russian statehood. The following changes in the educational system from 2001 to the present are revealed according to the educational levels in compliance with the current Law on Education (2012): preschool, general, secondary vocational, higher, and supplementary education.The numerous quantitative characteristics used in the paper are approximate and are not of any fundamental nature as there exist significant discrepancies in the field of educational statistics, associated both with a unified interpretation of the issue in question, and with the calculation methods. The author uses material of the "Russian Statistical Yearbook" published by the Federal State Statistics Service. ; В статье сделан обзор важных преобразований в системе образования начиная с 1991 г. до сегодняшнего дня, оказавших существенное влияние на развитие российского образования. Показана специфика переходного периода с 1991 по 2000 г., когда происходили изменения законодательного характера, заложившие нормативно-правовую базу новой российской государственности. Последующие изменения в системе образования начиная с 2001 г. и по настоящее время раскрыты по уровням образования в соответствии с действующим Законом об образовании (2012): дошкольном, общем, среднем профессиональном, высшем и дополнительном. Используемые в статье многие количественные характеристики являются ориентировочными и не носят какого-либо принципиального характера, поскольку существуют значительные расхождения в области статистики в образовании, связанные как с единообразным пониманием фиксируемого явления, так и с методиками подсчета. Использованы материалы «Российского статистического ежегодника», выпускаемого Федеральной службой государственной статистики.
The paper attempts to reveal the issue of the correlation of the efficiency of the educational reforms in Russia as well as the reasons and factors of their origin. The period of infancy and development of education before 1917 reflects the individual nature of the implemented reforms, which were determined by the activity of the ministers heading the office of public education in 19th–20th centuries; it also reflects the common principles and features of the reformist way the education system was being revised according to the specifics of the historic period. During the period following 1917, the reforms that were carried out in education had a government and public nature as they were aimed at the implementation of the collective decisions of party conventions, focused on the development of a brand new, ideologically orientated, Soviet system of education.The research draws on the analytical materials that are contained in the following works: "The Historical Overview of the Activity of the Ministry of Public Education. 1802–1902" (1902); "Essays on the History of Russian Education: on the 200th Anniversary of the Ministry of Education of the Russian Federation" (2002); "Reforms in Russia since Earliest Times to the Late 20th Century" (2016). ; В статье предпринята попытка раскрыть проблему соотношения эффективности образовательных реформ, проводимых в России, а также причин и факторов их возникновения. Период становления и развития образования до 1917 г. отражает личностный характер проводимых реформ, детерминированных деятельностью министров, возглавлявших ведомство народного просвещения в XIX–XX вв., а также общие закономерности и особенности реформистского способа обновления системы образования в соответствии со спецификой исторической эпохи. В последующий после 1917 г. период проводимые реформы в образовании носили государственно-общественный характер, поскольку их целью было воплощение в жизнь коллективных решений партийных съездов, направленных на развитие совершенно новой идеологически направленной советской системы образования. Исследование опирается на аналитические материалы, содержащиеся в таких произведениях, как «Исторический обзор деятельности Министерства Народного Просвещения. 1802–1902» (1902); «Очерки истории российского образования: К 200-летию Министерства образования Российской Федерации (2002); «Реформы в России с древнейших времен до конца XX в.» (2016).
The article discusses the coverage of the subject of the Holocaust in contemporary Russian textbooks on history of Russia and world history in accordance with certain substantive and methodological lines.
In article sources of emergence and development of institute of cession are considered. Special attention is paid to the development of the Institute of cession in Russian law. The development of the institution of the cession in international civil law took place through the reception of the private law of Rome. Constantly there were innovations that were legislated and reflected in judicial practice. However, despite this, there are many questions on the application of the institution of the cession. In this regard, the constant improvement of legislation in this area, as well as the interpretation of accepted norms on cession, is required.
This article analyzes the development of the personality in the cultural-historical process in the concept of the great German philosopher Georg Villeguelma Friedrich Gegel. In the heart of development status of the individual in the history of Gegel examines the progress of consciousness of freedom.
This work examines the current state of Russian education on the basis of data of the researches which were carried out in recent years in our educational institutions. The main attention is focused on an explanation of existing distinctions and identification of the factors influencing the training results rather than on ranging educational institutions by level of pupil preparation. Similar researches make it possible to reveal strong sides and weaknesses of Russian education and to trace a course of actions for more effective achievement of the scheduled purposes.
The author proves the crucial role of thereform of philosophicaleducation in the context of the socio-economic crisis. Without this reform, it is impossible to form a new mentality. Respectively, without changing the mentality, other reforms are not possible. Criticizing the Soviet command-and-control system, the author argues that its system remains in the very structure of Ukrainian universities. The reform of philosophical education, according to the author, should lie (1) in the democratization of the educational process and (2) in reorienting this process to develop the ability to philosophize. This goal assumes that the basis of philosophical education should be such disciplines as the history of philosophy and the argumentation theory because they provide an understanding of philosophical problems and teach how to think critically and creatively. ; Автор обґрунтовує тезу про ключову роль реформи філософської освіти за умов соціально-економічної кризи. Без цієї реформи унеможливлюється формування нового металітету, а без зміни менталітету неможливі жодні ніші реформи. Критикуючи радянську адміністративно-командну систему, автор ствержджує, що вона досі зберігається в самій структурі українських університетів. Реформа філософської освіти, на думку автора, має полягати (1) у демократизації освітнього процесу й (2) у переорієнтації цього процесу на розвиток здатності філософувати. Ця мета передбачає, що основою філософської освіти мають стати такі дисципліни, як історія філософії й теорія аргументації, адже саме вони дають розуміння філософських проблем і навчають мислити критично і творчо.
Introduction. This article examines the legislative provisions of several countries regulating the right of organisations to carry out educational activities. This study aims to examine the international practices of licensing and authorisation in the field of education. Methods. The research involved uses the formal law method, systemic structural method, comparative law method, sociological/specific sociological method, and the law interpretation method. Results and Discussion. The materials collected during the study offer insights into the models of educational management used worldwide at the stage of establishing educational institutions. Licencing mechanisms in the field of education can be centralised or decentralised and can vary across the levels of education. The requirements established in a number of countries have much in common and generally apply to the staff of the educational institution, the premises, curricula, equipment, and financing. Conclusion. The findings of this study can be used by lawyers and researchers in their respective professional and research activities in the area of legislation regulating the education system. ; For citation: Vok MG. Foreign Practices of Licensing and Authorisation in the Field of Education. Science Governance and Scientometrics. 2020;15(3):307-330. DOI: https://doi.org/10.33873/2686-6706.2020.15-3.307-330
В статье на основе данных источников рассмотрены состояние и уровень просвещения в Средней Азии. Исследована система мусульманского образования. Освещен процесс обучения в мусульманских школах (мактабах) и богословских училищах (медресе). The article considers the state and level of enlightenment in Central Asia based on these sources. The system of Muslim education has been explored. The process of teaching in Muslim schools (maktabs) and theological schools (madrasas) is covered.
The transition to a new educational paradigm is associated with the widespread introduction of information and communication technologies (ICT) in education. The network space capabilities conduce to the transition from education to self-education. The post-nonclassical methodology based on the synergetic world-view and soft modeling ideas should become a methodological basis of the new educational paradigm. We consider the changes in the content, forms and methods of mathematics education.
