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This paper reports onthe preliminary findings of a study
initiated two years ago, at the initiative of the P.LD.E. to review the
problems of teaching and research in economics and related subjects
(ERS)! during the last two decades. The need for such a study has been
felt for some time not only because of the common perception of
declining standards in higher education generally and, economics, in
particular, but also from the perceived competition economics has faced
from other disciplines, especially business studies and computer science
as a passport to the job market. After having enjoyed a relatively
robust period of growth in the 1960s largely through the assistance of
foreign donors such as the Ford Foundation, ERS in Pakistan have
suffered in their development not only from the comparative paucity of
resources allocated to them, but also as a result of an adverse change
in the perceptions about the primacy of their usefulness for policy
purposes. The demand for economics has also suffered some decline as a
result of the diminished importance of the public sector and of planned
development during the last two decades. While special branches of
economics, such as finance, project evaluation, transport and energy
economics have shown increased demand, mainly in the private sector or
donor-related institutions, the demand for general economic analysts is
not as strong as in the past and does not provide many gainful
opportunities for professional advancement. Due to the continued
disadvantage in terms of salaries and other rewards, the academic
profession, remains unattractive.

The purpose of the article is to analyze the features of teaching foreign languages in higher education in the context of distance learning. To achieve this goal, the article uses the methods of theoretical analysis, critical analysis of scientific resources and scientific observation of the educational process. A comprehensive description of the application of these methods through the prism of foreign languages is the scientific novelty of the work. In the era of continuous informatization of society and education, in particular the use of modern computer technology, the Internet, multimedia and mobile communications in the educational process of higher education, has become a necessary condition for training and education of competent professionals and their future adaptation to working conditions. Therefore, educational institutions try to organize the educational process so as to provide students with full access to educational materials, using paper, electronic and multimedia media and access to Internet resources. In addition, the use of computer technology and the Internet, distance learning technologies significantly expands the range of potential students and allows to involve in education (including language) a wider range of students from abroad. Conclusions. Distance learning through computer telecommunication networks has broad prospects in the study of foreign languages. First of all, this advantage, in comparison, for example, with video and audio seminars, lies in the availability of operational feedback from teachers and students, with numerous training programs. Distance learning of foreign languages is a fairly effective form of learning a foreign language, aimed at the development of cognitive abilities, oral speech, foreign language thinking and full mastery of written foreign language communication.

This interactive, engaging presentation will enable participants to collaborate with colleagues in developing, implementing, and synthesizing ideas that facilitate a democratic school body. Students will be enlightened and inspired in social justice challenges with civic engagement responsibilities and service learning opportunities.

The relevance of the article is due to the new realities of today, namely, the transition of most Ukrainian educational institutions to distance learning. This has caused a change in the approach to the educational process and proved the importance of media literacy of educators, their knowledge and mastery of Internet technologies and the introduction of various useful applications into the curriculum.
The purpose of the article is to overview the innovations of the educational process in modern realities, provide a list of tools and demonstrate the implementation of individual applications capable of modernizing online learning and helping to achieve efficient and high-quality results.
The methodology. The purpose and objectives of the research have determined its methodology. Methods of empirical knowledge, systematization and generalization have formed the fundamental basis of the study.
The results. The article highlights the peculiarities of the online learning process. Special attention is paid to the need to improve the media literacy of educators. An overview has been made and references have been chosen for courses, webinars, seminars, online platforms for professional development in the field of digital technologies. It has been proved that such software as Audacity, BandLab, Audio Editor Hokusai, Reaper, Samplitude, Cubase and the following online resources Audio-Joiner, Mp3cut.foxcom, clideo.com, filesmerge.com, solveigmm.com, mp3food.com have become useful in the process of teaching.
Specific examples of the use of Google's digital tools have been offered, including Google Classroom, Google form, Google sites. The study has also revealed the importance of individual student work and a systematized list of forms of independent student work in the quartet class has been provided, among them: listening to a given quartet composition; work with a quartet score; understanding of the form of musical works, their semantic load; learning the musical text, taking into account all the composer's notes; selection of the most profitable application; arrangement of beats and their coordination between members of the ensemble; development of pausing and its coordination with other team members; finding the culminating points of the musical work and building the logical development of its composition.
The scientific novelty of the article is the description of innovative options for interaction with students in non-standard learning conditions aimed at maximum productivity and success.
The practical significance of this research lies in the introduction of the proposed ideas into the educational process and the stimulation of creativity development and the use of creative pedagogical approach in communication with students.
Conclusions. One of the main conclusions of this study is that online teaching of ensemble disciplines, in particular the quartet class, requires a professional, creative pedagogical approach which is highly integrated with knowledge of computer technologies, monitoring of new digital tools that simplify the educational process and make it possible to motivate students and get high learning results. This article represents a kind of impetus for the creative imagination of educators and is aimed at its further development.

In this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

Includes bibliographic references (leaves 140-148). ; The study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Using a case study of a specific primary school in Gwanda district, the study has found that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning has deteriorated and how the cultural practices of this specific tradition of schooling, impede on possibilities for meaningful learning activities in the classroom. The study contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.

Research and teaching are core business of academic institutions. The research context is thought to be fruitful for teaching and learning, and students may contribute to research. But how exactly does the interplay between research and teaching take place and how, in what respects and under which conditions, does this contribute to the quality of research and teaching? The article makes an inventory of functions of research in teaching in public administration curricula. It elaborates on conditions and mechanisms for effective realization of these functions, based on the contributions to this special issue, literature and our own insights and experiences. We evaluate and reflect on different functions and modes of linking research and teaching and to explore relevant conditions for their use.

Der Beitrag gibt einen Überblick über den französischen Diskurs und die Entwicklungen im Bereich der Bildungspolitik, speziell in Bezug auf religiöse Bildung und Religionsunterricht im französischen Schulsystem. Der Beitrag beschreibt zunächst die Bedeutung des öffentlichen Schulsystems in Frankreich als grundlegendes Instrument der säkularen-republikanischen Staatspolitik. Anschließend geht der Beitrag auf die Diskurse und Entwicklungen in der Bildungspolitik bezüglich religiöser Bildung und Religionsunterricht ein Im Zentrum steht dabei das Wiedererstarken religiöser Fragen in den 1980er und 1990er Jahren. Der Beitrag betrachtet die Gründe und Rechtfertigungen für einen Unterricht über Religionen und skizziert die Methoden der Implementation. Danach wirft der Beitrag einen Blick auf die Reaktionen auf diese Politik und zwar sowohl aus dem säkularen als auch aus dem religiösen Bereich. Der Beitrag endet mit kurzen Schlussfolgerungen bezüglich der Spezifika der französischen Situation. (ICA2).