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The emblem of the Federal Education and Science Supervision Service contains a crossing of the scroll (a symbol of knowledge) and the so-called fasces, Lictor's axe and a bundle of rods. The Romans borrowed this sinister symbol from the Etruscans. It meant the right of authorities to execute and punish their people. The same symbol can be seen in the emblems of two more government agencies: Federal Penal Service and Federal Bailiff Service. It comes to mind that "fascism" derives from "fasces", doesn't it? The character of the present-day government policy towards the system of higher education is rather penal. The flow of new prohibitions, restrictions and demands coming from the power structures is very strong. As usual, the purposes are good: to raise the quality of education, to stop "selling diplomas", and to bring Russian institutions of higher education to the level of high international ratings. How efficient is this policy? Does it encourage renovation of the system of higher education? Does it support the leading universities in their competition for a student or a highly qualified professor, as well as for the prestige of Russian architectural school? Where does the current trend in professional education lead? Does it have any alternatives? As usual, the materials of the Education section are full of urgent and thorny issues. ; В гербе Федеральной службы по надзору в сфере образования и науки (Рособрнадзора) изображены скрещенный свиток (символ знаний) и так называемый фасций, ликторский топорик и пучок розог, стянутых ремнем. Символ, надо сказать, довольно зловещий: римляне переняли этот символ у этрусков, и означал он право властей казнить и наказывать своих подданных. Этот же символ присутствует в гербах еще двух государственных структур – Федеральной службы исполнения наказаний и Федеральной службы судебных приставов. Не вспомнить ли, что от слова «фасций» происходит слово «фашизм»? Современная политика государства по отношению к системе высшего образования в значительной степени несет карательный характер. Все новые запреты, ограничения, требования бурным потоком льются из властных кабинетов. Цель, как всегда, вполне благая – повысить качество образования, прекратить «торговлю дипломами», вывести российские вузы на уровень высоких международных рейтингов. Насколько эффективна такая политика? Способствует ли она обновлению системы высшего образования? Помогает ли передовым вузам в борьбе за абитуриента, за преподавателя высшей квалификации, за авторитет российской школы архитектурного образования? Куда ведет отечественную архитектуру сегодняшний тренд в профессиональном образовании и есть ли ему альтернативы?Как обычно, материалы раздела «Образование» полны вопросов – жгучих, болезненных, актуальных.

The article proves that modern Ukrainian students need to have the appropriate qualities and characteristics that are components of their citizenship, civic culture and civic position. It is determined that civic education of students of general secondary education, in contrast to students of other educational institutions, has specific personality traits due to the presence of students with a qualitatively higher level of abilities. It is substantiated that the substantive elements of the education of civic responsibility are: tolerant attitude towards people, regardless of their language, gender, nationality, religion, political beliefs; respect for other people's private property; rule of law and observance of legal norms and laws; active participation in the socio-political life of society. The purpose of the article is to analyze the importance of civic education in the educational process for students of general secondary education. The methodology is based on the general principles and basic modern principles of pedagogical science, psychology, and reflects the relationship of methodological approaches to the study of scientific and methodological views of domestic scientists on the problem of civic education of students of general secondary education. Scientific novelty. It is substantiated that civic education is a necessary component of the educational process in general secondary education institutions. Conclusions. 1. The purpose of civic education is the formation of a conscious citizen, patriot, professional. 2. Civic education is a necessary component of the educational process in general secondary education. 3. There is a need for further development of national standards of citizenship and its implementation in educational practice at the level of formal, non-formal and informal education. 4. Civic maturity is a consequence of the formation of civic competence and culture of students of general secondary education.

The president of Russian Federation in his annual message to Federal Assembly addressed the tasks of education of next generation and of training of human resources who will work in national economy. The article assesses trends of school and university education, political and economic aspects of interaction of employers and employees in the labor market, refers to some features of psychology and psychologics (a newly suggested term) of public consciousness and behavior. ; В очередном ежегодном послании Президента России Федеральному Собранию в едином ключе сформулированы задачи обучения и воспитания подрастающего поколения, показана острая необходимость ориентации всей системы образования на подготовку достойной трудовой смены в стенах общеобразовательной школы и высших профессиональных учебных заведениях. С этих позиций автор статьи оценивает тенденции развития школьного и вузовского образования, восстановление воспитательных функций, политические и экономические аспекты взаимодействия субъектов рынка и труда. В том числе касается некоторых особенностей психологии и психологики (новый термин) общественного сознания и общественного поведения.

This article presents a philosophy of education as innovative tool to create abalance between theory and practice in educational activity. It focuses on the experienceand ways of implementing a philosophy of education curriculum inUkrainian pedagogical education under the transformation towards the democraticforms of political and economical life. The proposed project is aimed at formationeducated teacher (including informational and technological competency)by applying variables of philosophy of education: scientific, planning, action,pedagogical, and socio-systematic. The doctrinal changes of quality standards andthe content of education are possible when the main goal of all forms of pedagogiceducation is met - formation of a teacher as a «master of philosophy of education». ; У статті філософія освіти презентується якінноваційний засіб встановлення балансу між практикою і теорією в освітянській діяльності. Досліджуються досвід і шляхи впровадження навчального курсуфілософії освіти в педагогічній освіті України за умовсуспільної трансформації у напрямі до демократичнихформ політичного життя та економіки. Запропоновано комплекс програм, спрямованих на формування цивілізаційної, інформаційної, технологічної компетентності вчителя на основі змінних вимірів філософії освіти: наукознавчого, проектувального, дiяльнісного, педагогічного та соціосистемного. Умовою доктринальних змін стандартів якості та змісту освіти є підпорядкування розвитку усіх форм педагогічної освіти формуванню учителя як «магістра філософії освіти».

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 article proves the necessity of medical education reform in accordance with the government approved strategy for the development of medical education. The highlighted problems are: education quality management at a medical education establishment; the improvement of a management system based on an innovative approach; implementation of feedback through the introduction of monitoring studies. The basic concepts "quality", "quality of educational activity", "educational innovation" are analyzed and specified. The basic conceptual approaches to quality management of educational activity (situational, system, process, synergetic, practical, reflexive, innovative) are determined. The model of an innovative development of a higher medical education institution is presented, consisting of the 3 main stages conception, implementation and usage. The analysis of theoretical and practical training is made. The analysis of innovative methods (fishbone, scribing, collective-group training and situational modeling, combination of classroom and extracurricular training with professional activity, etc.) is made. It was emphasized that an important element of the implementation of the model of innovation development is to determine the level of motivation and readiness for innovations among the senior management of the institution, scientific and pedagogical staff and, especially, among future medical students. The results of the sociological survey of students' perception of the system of internal quality assurance in the educational institution, the students' perception of innovation in the educational process, and the students' perception of IT incorporation in the educational environment are presented. It is concluded that the quality management of educational activities in a medical education institution on the basis of the innovative approach contributes to the introduction of innovative technologies and the improvement of content, methods, and forms of organization of educational process. Furthermore, the innovate approach creates conditions for the renewal of educational policy and competitiveness in the educational market.

The article proves the necessity of medical education reform in accordance with the government approved strategy for the development of medical education. The highlighted problems are: education quality management at a medical education establishment; the improvement of a management system based on an innovative approach; implementation of feedback through the introduction of monitoring studies. The basic concepts "quality", "quality of educational activity", "educational innovation" are analyzed and specified. The basic conceptual approaches to quality management of educational activity (situational, system, process, synergetic, practical, reflexive, innovative) are determined. The model of an innovative development of a higher medical education institution is presented, consisting of the 3 main stages conception, implementation and usage. The analysis of theoretical and practical training is made. The analysis of innovative methods (fishbone, scribing, collective-group training and situational modeling, combination of classroom and extracurricular training with professional activity, etc.) is made. It was emphasized that an important element of the implementation of the model of innovation development is to determine the level of motivation and readiness for innovations among the senior management of the institution, scientific and pedagogical staff and, especially, among future medical students. The results of the sociological survey of students' perception of the system of internal quality assurance in the educational institution, the students' perception of innovation in the educational process, and the students' perception of IT incorporation in the educational environment are presented. It is concluded that the quality management of educational activities in a medical education institution on the basis of the innovative approach contributes to the introduction of innovative technologies and the improvement of content, methods, and forms of organization of educational process. Furthermore, the innovate approach creates conditions for the renewal of educational policy and competitiveness in the educational market.

In the last thirty years we witnessed to a number of relevant innovations and changes. Some of them belong to the information technology domain and parts of them were the reason why the IT domain became the ICT domain. In order to better understand problems and issues related to education and learning it is useful to outline some of the most relevant achievements and milestones in the technological domain. If we focus on the European approach to the spread of information technology termed in the '90ies "Information Society" we can find initiatives such as i2015 the EU policy framework for the information society and media for the 1 next decade and, at global level, the WSIS+10 a ten years activity aimed to draw the guidelines for an harmonious and fruitful development of the information society. It promotes the positive contribution that information and communication technologies can make to the economy, society and personal quality of life. Everyone experienced in "ICT based innovation" knows that "It is not only a matter of technology". Of course technology advances are one of the potential actors as in the case of the diffusion of personal computing or easy access to digital networking. Anyway different parameters are actively influencing e-Services success or failure: cultural aspects, organisational issues, bureaucracy and workflow, infrastructure and technology in general, user's habits, literacy, capacity, market models, interaction design or merely mind-set! Before looking in detail how all these aspects are impacting on education and learning let's take into account some additional relevant aspects.

The transformation of quality of education considering social, economic, and political changes taking place in life of the global society is studied. The author analyzes various social factors the impact of which determines the transformation of quality of education regarding it to be one of the main preconditions for an ever-progressive human development. ; The transformation of quality of education considering social,economic, and political changes taking place in life of the global societyis studied. The author analyzes various social factors the impact of whichdetermines the transformation of quality of education regarding it to beone of the main preconditions for an ever-progressive humandevelopment.

The article reveals the problem of Patriotic education of young people, shape and conditions of formation of patriotism, purpose of military-Patriotic education. At present, in Russia, the understanding of patriotism is limited to the experience of the past centuries. The manifestation of patriotism can be expressed in various forms: pride for one's country, for one's people, respect for the history of one's own country, respect for traditions and values. Motivational characteristics of the activity, ideological and ideological readiness, moral and ethical stability, appraisal and critical attitude towards oneself and the surrounding people express the level of patriotic education of the individual. The tasks of patriotic upbringing and their realization in modern conditions are considered. The authors come to the conclusion that with the proper organization of the work of the state, various organizations, it is possible to achieve manifestation of patriotism among the citizens of the Russian Federation.

В статье анализируются нормативные правовые акты, которые определяют цели, задачи и направления развития образования в Российской Федерации. Затрагиваются проблемы исторического образования. Материал может представлять интерес для педагогических работников и студентов, обучающихся по направлению подготовки "Педагогическое образование". ; The article analyzes the normative legal acts that define the goals, objectives and directions of development of education in the Russian Federation. Concerns the problems of historical education. The material may be of interest to the teachers and students studying the course "Pedagogical Education".

Within the framework of this work, an attempt is made to scientifically comprehend the principles of student motivation, in particular its features in the framework of online education. The authors consider the educational process as a communication between a teacher and a student and argue that online education radically changes the process of communication between the subjects of the educational process and translates it into a mediated and asynchronous format. To identify factors that determine the degree of motivation of students studying in the online format, the scientific work of foreign researchers with experience in the use of online technologies and the skills of scientific understanding of how the online format affects the assimilation of new knowledge by students was considered. The paradigm basis of the study is the cognitive approach, and the consideration of the process of mastering knowledge is based on the theory of MOA (motivation, opportunity, ability) and the probability model of conscious information processing. It has been established that the main advantage of online education is the reliance on independent work of students, and the use of
project-based learning is the best way to overcome the obstacles facing online education and unleash its full potential. The external and internal factors influencing motivation are identified, the main problems of the Russian education system, which is attempting to enter the online format, are identified, and recommendations are given for optimizing this process aimed at increasing the motivation of Russian students.

Due to fast globalization development, the place of bilingual education becomes rather drastic, gaining the role of an urgent importance in modern society which daily puts out the solutions for the educational demands. Mass bilingualism, deformation of the linguistic situation, conflict of speech problems can have consequences of social consolidation loss, dangerous processes of assimilation both linguistic and national-cultural. The purpose of this study is an attempt to investigate the phenomenon of bilingualism, the causes of its origin; to show some aspects of the problem of bilingualism, which is the key to solving the whole complex of problems through modern innovative teaching methods related to the functioning of languages in Ukraine as well as abroad. The analysis of recent research methods and publications have been trying to reveal this issue and find a sound solution for it. Modern Ukrainian researchers are paying close attention to bilingual education. Foreign experience in this area was analyzed by many wise scholars and their apprentices. The problem of multilingualism is of particular importance today because it is primarily caused by socio-economic and political changes in the world that require the more active involvement of different countries in the global geopolitical multicultural dialogue. One of the factors in activating such a dialogue is the need to be fluent in at least one foreign language, which has led to the emergence of such a phenomenon in the world of educational practice, as bilingual education. To solve this problem, one must take into an account the whole complex of features of the language and different aspects of the relation of the cultural components of the language with its levels. For Ukraine, the development of bilingual education is driven, first and foremost, by a general tendency towards integration into the European space, a desire for cultural dialogue and intercultural communication. Key words: bilingualism, bilingual education, methods, programs, approaches