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This thesis explores the symbiotic relationship between English language learning, reading proficiency, and language immersion within Spanish primary education, with a focus on the transformative influence of the Harry Potter series. Drawing from research in bilingual education, language acquisition, and literacy development, this study elucidates the critical role of immersive language experiences in fostering reading proficiency and communicative skills among young learners. Through an exhaustive review of literature and educational policies, the thesis identifies the absence of immersion in English language learning as a significant hurdle encountered by educators in Spanish primary education. Leveraging insights from the cognitive and academic benefits of bilingualism, this study proposes actionable strategies for integrating immersive language experiences into the English language curriculum to enhance students' reading comprehension, vocabulary acquisition, and language fluency. From the mythical streets of Diagon Alley to the classrooms of Spanish schools, this thesis reveals the transformative potential of Harry Potter in enriching students' language learning journeys. By incorporating these insights into language instruction, educators can foster a comprehensive approach to language learning that empowers students to navigate the complexities of English proficiency and communicate effectively. As we navigate this journey together, guided by the enduring magic of Harry Potter, we strive to cultivate cross-cultural competence and bilingual literacy, preparing students for success in an increasingly interconnected global landscape.

In post-conflict societies of former Yugoslavia, opposing, one-sided historical narratives are often fostered by the groups involved, further deepening the divisions. For improving intergroup relations it is important to take into account critical thinking and multiperspective competencies group members display when dealing with those conflicting narratives. The education system plays an important role in developing those competencies. However, past research in the region showed that history textbooks contribute more to propagating one-sided narratives than developing multiperspective competencies and critical thinking, which are emphasized in highest-order educational regulations. The first aim of the present study was to compare the actual historical thinking competencies of Serbian high schoolers with expectations based on the official educational standards for history after finishing elementary school. The expected educational outcomes include different levels of historical thinking skills essential for interpreting and using historical sources. Based on the sample items from the standards, we constructed the Historical Thinking Test. The second aim was to explore correlations of historical thinking with defensiveness towards official in-group historical narrative (i.e. FENCE scale) and academic achievement in history (i.e. GPA in the last four years of elementary school). The sample consisted of 254 first year high school students of Serbian nationality from different regions and school types. A binominal test revealed that for the majority of items students achieved expected percentages based on educational standards or even exceeded them. Furthermore, results showed an absence of correlation between the historical thinking test and FENCE scale (r(252) = .042, p = .501), but a low to moderate correlation with an average grade in history (r(231) = .298, p = .000). Thus, our results indicate that high schoolers in Serbia possess more complex historical thinking

Education is a cornerstone of societal progress, and the adoption and implementation of international educational standards play a pivotal role in shaping the quality and effectiveness of primary education systems worldwide. This research presents a comprehensive case study that scrutinizes adopting and implementing international educational standards within primary schools in the Dir Lower district of Khyber Pakhtunkhwa, Pakistan. The study seeks to unravel the intricate dynamics that influence how global educational standards are integrated into the local educational landscape. Methodological concerns: this study utilized quantitative research methodology to incorporate the opinion of primary school teacher regarding international educational standards and their availability in the study locale. In addition, the study utilized the values of a simple random sampling technique and size 326 potential respondents through the Sekaran sample table out of 3243. Furthermore, the study collected primary data through a close-ended questionnaire and then analyzed with uni-variate, e.g., frequency and percentage, and bi-variate T-Test in order to measure the relationship between independent and dependent variables. The findings of this study reveal several significant outcomes. First, it is evident that there has been a notable effort to align the curriculum and teaching methodologies with international educational standards. However, the level of implementation varies across schools and regions within Dir Lower, suggesting disparities in the quality of education provided. Second, challenges such as inadequate infrastructure, lack of teacher training, and socio-economic disparities have emerged as barriers to the effective implementation of these standards. In light of these findings, this research offers several recommendations. Firstly, there is a need for increased investment in infrastructure and teacher training programs to bridge the existing gaps in the education syste

Education is a cornerstone of societal progress, and the adoption and implementation of international educational standards play a pivotal role in shaping the quality and effectiveness of primary education systems worldwide. This research presents a comprehensive case study that scrutinizes adopting and implementing international educational standards within primary schools in the Dir Lower district of Khyber Pakhtunkhwa, Pakistan. The study seeks to unravel the intricate dynamics that influence how global educational standards are integrated into the local educational landscape. Methodological concerns: this study utilized quantitative research methodology to incorporate the opinion of primary school teacher regarding international educational standards and their availability in the study locale. In addition, the study utilized the values of a simple random sampling technique and size 326 potential respondents through the Sekaran sample table out of 3243. Furthermore, the study collected primary data through a close-ended questionnaire and then analyzed with uni-variate, e.g., frequency and percentage, and bi-variate T-Test in order to measure the relationship between independent and dependent variables. The findings of this study reveal several significant outcomes. First, it is evident that there has been a notable effort to align the curriculum and teaching methodologies with international educational standards. However, the level of implementation varies across schools and regions within Dir Lower, suggesting disparities in the quality of education provided. Second, challenges such as inadequate infrastructure, lack of teacher training, and socio-economic disparities have emerged as barriers to the effective implementation of these standards. In light of these findings, this research offers several recommendations. Firstly, there is a need for increased investment in infrastructure and teacher training programs to bridge the existing gaps in the education syste

Als Konsequenz der besonderen Aufmerksamkeit nach der Veröffentlichung der Ergebnisse der ersten PISA-Studie, wurden auf unterschiedlichen Ebenen des deutschen Schulsystems evaluatorische Prozesse implementiert. In Deutschland fußen solche Messungen von Erträgen des Bildungssystems auf von der Konferenz aller Kultusminister (KMK) beschlossenen Bildungsstandards, die als Kompetenzstufenmodelle für die Messung operationalisiert wurden. Mit den Vergleichsarbeiten etablierte sich in Deutschland ein Verfahren, das die Ergebnisse solcher Messungen primär schulischen Rezipienten zur Verfügung stellt. Damit sich der intendierte Nutzen von Unterrichtsentwicklung realisiert, muss Validität im Sinne Kanes vorausgesetzt werden. Die vorliegende Arbeit untersucht dazu drei Aspekte des Validitätsarguments. Dies sind zum Ersten mit der Nutzungsperspektive eng verbundene psychometrische Anforderungen an das Instrument. Das vierte Kapitel untersucht dazu methodische Aspekte, welche als grundlegend für die Validität angesehen werden. Es werden Gewissheiten formuliert und in Frage gestellt, die für die Testkonstruktion, aber insbesondere für die Weiterarbeit mit den Testergebnissen in der Schule essentiell sind. Der Validität von Testwertinterpretationen über mehr als einen Messzeitpunkt widmet sich das fünfte Kapitel. Wegen der Art und Weise der Verknüpfung der Messskalen haben die Ergebnisse letztlich aber Relevanz für die Interpretation jeder Einzelmessung. Der dritte Aspekt von Nutzungsvoraussetzung wird im wohl meistzitierten Nutzungsmodell für die Vergleichsarbeiten von Helmke als technische Übermittlung der Rezeption untergeordnet und ist ein Element konsequenzieller Validität. Der Abruf von Rückmeldungen ist so trivial wie grundlegend und doch findet sich dazu im deutschsprachigen Raum nur eine einzige Veröffentlichung mit relevanten Daten. Die vorliegende Untersuchung ermöglicht erstmals einen dezidierten Einblick in diesen Aspekt der Nutzung von Vergleichsarbeiten., As a consequence of the special attention following the release of the results of the first PISA-Study, evaluative processes were implemented at multiple different levels of the German educational system. In Germany, these empirical measurement of results are based on educational standards determined by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in Germany, which were operationalized for the measurements as competence level models. With the Vergleichsarbeiten, a process was established in Germany that continues these measurements of competency outcomes, but whose results are primarily made available to recipients in schools. To realize the intended use of data-based lesson as well as school development, validity in Kane’s sense is required. For that reason, this paper examines three aspects of the validity argument. On one hand, these are psychometric requirements for the instrument, which are highly dependend on the intended use. In this regard, the fourth chapter examines methodical aspects seen as fundamental for validity. Certainties are defined and questioned, that are essential for test construction, but also especially for working with the test results in lesson development. The fifth chapter is concerned with the validity of test result interpretations spanning multiple measurement times, but because of the way the scales of measurement are connected, the results end up being relevant to the interpretation of singular measurements as well. The third aspect is an element of consequentional validity which, as \emph{technical transmission}, is subordinated to reception, in the most cited usage model for the Vergleichsarbeiten by Helmke. The download of Feedback is as trivial as it is fundamental, yet (at least in the German-speaking world) only a single publication with relevant data can be found. This examination allows, for the first time, a dedicated look into this aspect of the Vergleicharbeiten’s usage.

The professional training style of teachers worldwide is governed by profiles and standards related to the organization of teaching work to effectively improve the changes that can generate the good of the educational community including the process of academic background. In the Ecuadorian context, the education system is often governed by methodologies or strategies shared by other countries, which for many teachers the changes are quick to adapt to the system for reasons of improving or simply maintaining their job stability. However, some teachers feel pressured by the constant documentation needed to record some information in the educational process, separating their real work of training their students to an administrative process. This research is based on quantitative data that seek veracity in the analysis of the factors that affect teacher performance in the context of education in Ecuador through a clear and accurate sample of 50 teachers could be observed characteristics that indicate whether it is complied with in favor of or against the educational standards of Ecuador under the professional teaching performance., El estilo de formación profesional del docente a nivel mundial se encuentra regido por perfiles y estándares relacionados con la organización de la labor docente para mejorar de manera efectiva los cambios que pueden generar el bien de la comunidad educativa incluyendo el proceso de formación académica. En el contexto ecuatoriano el sistema educativo muchas veces se rige por metodologías o estrategias que comparten otros países, lo cual para muchos docentes los cambios son de manera rápida de los cuales deben adaptarse al sistema por cuestiones de mejorar o simplemente por mantener su estabilidad laboral. No obstante, algunos docentes se sienten presionados por la constante documentación que se necesita para el registro de algunos datos de información en el proceso educativo, separando su verdadera labor de formar a sus educandos a un proceso administrativo. Esta investigación es basada en datos cuantitativos que buscan veracidad en el análisis de los los factores que inciden en el desempeño docente en el contexto de la educación del Ecuador por medio de una muestra clara y exacta de 50 docentes se pudo observar las características que señalan si se cumple a favor o en contra de los estándares educativos del Ecuador bajo el desempeño profesional docente.

The professional training style of teachers worldwide is governed by profiles and standards related to the organization of teaching work to effectively improve the changes that can generate the good of the educational community including the process of academic background. In the Ecuadorian context, the education system is often governed by methodologies or strategies shared by other countries, which for many teachers the changes are quick to adapt to the system for reasons of improving or simply maintaining their job stability. However, some teachers feel pressured by the constant documentation needed to record some information in the educational process, separating their real work of training their students to an administrative process. This research is based on quantitative data that seek veracity in the analysis of the factors that affect teacher performance in the context of education in Ecuador through a clear and accurate sample of 50 teachers could be observed characteristics that indicate whether it is complied with in favor of or against the educational standards of Ecuador under the professional teaching performance., El estilo de formación profesional del docente a nivel mundial se encuentra regido por perfiles y estándares relacionados con la organización de la labor docente para mejorar de manera efectiva los cambios que pueden generar el bien de la comunidad educativa incluyendo el proceso de formación académica. En el contexto ecuatoriano el sistema educativo muchas veces se rige por metodologías o estrategias que comparten otros países, lo cual para muchos docentes los cambios son de manera rápida de los cuales deben adaptarse al sistema por cuestiones de mejorar o simplemente por mantener su estabilidad laboral. No obstante, algunos docentes se sienten presionados por la constante documentación que se necesita para el registro de algunos datos de información en el proceso educativo, separando su verdadera labor de formar a sus educandos a un proceso administrativo. Esta investigación es basada en datos cuantitativos que buscan veracidad en el análisis de los los factores que inciden en el desempeño docente en el contexto de la educación del Ecuador por medio de una muestra clara y exacta de 50 docentes se pudo observar las características que señalan si se cumple a favor o en contra de los estándares educativos del Ecuador bajo el desempeño profesional docente.

Introduction. The transformation of the educational system and the labour market determines the need for objective procedures for independent assessment of qualifications that meet the needs of all stakeholders. The need to overcome the qualification gap is becoming more acute, and it is necessary to change the configuration of connections and relationships in the process of qualifications assessment, which determines the relevance of the current research. Aim. The present publication is aimed to analyse social processes related to the development of practices for evaluating qualifications obtained in both formal and non-formal education in Russia. Methodology and research methods. The methodological framework of the research is based on the principles of the activity approach and the concept of structuration, in which the practice of qualifications assessment is viewed as a combination of social relations between individual and collective actors in the space of social and labour relations. Data collection and analysis was carried out using a qualitative methodology of the sociological approach. A semi-formal interview was selected as the method of expert survey. Twenty-four experts from various sectors of the economy (Moscow, Ekaterinburg and Tyumen) took part in the interviews. Results and scientific novelty. The possibilities and constraints of existing practices for qualifications assessment were identified: assessment centres, qualification assessment centres, internal certification, professional evaluation of working professions within the framework of the “WorldSkills” programme in Russia. The analysis of international experience is presented. Based on expert assessments, it was established that practices specific to the industrial model of the economy prevail in Russia. Thus, the infrastructure and regulatory field were established for the development of new practices of independent qualification assessment. However, the main participants of the process are, Введение. Трансформация образовательной системы и рынка труда определяет потребность в объективных процедурах независимой оценки квалификаций, которые отвечают запросам всех заинтересованных сторон. Обостряется необходимость в преодолении квалификационного разрыва, изменения конфигурации связей и отношений в процессе оценки квалификаций, что и определяет актуальность изложенного в статье исследования. Цель публикации - анализ социальных процессов, связанных с развитием системы оценки квалификаций, полученных как в формальном, так и в неформальном образовании в России. Методология и методы. Методологической основой эмпирического исследования выступили принципы деятельностного подхода и концепции структурации, в рамках которых практики оценки квалификаций рассмотрены как комбинации социальных связей между индивидуальными и коллективными субъектами в пространстве социально-трудовых отношений. Сбор и анализ данных реализован с опорой на качественную методологию социологического подхода: использован метод экспертного опроса - полуформализованное интервью, в котором приняли участие 24 эксперта из различных отраслей экономики и регионов России. Результаты и научная новизна. Выявлены возможности и ограничения существующих практик оценки квалификаций: ассессмент-центров, центров оценки квалификаций, внутренней аттестации, профессиональной оценки квалификаций для рабочих профессий в рамках программы «WorldSkills» в России, представлен анализ международного опыта. На основе экспертных оценок установлено, что в российских условиях преобладают практики, характерные для индустриальной модели экономики. При этом для развития новых форм независимой оценки квалификаций создана инфраструктура и нормативное поле, однако не хватает «плотности взаимодействия» основных участников процесса; сырьевая структура экономики сдерживает развитие высокотехнологичного производства и работодателей, которые реально заинтересованы в создании квалификационных рамок. По мнению экспертов, возрастает зна, The reported study was funded by the Russian Foundation for Basic Research (RFBR), project No. 19-011-00701 “Non-Formal Education as a Factor of Human Capital Development”, Статья подготовлена в рамках гранта РФФИ «Неформальное образование как фактор развития человеческого капитала», проект № 19-011-0070.

The article focuses on the usage of information and communication technologies (ICT) in teaching English. Also, the article presents the essence of information and communication technologies, their role in teaching English in conditions of modernization of education, a classification of using for new information technologies in teaching English. The conclusion is made about the expediency of using ICT to improve the quality of students’ knowledge.

The purpose of writing this article is to identify the main stages in the teacher's work when conducting distance online classes, as well as to identify the positive and negative aspects of the work process. In connection with the growing popularity of Internet technologies, it becomes possible to study foreign languages, in particular English, in a new way, revising the traditional methods for learning English, taking into account the use of Internet resources. Some effective techniques for learning a foreign language using Internet technologies are presented.

The purpose of writing this article is to identify the main stages in the teacher's work when conducting distance online classes, as well as to identify the positive and negative aspects of the work process. In connection with the growing popularity of Internet technologies, it becomes possible to study foreign languages, in particular English, in a new way, revising the traditional methods for learning English, taking into account the use of Internet resources. Some effective techniques for learning a foreign language using Internet technologies are presented.

The article analyzes the socio-economic significance and cultural aspects of the concept of the quality of higher education. Various scientific approaches to determining the quality of education are described. Compared various national systems around the world, ensuring the quality of education. The mechanism of internal and external evaluations of higher education quality improvement models is analyzed. According to world practice, models of quality assurance in higher education and the effectiveness of their use are identified. Including the international prestige of the French model, the British model and the Bologna model, as well as the possibility of using these models. Scientific proposals and practical recommendations on the implementation of international requirements and the implementation of recommendations aimed at ensuring the quality of higher education in Uzbekistan have been developed.

The article focuses on the usage of information and communication technologies (ICT) in teaching English. Also, the article presents the essence of information and communication technologies, their role in teaching English in conditions of modernization of education, a classification of using for new information technologies in teaching English. The conclusion is made about the expediency of using ICT to improve the quality of students’ knowledge.

The article analyzes the socio-economic significance and cultural aspects of the concept of the quality of higher education. Various scientific approaches to determining the quality of education are described. Compared various national systems around the world, ensuring the quality of education. The mechanism of internal and external evaluations of higher education quality improvement models is analyzed. According to world practice, models of quality assurance in higher education and the effectiveness of their use are identified. Including the international prestige of the French model, the British model and the Bologna model, as well as the possibility of using these models. Scientific proposals and practical recommendations on the implementation of international requirements and the implementation of recommendations aimed at ensuring the quality of higher education in Uzbekistan have been developed.

The article analyzes the socio-economic significance and cultural aspects of the concept of the quality of higher education. Various scientific approaches to determining the quality of education are described. Compared various national systems around the world, ensuring the quality of education. The mechanism of internal and external evaluations of higher education quality improvement models is analyzed. According to world practice, models of quality assurance in higher education and the effectiveness of their use are identified. Including the international prestige of the French model, the British model and the Bologna model, as well as the possibility of using these models. Scientific proposals and practical recommendations on the implementation of international requirements and the implementation of recommendations aimed at ensuring the quality of higher education in Uzbekistan have been developed.

The article focuses on the usage of information and communication technologies (ICT) in teaching English. Also, the article presents the essence of information and communication technologies, their role in teaching English in conditions of modernization of education, a classification of using for new information technologies in teaching English. The conclusion is made about the expediency of using ICT to improve the quality of students’ knowledge.

The article focuses on the usage of information and communication technologies (ICT) in teaching English. Also, the article presents the essence of information and communication technologies, their role in teaching English in conditions of modernization of education, a classification of using for new information technologies in teaching English. The conclusion is made about the expediency of using ICT to improve the quality of students’ knowledge.

The purpose of writing this article is to identify the main stages in the teacher's work when conducting distance online classes, as well as to identify the positive and negative aspects of the work process. In connection with the growing popularity of Internet technologies, it becomes possible to study foreign languages, in particular English, in a new way, revising the traditional methods for learning English, taking into account the use of Internet resources. Some effective techniques for learning a foreign language using Internet technologies are presented.

The purpose of writing this article is to identify the main stages in the teacher's work when conducting distance online classes, as well as to identify the positive and negative aspects of the work process. In connection with the growing popularity of Internet technologies, it becomes possible to study foreign languages, in particular English, in a new way, revising the traditional methods for learning English, taking into account the use of Internet resources. Some effective techniques for learning a foreign language using Internet technologies are presented.

The article analyzes the socio-economic significance and cultural aspects of the concept of the quality of higher education. Various scientific approaches to determining the quality of education are described. Compared various national systems around the world, ensuring the quality of education. The mechanism of internal and external evaluations of higher education quality improvement models is analyzed. According to world practice, models of quality assurance in higher education and the effectiveness of their use are identified. Including the international prestige of the French model, the British model and the Bologna model, as well as the possibility of using these models. Scientific proposals and practical recommendations on the implementation of international requirements and the implementation of recommendations aimed at ensuring the quality of higher education in Uzbekistan have been developed.

The article focuses on the usage of information and communication technologies (ICT) in teaching English. Also, the article presents the essence of information and communication technologies, their role in teaching English in conditions of modernization of education, a classification of using for new information technologies in teaching English. The conclusion is made about the expediency of using ICT to improve the quality of students’ knowledge.

The article analyzes the socio-economic significance and cultural aspects of the concept of the quality of higher education. Various scientific approaches to determining the quality of education are described. Compared various national systems around the world, ensuring the quality of education. The mechanism of internal and external evaluations of higher education quality improvement models is analyzed. According to world practice, models of quality assurance in higher education and the effectiveness of their use are identified. Including the international prestige of the French model, the British model and the Bologna model, as well as the possibility of using these models. Scientific proposals and practical recommendations on the implementation of international requirements and the implementation of recommendations aimed at ensuring the quality of higher education in Uzbekistan have been developed.

The article focuses on the usage of information and communication technologies (ICT) in teaching English. Also, the article presents the essence of information and communication technologies, their role in teaching English in conditions of modernization of education, a classification of using for new information technologies in teaching English. The conclusion is made about the expediency of using ICT to improve the quality of students’ knowledge.

The purpose of writing this article is to identify the main stages in the teacher's work when conducting distance online classes, as well as to identify the positive and negative aspects of the work process. In connection with the growing popularity of Internet technologies, it becomes possible to study foreign languages, in particular English, in a new way, revising the traditional methods for learning English, taking into account the use of Internet resources. Some effective techniques for learning a foreign language using Internet technologies are presented.

The purpose of writing this article is to identify the main stages in the teacher's work when conducting distance online classes, as well as to identify the positive and negative aspects of the work process. In connection with the growing popularity of Internet technologies, it becomes possible to study foreign languages, in particular English, in a new way, revising the traditional methods for learning English, taking into account the use of Internet resources. Some effective techniques for learning a foreign language using Internet technologies are presented.

The article analyzes the socio-economic significance and cultural aspects of the concept of the quality of higher education. Various scientific approaches to determining the quality of education are described. Compared various national systems around the world, ensuring the quality of education. The mechanism of internal and external evaluations of higher education quality improvement models is analyzed. According to world practice, models of quality assurance in higher education and the effectiveness of their use are identified. Including the international prestige of the French model, the British model and the Bologna model, as well as the possibility of using these models. Scientific proposals and practical recommendations on the implementation of international requirements and the implementation of recommendations aimed at ensuring the quality of higher education in Uzbekistan have been developed.

The article focuses on the usage of information and communication technologies (ICT) in teaching English. Also, the article presents the essence of information and communication technologies, their role in teaching English in conditions of modernization of education, a classification of using for new information technologies in teaching English. The conclusion is made about the expediency of using ICT to improve the quality of students’ knowledge.

Talking about learning evaluation in the legal normative context in Mexico implies a review of the last five agreements, which allows us to constantly review the complexity of the teaching task at the time of learning evaluation from a transition of quantitative evaluation to integrate qualitative evaluation but which at the same time considers educational policy, the social vision of the world and certain pedagogical elements that allow integration into the work of teachers in basic education and its repercussions on educational evaluations in the country. Each National Agreement on the Evaluation of learning responds to a social need and to a political regime that culminates in its projection in each school and classroom through the pedagogical work of teachers in the formation of competent, participatory and responsible citizens to face the challenges of the XXI century., Hablar de evaluación del aprendizaje en el contexto normativo jurídico en México implica una revisión de los últimos cinco acuerdos, que permite examinar de una forma constante la complejidad de la tarea docente al momento de la evaluación del aprendizaje, a partir de una transición de la evaluación cuantitativa a integrar la evaluación cualitativa pero que al mismo tiempo se considera la política educativa, la visión social del mundo y ciertos elementos pedagógicos que permiten integrarse en el trabajo de las maestras y maestros de educación básica y sus repercusiones en las evaluaciones educativas en el país. Cada Acuerdo Nacional sobre la Evaluación del aprendizaje responde a una necesidad social y a un régimen político que culmina en su proyección en cada escuela y aula a través de la labor pedagógica de los docentes en la formación de ciudadanos competentes, participativos y responsables para enfrentar los retos del Siglo XXI.

The article is devoted to the formation of requirements for the competencies of bachelors studying in the direction of preparation 09.03.03 “Applied Informatics”. The approach to the development of learning content based on the integration of the requirements of educational and professional standards is described. And also the definition of the content of competencies in the form of knowledge, skills and abilities on the example of the discipline “Intelligent Information Systems”., Освещено формирование требований к компетенциям бакалавров, обучающихся по направлению подготовки 09.03.03 «Прикладная информатика». Описан подход к разработке содержания обучения на основе интеграции требований образовательных и профессиональных стандартов. Показано содержание компетенций в виде знаний, умений и навыков на примере дисциплины «Интеллектуальные информационные системы».

The article presents the results of a study of the formation of the OPK-6 bachelors of Pedagogical education, which is considered by the authors as a criterion for the readiness of graduate students to lead a healthy lifestyle. As a result of the conducted research, the problem is revealed that the current pedagogical system for the formation of students ' readiness to lead a healthy lifestyle is not sufficiently effective, В статье представлены результаты исследования сформированности ОПК-6 бакалавров педагогического образования, которая рассматривается авторами как критерий готовности студентов выпускного курса к ведению здорового образа жизни. В результате проведенного исследования выявляется проблема, что действующая в настоящее время педагогическая система по формированию готовности студентов вести здоровый образ жизни, является недостаточно эффективной.

The article considers the importance of qualifications of workers in the development of the real sector of the Russian economy. Trends of expected demand for middle-level specialists, the most in-demand occupations and expectations of employers regarding knowledge, skills and experience of technical specialists are analyzed. The main tasks and functional capabilities of federal educational and methodological associations as well as their role in the development of the secondary vocational education system are presented. The article highlights the need to update the lists of professions and specialties that are currently promising. The article presents the experience of the federal educational and methodological association in the system of secondary vocational education in enlarged groups of professions and specialties 12.00.00 Photonics, Instrument Making, Optical and Biotechnical Systems and Technologies., Рассмотрено значение квалификаций рабочих кадров в развитии реального сектора российской экономики. Анализируются тенденции ожидаемого спроса на специалистов среднего звена, наиболее востребованные профессии, а также ожидания работодателей в отношении знаний, навыков и опыта, необходимых для квалифицированных специалистов. Раскрыты основные задачи и функциональные возможности федеральных учебно-методических объединений, их роль в развитии системы среднего профессионального образования. Особое внимание обращается на необходимость актуализации перечней профессий и специальностей, перспективных в настоящее время. Представлен опыт работы федерального учебно-методического объединения в системе среднего профессионального образования по укрупненным группам профессий, специальностей 12.00.00 Фотоника, приборостроение, оптические и биотехнические системы и технологии.

The Digital Competence Framework for Citizens (DigComp 2.0: Digital Competence Framework for Citizens), presented by the European Commission in 2016 and modernized in 2017 (DigComp 2.1) is supplemented with examples of application in different European countries, is described. Today, the Digital Competence Framework for Citizens 2.0 and 2.1 is one of the latest modern European strategic documents developed by the European community of countries that create educational standards and educational technologies. The need to have digital competence as a teacher is today a personal, professional need and challenge in a rapidly evolving technology. It is important for modern educational reforms to meet this need through a system of professional development, taking into account the need for lifelong learning. Acquaintance with the achievements of the European community, with the Digital Competence Framework for Citizens will contribute to a holistic vision of this category and progress towards the formation of this important key human capacity. Descriptors of learning outcomes in the field of digital competence are described. Prospects for further research are identified, which are the use of the Digital Competence Framework for citizens in the field of educational policy and in practice in educational institutions.

The Digital Competence Framework for Citizens (DigComp 2.0: Digital Competence Framework for Citizens), presented by the European Commission in 2016 and modernized in 2017 (DigComp 2.1) is supplemented with examples of application in different European countries, is described. Today, the Digital Competence Framework for Citizens 2.0 and 2.1 is one of the latest modern European strategic documents developed by the European community of countries that create educational standards and educational technologies. The need to have digital competence as a teacher is today a personal, professional need and challenge in a rapidly evolving technology. It is important for modern educational reforms to meet this need through a system of professional development, taking into account the need for lifelong learning. Acquaintance with the achievements of the European community, with the Digital Competence Framework for Citizens will contribute to a holistic vision of this category and progress towards the formation of this important key human capacity. Descriptors of learning outcomes in the field of digital competence are described. Prospects for further research are identified, which are the use of the Digital Competence Framework for citizens in the field of educational policy and in practice in educational institutions.

В статье рассмотрены особенности разработки контрольно-оценочных средств в учреждении среднего профессионального образования, The article describes the features of the development of tools for assessing the knowledge of students in institutions of secondary vocational education

В статье рассматриваются особенности процедуры государственной аттестации в свете новых образовательных стандартов, The article discusses the features of the state certification procedure in the light of new educational standards

В статье делается попытка сопоставления критериев и ориентиров движения в рамках Болонского процесса и некоторых признаков стандартизации высшего образования России. Предлагается социологический подход к рассмотрению образовательных достижений. The article attempts to compare the criteria and guidelines of the movement in the framework of the Bologna process and some signs of standardization of higher education in Russia. A sociological approach to the consideration of educational achievements is proposed.

Since 1995, achievements in mathematics and science have been assessed worldwide every four years by TIMSS (Trends in International Mathematics and Science Study), whose outcomes have influenced the development and (re)design of mathematics and science education curricula in a number of countries. This paper examines how TIMSS has influenced changes in the mathematics curriculum in Serbia in primary education. The paper first briefly presents TIMSS results of Serbian students that call for curricular improvements. It then gives a summary of these changes regarding educational standards for the end of primary education. The paper ends with a critical examination of these standards and suggestions for their enhancement.

An approach to the standardization of higher education in Russia, the USA and Germany is examined. Based on the comparative analysis, the distinctive features of these countries in the approach to the organization of the education system are highlighted. The issue of state participation in the process of approving educational standards and accreditation of higher education institutions is clarified. Recommendations for improving Federal State Educational Standards 3 ++ are given, taking into account the experience of countries, which are recognized by the world academic community as leaders in higher education. It is assumed that within the framework of the current Federal State Educational Standards 3 ++ in Russian Federation, it is possible to come to the flexibility of the educational system and achieve a balance between the federal system for regulating educational standards and regional factors by developing curriculum of educational programs., В статье на примере таких стран как Россия, США и Германия рассматривается подход к стандартизации высшего образования. В ходе сравнительного анализа выделяются отличительные черты каждой из стран в подходе к организации системы образования в целом. Отдельно освещен вопрос об участии государства в процессе утверждения образовательных стандартов и аккредитации высших учебных заведений. На основании проведенного анализа даются рекомендации по совершенствованию ФГОС 3++, учитывая опыт стран – признанных мировым академическим сообществом лидеров в сфере высшего образования. Предполагается, что в рамках действующего сегодня на территории РФ ФГОС 3++ возможно прийти к гибкости образовательной системы и достигнуть баланс между федеральной системой регулирования образовательных стандартов и региональными особенностями наполнения конкретных образовательных программ.

Cadre de la recherche : Les pratiques de gestion de parents cadres expriment la normativité des rationalités managériales. Celles-ci renvoie à des raisonnements gestionnaires transversales (sphères privées ou publiques, familiales ou professionnelles, de loisirs) qui dessinent des rapports à soi, aux autres, et au monde (Le Texier, 2016). L’articulation des temps quotidiens (Kaufmann, 1992) et des trajectoires de vie (Bessin 2009) permet de saisir les rapports de classe, d’âge et de genre (Le Feuvre, 2006) en jeu dans ces processus. Les normes temporelles y sont « bricolées » et continuellement rejouées (Canguilhem, 1943 ; De Certeau 1994). Objectifs : J’observe la manière dont ces « temporalités managériales » sont modelées, intériorisées et transmises par les membres du couple (dans leurs vies professionnelles, parentales, conjugales), les enfants (dans leur socialisation, leur scolarité, leur mobilité) et les collectifs familiaux (dans leurs modes de gestion quotidienne).Méthodologie : L’approche qualitative s’amorce par une immersion. En tant que baby-sitter, je remplis un triple rôle : fonctionnel (pour coordonner les activités), éducatif (pour socialiser les enfants à l’enchainement de ces activités) et affectif (pour temporiser les cadences de ces rythmes). Cette immersion se complète par un dispositif d’entretiens et de carnets de bord personnalisés.Résultats : Ces foyers sont des interfaces, semi-ouvertes, de flux. La place que j’y prends est charnière pour comprendre le rôle nodal des mères et des normes éducatives dans la production, la diffusion, l’intériorisation et l’invisibilisation des normes temporelles.Conclusion : Les « modalités de construction » de ces temporalités (Elias, 1997) informent des normativités managériales qui se logent dans nos modes d’être et nos co-constructions intimes.Contribution : L’immersion dans ces territoires temporels, que j’apprivoise, est une clef pour saisir ces processus en leur cœur. Par un retour réflexif sur ma pra, Research framework: In families where the parents are senior executives, parental management practices are excellent illustrators of normative managerial rationalities. The application of traversal management reasoning (whether private, public, professional, family or leisure), influences the relationship with the self, with others, and the entire world (Le Testier, 2015). Their articulation of daily time (Kaufman, 1992) and life trajectories (Bessin, 2009) makes it possible to understand the relationship between class, age and gender (Fleuve, 2006) and how temporal standards are continuously shaped (Canguilhem, 1943; De Certeau 1994). Objectives: I observed the manner in which these “managerial temporalities” are formed, interiorized and passed on by the couple in their professional , parental and marital lives; the children, in their socialization, schooling and travels; and the within the entire family itself through daily organization. Methodology: This work takes a qualitative approach that started with immersion. As a baby-sitter, I assumed a triple role: functional (coordinating activities), educational (socializing with the children through a succession of activities) and emotional (temporizing the impacts of these rhythms). This immersion was complemented by private interviews and personalized logbooks. Result: The homes visited are semi-open interfaces that are in a state of flux. I took a transitional place to better understand the focal role of mothers and the educational standards used for the production, diffusion, the interiorization as well as the invisibilisation of their temporal norms. Conclusion: The “methods of construction” used for these temporalities (Elias, 1997) informs us of managerial norms that are applied to our way of being and our intimate co-constructions. Contribution: The immersion that I’m undertaking in temporal territories is key to understanding the core of these processes. Through the means of a reflective look on my iterative

Мета. Аналіз системи вищої освіти України як основи вітчизняного ринку освітніх послуг, стану та динаміки змін основних її складових в умовах модернізації вищої освіти. Підвищення якості освітньої діяльності закладів вищої освіти та якості вищої освіти як важливих чинників розвитку конкурентного ринку освітніх послуг у сфері вищої освіти. Методика. Вивчення статистичних даних і результатів діяльності закладів вищої освіти, виявлення стійких тенденції щодо змін базових складових системи вищої освіти: мережі закладів освіти, контингенту учасників освітнього процесу. Порівняльний аналіз положень Закону України «Про вищу освіту» і результатів їх імплементації щодо створення системи вищої освіти, підвищення якості освітнього процесу. Установлення причин і ризиків, які гальмують системну модернізацію вищої освіти. Результати. Встановлено, що невиправдано затяжний процес створення Національного агентства із забезпечення якості вищої освіти не дає змоги розпочати упровадження стандартів освітньої діяльності та стандартів вищої освіти, ускладнює акредитацію освітніх програм в установленому Законом порядку і блокує створення завершеної системи вищої освіти, складовими якої вони є. Відсутність надійних, ефективно діючих механізмів забезпечення і контролю якості вищої освіти веде до зниження її конкурентності на ринку освітніх послуг, а заходи, розпочаті Урядом і МОН щодо створення НАЗЯВО, передбачають старт його діяльності лише в 2019 році. Наукова новизна. Вперше система вищої освіти і її складові досліджуються в контексті розвитку ринку освітніх послуг у сфері вищої освіти. Новизною також відзначається і висвітлення негативного впливу затримки зі створенням НАЗЯВО - одного із органів управління у сфері вищої освіти, на процеси завершення побудови у вітчизняній вищій школі цілісної системи вищої освіти, ефективних, надійних і відкритих механізмів забезпечення контролю її якості Практична значимість. Усунення виявлених у результаті проведеного дослідження причин і врахування р, Goal. Analysis of the system of higher education of Ukraine as the basis of the domestic market of educational services, the state and dynamics of changes of its main components in the context of modernization of education. Improving the quality of educati onal activities of higher educational institutions and the quality of higher education as important factors in the development of a competitive market for educational services in the field of higher education. The technique. The study of statistical data and the results of higher educational institutions, the identification of stable trends in the basic components of the higher education system: a networkof educational institutions, a contingent of participants in the educational process. Comparative analysis of the provisions of th e Law of Ukraine "On Higher Education" and the results of their implementation to create a higher education system, improving the q uality of the educational process. Establishing the causes and risks that inhibit the system modernization of higher educatio n. Results. It has been established that the unreasonably lengthy process of creating the National Agency for Quality Assurance of Higher Ed ucation does not allow starting the implementation of educational standards and higher education standards, complica tes the accreditation of educational programs in the manner prescribed by law and blocks the creation of a completed higher education system o f which they are. The lack of reliable, effective mechanisms for ensuring and controlling the quality of higher education leads to a decrease in its competitiveness in the educational services market, and the measures taken by the Government and the Ministry of Education and Science to establish the NAQAHE, provide for its activities to start only in 2019. Scientific novelty. For the first time, the system of higher education and its components are examined in the context of the development of the market of educa tional services in, Цель. Анализ системы высшего образования Украины как основы отечественного рынка образовательных услуг, состояния и динамики изменений основных ее составляющих в условиях модернизации образования. Повышение качества образовательной деятельности высших учебных заведений и качества высшего образования как важных факторов развития конкурентного рынка образовательных услуг в сфере высшего образования. Методика. Изучение статистических данных и результатов деятельности высших учебных заведений, выявление устойчивых тенденций изменений базовых составляющих системы высшего образования: сети учебных заведений, контингента участников образовательного процесса. Сравнительный анализ положений Закона Украины «О высшем образовании» и результатов их имплементации по созданию системы высшего образования, повышение качества образовательного процесса. Установление причин и рисков, которые тормозят системную модернизацию высшего образования. Результаты. Установлено, что неоправданно затяжной процесс создания Национального агентства по обеспечению качества высшего образования не позволяет начать внедрение стандартов образовательной деятельности и стандартов высшего образования, затрудняет аккредитацию образовательных программ в установленном законом порядке и блокирует создание завершенной системы высшего образования, составляющими которой они являются. Отсутствие надежных, эффективно действующих механизмов обеспечения и контроля качества высшего образования ведет к снижению его конкурентности на рынке образовательных услуг, а меры, предпринятые Правительством и МОН по созданию НАОКВО, предусматривают старт его деятельности только в 2019 году. Научная новизна. Впервые система высшего образования и ее составляющие исследуются в контексте развития рынка образовательных услуг в сфере высшего образования. Новизной также отмечается и освещения негативного влияния задержки с созданием НАОКВО - одного из органов управления в сфере высшего образования, на процессы завершения построения в отеч

U okviru TIMSS studije analiza usklađenosti zadataka i nastavnih programa zemalja učesnica predstavlja jedan od postupaka kojim se obezbeđuje uporedivost rezultata. Budući da kriterijumi za utvrđivanje ove usklađenosti nisu eksplicirani, otvara se pitanje da li različite zemlje na isti način pristupaju ovom procesu, te da li njegovi rezultati zaista omogućavaju upoređivanje postignuća učenika između zemalja i sagledavanje uspešnosti učenika u odnosu na nastavne programe. Stoga je cilj rada definisanje kriterijuma koji bi omogućili pouzdanu klasifikaciju TIMSS zadataka iz oblasti prirodnih nauka na programske i vanprogramske. Na osnovu analize aktuelnih programa i obrazovnih standarda nastave prirode i društva u prvom ciklusu osnovnog obrazovanja, definisali smo dva kriterijuma za klasifikaciju zadataka: obuhvaćenost sadržaja zadatka programskim sadržajima i/ili obrazovnim standardima i usklađenost sadržaja zadatka sa principom zavičajnosti. Valjanost i pouzdanost korišćenja ovih kriterijuma ispitali smo kroz klasifikovanje objavljenih zadataka iz TIMSS 2011 studije. Saglasnost između procena autora rada i spoljnjeg eksperta na uzorku zadataka bila je zadovoljavajuća. U radu su problematizovane mogućnosti definisanja opštevažećih kriterijuma kojima bi se rukovodile sve zemlje učesnice u studiji, te mogućnost da TIMSS studija bude osetljivija na nacionalne specifičnosti u pogledu nastavnih programa., Analysis of compatibility of tasks and syllabi of the participating countries represents one of the procedures, which provide comparison of results within the TIMSS study. Due to the fact that criteria for determination of this compatibility are not explicit, there is a question posed regarding the procedures, whether all the different countries approach this process in the same way and whether their results surely enable comparison of aspects of students between the countries and observing achievements of students in comparison to syllabi. This is why the aim of this paper is defining criteria that would enable accurate classification of TIMSS tasks from the field of natural sciences concerning the syllabi issues and those, which do not belong to syllabi. Based on the analysis of the current syllabi and educational standards of teaching natural and social sciences in the first cycle of primary education, we defined two kinds of criteria for tasks classification: incorporating the contents of the tasks into the syllabi contents and/or educational standards and compatibility of the contents of the tasks with the principle of homeland. Validity and quality of using these criteria were examined by classification of the published tasks from the TIMSS 2011 study. Compatibility between estimations of the authors of the paper and external expert concerning the sample of tasks was satisfactory. In the paper, we gave possibilities of defining general criteria that all the countries participants in the study would follow, and possibilities of the TIMSS study to be more prone to national particularities concerning the syllabi.

U okviru TIMSS studije analiza usklađenosti zadataka i nastavnih programa zemalja učesnica predstavlja jedan od postupaka kojim se obezbeđuje uporedivost rezultata. Budući da kriterijumi za utvrđivanje ove usklađenosti nisu eksplicirani, otvara se pitanje da li različite zemlje na isti način pristupaju ovom procesu, te da li njegovi rezultati zaista omogućavaju upoređivanje postignuća učenika između zemalja i sagledavanje uspešnosti učenika u odnosu na nastavne programe. Stoga je cilj rada definisanje kriterijuma koji bi omogućili pouzdanu klasifikaciju TIMSS zadataka iz oblasti prirodnih nauka na programske i vanprogramske. Na osnovu analize aktuelnih programa i obrazovnih standarda nastave prirode i društva u prvom ciklusu osnovnog obrazovanja, definisali smo dva kriterijuma za klasifikaciju zadataka: obuhvaćenost sadržaja zadatka programskim sadržajima i/ili obrazovnim standardima i usklađenost sadržaja zadatka sa principom zavičajnosti. Valjanost i pouzdanost korišćenja ovih kriterijuma ispitali smo kroz klasifikovanje objavljenih zadataka iz TIMSS 2011 studije. Saglasnost između procena autora rada i spoljnjeg eksperta na uzorku zadataka bila je zadovoljavajuća. U radu su problematizovane mogućnosti definisanja opštevažećih kriterijuma kojima bi se rukovodile sve zemlje učesnice u studiji, te mogućnost da TIMSS studija bude osetljivija na nacionalne specifičnosti u pogledu nastavnih programa., Analysis of compatibility of tasks and syllabi of the participating countries represents one of the procedures, which provide comparison of results within the TIMSS study. Due to the fact that criteria for determination of this compatibility are not explicit, there is a question posed regarding the procedures, whether all the different countries approach this process in the same way and whether their results surely enable comparison of aspects of students between the countries and observing achievements of students in comparison to syllabi. This is why the aim of this paper is defining criteria that would enable accurate classification of TIMSS tasks from the field of natural sciences concerning the syllabi issues and those, which do not belong to syllabi. Based on the analysis of the current syllabi and educational standards of teaching natural and social sciences in the first cycle of primary education, we defined two kinds of criteria for tasks classification: incorporating the contents of the tasks into the syllabi contents and/or educational standards and compatibility of the contents of the tasks with the principle of homeland. Validity and quality of using these criteria were examined by classification of the published tasks from the TIMSS 2011 study. Compatibility between estimations of the authors of the paper and external expert concerning the sample of tasks was satisfactory. In the paper, we gave possibilities of defining general criteria that all the countries participants in the study would follow, and possibilities of the TIMSS study to be more prone to national particularities concerning the syllabi.

Introduction. Successful upgrade of the secondary professionaleducation (SPE) has a key value for innovative development of domestic economy. First of all, the solution of a task of creation of high-technology workplaces and development of labour productivity has a key role. However, the process of reforming of SPE, which dragged on for many years, is followed by the internal and external contradictions which are slowing down an inflow of necessary skilled personnel on the labor market. The aim of the present article consists in drawing attention to the collected problems and contradictions in the system of SPE which are in many respects caused by inconsistency in rule-making and legislative activity of the Ministry of Education and Science of the Russian Federation, special-purpose committees of the State Duma of Federal Assembly of the Russian Federation in education. Methods. The research is based on the analysis of normative and program documents in the field of SPE, realization of competence-based approach in practice of activity of establishments of professional education. Results and scientific novelty consist in identification and designation of the obvious and hidden antinomy existing in the SPE system now. The reasons for the late reaction of system of training of personnel to the transformations happening in economy are disclosed: discrepancy of training programs to requirements of employers; unsatisfactory quality of training of graduates; fall of prestige of working professions and specialties among youth; the broken ratio in a life-long education chain «a worker – a technician – an engineer»; reduction of the staff of masters of professional training; disinterest of employers in the joint SPE problem resolution (in cooperation with pedagogical community); excessively fractional specialization of professions of workers in available occupational classifications, etc. The designated problems enable to begin a search of ways of their decision and options o, Введение. Успешная модернизация среднего профессионального образования (СПО) имеет ключевое значение для инновационного развития отечественной экономики – прежде всего, для решения задачи создания высокотехнологичных рабочих мест и повышения производительности труда. Однако процесс реформирования СПО, затянувшийся на много лет, сопровождается внутренними и внешними противоречиями, тормозящими приток необходимых квалифицированных рабочих кадров на рынок труда. Цель статьи состоит в привлечении внимания к накопившимся проблемам в системе СПО, которые во многом обусловлены несогласованностью нормотворческой и законодательной деятельности Министерства образования и науки РФ, профильных комитетов Государственной Думы и Федерального Собрания РФ.Методология. Исследование, изложенное в публикации, основано на комплексном анализе нормативных и программных документов в области среднего профессионального образования и анализе реализации компетентностного подхода в практике учреждений профессионального образования.Результаты и научная новизна исследования заключаются в выявлении и обозначении явных и скрытых антиномий, существующих в системе СПО в настоящее время. Показаны причины запаздывающей реакции системы подготовки рабочих кадров на происходящие в экономике преобразования: несоответствие учебных программ требованиям работодателей, неудовлетворительное качество подготовки выпускников, падение престижа рабочих профессий и специальностей среди молодежи, нарушенное соотношение в цепочке непрерывного образования «рабочий – техник – инженер», сокращение штата мастеров профессионального обучения, незаинтересованность работодателей в совместном с пеагогическим сообществом решении проблем СПО, чрезмерно дробная специализация профессий рабочих в имеющихся классификаторах и др. Обозначенные проблемы задают вектор поиска путей их решения и вариантов действительной модернизации системы СПО, отвечающей потребностям экономики. Показана несостоятельность концепции одноуровневого СПО и ее

Рассматриваются региональные особенности, актуальные требования, зафиксированные в профессиональном стандарте и ФГОС ВО, перспективы развития профессионально-педагогической деятельности в среднем профессиональном образовании, This article discusses the regional peculiarities, actual requirements set forth in the professional standard and GEF, prospects for the development of vocational pedagogical activity in secondary vocational education

В статье рассматриваются особенности интернационализации образования в условиях поликультурного состава обучающихся. Автором выделена специфика интеграционных процессов с точки зрения методологического сопровождения, а также в сфере взаимного обмена преподавательским составом. Приведены результаты исследования, отражающие основные проблемы привлечения иностранных студентов. Данные свидетельствуют о сознательном снижении познавательной активности в пользу сохранения стабильных коммуникаций внутри группы. Рост формирования микрогрупп показал более высокие результаты в рамках методик группового обучения, однако индивидуальная результативность характеризовалась достаточно низкой результативностью. Проблемы совмещения программ различных образовательных учреждений в свою очередь приводят к появлению высокой дифференциации местных стандартов и правил, применение которых не является унифицированным. В результате использование интернациональных программ связано с созданием образовательного конфликта, когда преподаваемый материал не согласовывается с особенностями стран, направляющих студентов на обучение. Образовательный конфликт как таковой отражѐн как фактор, снижающий степень усвоения материала. Обучающие предпочитают пропускать неактуальную информацию, что также имеет последствия в виде неполного освоения материала и низкого качества итогового результата обучения. Решением указанных проблем могло быть формирование качественной обратной связи между принимающими и направляющими странами, формирование компонентов и компетенций с учѐтом этно-культурных особенностей направляющей страны. Также необходимо формировать комплексный подход к контролю обучения, чтобы исключить возможность замещения индивидуального развития коллективным трудом. Таким образом, автор позиционирует интернационализацию образовательного процесса как неоднозначный и многогранный фактор современного общественного развития., The article considers the peculiarities of the internationalization of education in a multicultural composition of students. The author highlighted the specifics of the integration process in terms of methodological support, as well as in the field of mutual exchange of teaching staff. The results of the study, reflecting the main problem of attracting foreign students, revealed. Evidence indicates deliberate reduction of cognitive activity in favor of maintaining stable communication within a group. The increase of formation microgroups showed better results in the group teaching methods, but individual performance was characterized by a fairly low efficiency. Problems of programs‘ combining of various educational institutions, in turn, give rise to a high differentiation of local standards and regulations, the use of which is not uniform. As a result, the use of international programs, is connected with the creation of educational conflict, when the material taught is not consistent with the peculiarities of countries sending students to study. Educational conflict as such is reflected as a factor that reduces the degree of assimilation of the material. Students prefer to skip irrelevant information, which also has consequences in the form of the incomplete development of the material and the low quality of the final result of learning. The solution of these problems could be the formation of high-quality feedback between host and sending countries, the formation of components and competencies, taking into account the ethno-cultural characteristics of the sending country. It is also necessary to develop a comprehensive approach to the control of training, to eliminate the possibility of replacement of individual development of collective work. Thus, the author has positioned the internationalization of the educational process as an ambiguous and multifaceted factor of modern social development.