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The article analyzes the state and development of teaching physical culture and sports in primary and secondary schools in Stalingrad (Volgograd) and in the during the “Khrushchev thaw”. On the basis of archival sources, the activities of the leadership of public education and physical education to improve the material and technical base, the qualifications of teachers and the level of teaching, and the organization of sports competitions are covered. Achievements and problems that remained unresolved by the end of the era of N. S. Khrushchev are shown.

In the late XX - early XXI centuries the problem of finding resources for the development of the human society is becoming more and more urgent. In previous historical epochs, this problem was solved by capturing the territories of their neighbors by large and powerful states, in modern times through colonial expansion into the countries of the East, the North and the South America. At present times these possibilities have been exhausted, and in the foreseeable future plant and mineral resources will be largely depleted. In these conditions the ruling elites of the leading countries of the world are in their search for development resources focused at revealing the inexhaustible wealth - the intellectual potential of a person. In this context, the creation of a harmonious and efficiently functioning education system of any human society becomes crucial. The purpose of the research is to analyze the basic principles, development stages, the main stages of the educational system of Japan, as well as the main achievements and problems. The article examines not only the structural elements of the Japanese educational system, from preschool institutions to higher educational institutions, but also the ideological background and motivation of both Japanese schoolchildren and students to study hard. Special emphasis is placed on the unshakable principles of Japanese pedagogy and, of course, national cultural traditions.

The article presents the results of a study of the workload and income of teachers that are using online educational platforms and marketplaces to find main and additional job. The approach based on the concept of shadow education. The authors find out to what extent the income of teachers depends on the workload and the combination of types of pedagogical activity in educational organization and outside them. The research question is: whether there are statistically significant differences in the cost of an hour of tutoring, platform and traditional pedagogical load, at which conditions the income of teachers equal to comparable occupations and in line with decent work indicators. An analysis of the data of an online sociological survey using linear regression modeling showed that a teacher working only at school, even with excessive workload, will not achieve earnings comparable to the income of the other types of pedagogical activity. The article for the first time reasonably reveals the reasons for the formation — while maintaining a pool of teachers who work only at school — a large group of teachers employed exclusively in the tutoring sector, both independently and on online platforms.

Nicolae Iorga’s life and works contain several examples of cultivating responsibility towards the national cultural heritage. The great historian published articles in the written press and held radio conferences about different sites bearing historic and artistic value. Their preservation, considered the author, could contribute to maintaining the spiritual link between generations and the formation of national consciousness. In Valenii de Munte, where he lived, Iorga founded the School of Moral and National Missionaries “Queen Mary” and the School of Forgotten Arts. The school programmes included excursions to historical sites, courses in pottery, icons restoration, carpet weaving and artistic binding. Many of Nicolae Iorga’s ideas in the field of artistic education, continue to be up-to-date models that deserve to be followed.

Introduction. The article introduces into scientific circulation newly discovered archival materials and analyzes actual conditions in Kalmyk Steppe of Astrakhan Governorate in the late 19th century. The issue remains topical enough, which results from its poor historiographic tradition: only a few works have been published in the modern period just to outline some fragmentary aspects. In addition, interdisciplinary, civilizational and cultural approaches are urgently needed to address this theme. Goals. The work attempts a complex characterization of Kalmyk uluses and Kalmyk society in the late 19th century. The former shall be instrumental in defining traditional features and identifying the degree of introduction of new phenomena in socioeconomic development of the region. So, the paper provides data on quite a range of aspects inherent to Kalmyk life. The chronological framework of the study (late 19th century) is well justified: the Kalmyks had spent almost 300 years within Russia’s borders, which makes it possible to determine the degree of preservation of traditional essentials and identify the influence of innovations. Materials and methods. The work employs a set of general scientific and special historical research methods. Special attention is paid to the principles of historicism and systemacity helpful in analyzing events from over 100 years ago and considering the latter in connection with other aspects of Kalmyk social life. Interdisciplinary and civilizational approaches make it possible to present objective accounts of complex processes. The mentioned documents are stored at the Russian State Historical Archive and the National Archive of Kalmykia. The former are mainly represented by consolidated annual reports of Astrakhan Governor describing actual conditions in Kalmyk Steppe — a special administrative and territorial unit of Astrakhan Governorate. Results. The paper analyzes the reports for data on territory and population of Kalmyk Steppe, economy and social structure of Kalmyk society, school and medical aid systems. It also stresses accounts of Astrakhan Kalmyks’ moral appearances by Astrakhan officials. Conclusions. The study shows that Astrakhan Kalmyks were still a traditional nomadic society at the turn of the 20th century. Their livelihood was based on extensive nomadic livestock breeding with the same species and breeds as 300 years ago, though some innovations had been perceived (occasional winter forage conservation, construction of permanent buildings in some localities). All needs of Kalmyks were fully satisfied with their own farmsteads. The innovations included attempts to engage in agricultural activities in suitable areas of Maloderbetovsky Ulus next to resettled Russian peasants, and the involvement of Kalmyk communities in market relations.

The article is devoted to the problems of education in the German colonies of Azerbaijan in the 1920s–30s. Regional and national features of the organization of education in the German colonies of Azerbaijan during the period under review are identifies on the basis of analysis of numerous documents from the collections of the State Archive of the Republic of Azerbaijan, the State Historical Archive of the Republic of Azerbaijan, the Central State Archive of the Republic of North Ossetia and the State Archive of Krasnodar Krai, which are introduced into scientific circulation for the first time, and on the basis of results of the author’s research into the history of school affairs in the German colonies of Azerbaijan and some other regions of the Caucasus. The author analyzes the causes of these specific features and shows that the German colonies that existed in the territory of Azerbaijan for more than 120 years achieved great success in their socio-economic, socio-political, and cultural life, which was greatly facilitated by skillful organization of national education. The article briefly describes the stages of formation and development of schools in the German colonies of Azerbaijan in the period from the early 19th century to the end of the 1930s. The evolution of methods of school work in the colonies is retraced, and it is been established that the German schools in Azerbaijan went a difficult historical path. It is noted that before the 1920, that is, before the establishment of Soviet rule, the problems of German schools were mostly of a material nature. In the 1920s and 1930s these problems were partially solved, and it can be stated that in material terms, the German schools of Azerbaijan reached the highest level in their development during these years. The article notes that the Soviet government financially supported German schools, but in return the colonists’ schools went under the constantly growing ideological control the purpose of which was to turn schools into centers of Bolshevism propaganda. It is established that the main role in the sovietization of German schools was to be played by teachers who were to pursue the policy of the party and the government and fight against the church, the colonist community, and the family, which were bastions of Germanism in the view of party functionaries. Based on the analysis of archival documents, it is shown that at the end of the 1930s, the German schools in Azerbaijan did not comply with the desired level of sovietization. The process of training pro-Soviet teachers from among the Germans was slow, and in 1941, after the outbreak of the Great Patriotic War, it was terminated. The national schools of the German colonies ceased to exist in the territory of Azerbaijan, and the entire German population was deported.

This article describes the different methods used in bilingual education programs, focusing on how they have been adapted in Abu Dhabi in the United Arab Emirate (UAE). The article outlines pedagogical approaches and describes the relevant sociocultural context. It outlines the actions that might result in a loss of heritage and details how the government has protected the nation from these risks. It also discusses the legal background of the educational sector in the UAE and the Emirate.

The objective of this study is to provide a quantifiable measure of the distributional content of education and its implications on earnings distribution by gender across different groups of people by using survey data in India. We analyze educational disparities among the children with age up to 14 years by gender, and household specific characters with Indian data. The study observes that, in the rural economy, the girls have less access to full time education than boys. In the urban region, on the other hand, the access to full time education at primary level is more for girls than for boys. The estimated coverage is less in the rural areas than in urban areas. The HOI is more among the urban children than among the rural children. Parent’s education has the highest contribution to inequality of opportunity to full time education at primary or upper primary level.

Russia’s national school curriculum standards stipulate economic education at three levels: basic, advanced, and as part of the social theory course, yet schools rarely include basic economics in their curricula. Curricula of 615 St. Petersburg schools available at their official websites as well as data from online surveys of parents, students, teachers, and school administrators are used to find evidence of the demand for economics as a subject among school students. The fact that only two levels of economics instruction are represented in St. Petersburg schools is explained by staffing issues and impossibility to take the Unified State Exam (USE) in economics. Initiatives for a meaningful change the current situation are proposed in the article.

The interdisciplinary research in the learning sciences has and still does substantially contribute to meeting the current need for new environments for learning by developing and elaborating new perspectives on the ultimate goal of school education, and on the nature of learning to achieve this goal. The presentation start with a brief review of such a perspective. Against this background the article will focus on self-regulation as a major component of the goals of education. Findings about the positive relationship between self-regulation and student learning have lead researchers to design learning environments for improving students’ self-regulation skills. Several metacognitive methods have been designed especially for the math learning; as an example the IMPROVE model developed by Mevarech and Kramarski (2014) well briefly be presented. Research evidence will then be discussed showing that such learning environments are effective for developing and improving self-regulated learning in Kindergarten children and primary and secondary school students. Of course, realizing this potential requires in the classroom teachers pay explicit attention to the teaching of self-regulated activities. Therefore, a major challenge for teacher training and professional development consists in improving teachers’ awareness and knowledge of self-regulation and equipping them with effective strategies for developing self-regulation skills in students.

The article analyses the ways of presenting plots of Jewish history in textbooks created for secondary Jewish educational institutions of the Russian Empire in the early 20th century. The author focuses on the purpose of the compiler, the structure of textbooks, the style of presentation and the choice of the main plots of the biblical story. These criteria are considered in the context of the Jewish studies development in Russia, the traditions of writing textbooks in the past, as well as the state of Jewish education in the country. The sources of the research are the schoolbooks texts, as well as articles by critics.

Expected learning outcomes have changed following the adoption of the new Federal State Educational Standards of General Education. New organizational forms, teaching methods and tools are required to achieve the new learning outcomes, which affects functionality of conventional learning aids, school textbooks in particular. New interrelation mechanisms are being developed between the textbook and the other components of learning environment, transforming the textbook from the “communicator of ready-to-consume knowledge” into a “navigator for independent learning”. Under such circumstances, it is important to evaluate teachers’ attitudes towards the textbooks used, their perception of the changing role of textbooks in the learning process, and their satisfaction with textbook content, namely the methodological apparatus and its potential for achieving the new learning outcomes. This article presents the results of a survey assessing school teachers’ perceptions of the system of learning tasks in some widely assigned social studies textbooks from the series edited by Leonid Bogolyubov, Anatoly Nikitin and Tatyana Nikitina, Gennady Bordovsky, and Yevgeniya Korolkova. The survey covered thirteen regions of the Russian Federation: Moscow Oblast, Voronezh, Tambov, Bryansk, Tver, Smolensk, Omsk, Krasnoyarsk, Rostov-on Don, Volgograd, Kazan, Nizhny Novgorod, and Saransk. The interview questionnaire included six themed modules: target audience profile analysis, teachers’ usage of different textbooks, the role of social studies textbooks in the learning process, textbook influence on the achievement of the new learning outcomes (formation of key 21st century competencies), teachers’ assessment of teaching guidebooks, and availability of social studies teaching packages in schools. The article only explores the findings obtained for one questionnaire module, which explored how the methodological apparatus of social theory textbooks affected the creation of conditions for achieving metadisciplinary learning outcomes by school students, and offers recommendations on improving this apparatus.

A questionnaire survey (N= 6,648) and semi-structured interviews with parents of school students in a Russian megalopolis were carried out to analyze how families perceive the functions of extracurricular activities (ECAs), what choice strategies they follow, and what outcomes they expect. The study is premised on the assumption that ECAs for school students are not homogeneous in terms of their mission and expected outcomes. Empirical data is used to examine the compensatory and enriching functions of ECAs. The compensatory function is about closing gaps in school education through providing subject-specific classes. Enriching ECAs engage students beyond the school curriculum, contributing to diversity of the learning environment. Interview analysis allows identifying two major strategies followed by families when choosing enriching ECAs, depending on which type of skills they seek to cultivate in their children, soft (meta-subject competencies) or hard (specific knowledge shaped institutionally).

The article deals with an analysis of educational aspects of the Ukrainian national context of Ukrainization of the 1920s from the perspective of studying the historiography of the issue. The author focuses on historiographical sources and scientific statements of historical, historico-pedagogical and cultural studies of the prerequisites, content, features and civilizational dimension of the educational aspect of Ukrainization as a broad policy in relation to the institutionalization and development of education, Ukrainian by nature and content. The article draws attention to coverage by historians of reforming problems of school education of that time, their analysis of ways for providing schools with required Ukrainian literature. It is pointed out that historians put an emphasis on the fact that despite its ideological foundations (efforts to implant Bolshevik power) the results of Ukrainization were related to building up the nation and state. It is stated that the current historiographical process looking into the educational dimension of Ukrainization is represented by a wide spectrum of scientific works which range of subject interests allows to highlight Ukrainization of educational space of that time as a holistic and system process which content was underpinned by objective conditions and was well thought-out and logical. The article outlines some prospects of examining the educational dimension of Ukrainization and draws attention to the value of its implementation experience in the context of the development of the modern education system of Ukraine.

The iconography created during the 800-year-long Serbian history depicts the times filled with important historical and cultural events. The frescoes reflect the development of diverse trends in our educational system. The walls of various monasteries depict the lives of the saints and the real events occurring during their life time. Everyday objects used in the medieval Serbia, such as furniture, writing materials, medical instruments, decorations, the attire of the kings, patrons, monks, etc., illustrate the culture of the day. The aim of the paper is to explore the originality, pedagogical propedeutics, and the beginnings of Serbian education, which was manifested, didactically speaking, in the apparent teaching – this fact is evident in the frescoes and icons of the monasteries and temples. The frescoes, icons and biblical scenes are works of art, but their function is primarily sacral, as well as instructive. The image of a saint on the wall precisely reflected the environment of the saint's life and the message (motto) of his life. The messages conveyed in the frescoes primarily point to the works and wonders of Christ, emphasise the importance of mercy to the other, good deeds that had to be practised, and piety (piety in a sense of living according to God’s rules). The method used in the paper is the biblical-iconographic approach, and the author also relied on the instructive elements represented in the lives of the saints and demonstrated in the personalities of the saints interpreted in an interdisciplinary way: from the artistic, technical-decorative, ecclesiastical-aesthetical, and historical perspectives.

The relevance of the problem under discussion is due to the growing importance of the Russian Orthodox Church in the development of the spiritual culture of modern society, the need to understand its centuries-old historical experience, including the placement for ministry of graduates. The issues of employment of graduates from various educational institutions to places of ministry are considered on the example of the Tobolsk diocese - one of the largest in the Russian Empire. On the basis of a considerable number of sources, the task is to analyze the peculiarities of records management related to the petitions of the students of theological seminaries and religious schools about the placement of ministry in the church of the Tobolsk diocese. The analysis of archival materials testifies to the presence in the second half of the 18th - early 20th centuries of an established procedure for appointing graduates from various educational institutions to various positions in the churches of the Tobolsk diocese. The stages of this process are characterized. The study of the documents of the Tobolsk spiritual consistory allows us to conclude that the paperwork on this issue took from several days to two years. It is reported that the bishop usually made the decision on the day the petition was filed, but the process of applying for a service could be delayed. Most likely, graduates of religious schools who sought places of clergy received the desired position, as they had simplified requirements.

The article presents scientific biography of A. A. Otelin - outstanding morphologist, Doctor of Medical Sciences, Professor, representative of scientific school of Academician V. P. Vorobyov. The contribution of A. A. Otelin into becoming of morphological chairs in medical institutes of Kharkov, Lvov, Vinnitsa, Kishinev, Kursk and Kemerovo and in formation of scientific morphological schools in the regions of the RSFSR and the Republics of the USSR is demonstrated. The particular attention is paid to results of scientific studies of A. A. Otelin in the 1970s carried out jointly with scientists of the Institute of Brain of the USSR Academy of Medical Sciences and the I. P. Pavlov Institute of Physiology of the USSR Academy of Sciences concerning investigation of morphology of sensitive receptors - Vater-Pacini corpuscules.

The pharmaceutical literacy is a necessary element of ensuring quality of human life that is to be formed at early age. The article demonstrates that key direction of development of health literacy is pharmaceutical education involving pharmaceutical workers. The necessity of development of pharmaceutical literacy in children through involvement into process of pharmaceutical education pedagogues and parents/legal representatives of child. The article presents analysis of normative legal documents regulating strategic directions of state and international policy in the field of protection of health and rights of minor citizen/children that regulate organization of pharmaceutical and educational activities and requirements to pharmaceutical and pedagogical workers within the framework of their professional role. The problematic zones in organization of pharmaceutical counseling of minors citizen were discovered. The necessity to improve professional competence of pharmaceutical and pedagogical workers in organization of pharmaceutical education of children of preschool and school age is established. The results of sociological survey of minor citizen and their parents demonstrated inadequate level of pharmaceutical literacy of respondents. On the basis of research results structural model of interaction of participants of pharmaceutical education of children (pharmaceutical workers - parents - pedagogues). The communication relations at the stage of transferring pharmaceutical knowledge to minor personality were revealed. The main result of the study is original structural functional model of organization of pharmaceutical education of children implementing interdisciplinary approach in forming pharmaceutical knowledge in children of preschool and school age. The stages of interaction of participants and professional tasks of pharmaceutical and pedagogical specialists in process of teaching children skills of pharmaceutical safety are determined.

Ilya Matveyevich Kovarsky (1856-1933) - the founder and permanent head of the First Moscow Dentistry School, organizer and honorary member of the Moscow Dentistry Society, editor and publisher of one of the first Russian dental journals «Odontological Revue» - was deprived of his personal pension and suffrage in 1930 as a former owner of a private capitalist enterprise; his name was actually erased from the national dentistry. The portrait of Ilya Matveyevich Kovarsky - a remarkable doctor, teacher and worthy man - is reconstructed by the documents preserved in the Kovarsky family archive (on the basis of which this article was written) and the memories of his eldest daughter (published for the first time).

The unreasonable diet is threatening not only by development of hypodynamia but also by loosing job on board of sea vessel. Such diseases of seamen as gastric ulcer, duodenal ulcer, gastritis, pancreatitis are a basis of non-making or non-extending employment contract. The significant causes of occurrence and development of this category of occupational illness are lacking of proper diet on shipboard that considers conditions of voyages, inadequate qualification training of ship cooks, as well as insufficient funding by particular shipowners daily food allowance of crew members. The article reveals requirements of international and national normative documents regarding organization of proper diet and table service, determines daily diet of crew members of sea and river vessels. The results of survey of active sailors and cadets of higher maritime school regarding the satisfaction of organized diet are discussed. The recommendations to ensure balanced rations on board the ship are proposed.

The development of national clinical medicine in Russia in XX century is related not only to evolution of scientific schools, but also to such historical phenomenon as clinical elites. In the article definition of therapeutic elites is proposed. The destiny of therapeutic elites and their role in institutionalization of national clinical disciplines is discussed.

Copyright of Sources of Pedagogical Skills is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A number of foreign studies in family-school relationships have shown that effective parent-school interaction is a crucial factor of parental school involvement, which, in its turn, has a positive impact on the whole schooling process. In Russia, there is little empirical data on the communication between parents and schools. The article describes the findings of an exploratory research that involved school administrators and parents of students at different levels of school education ( elementary, middle and high school) in a megalopolis of the Central Federal District. Interviews with parents and school representatives as well as parent questionnaire results are used to describe the most popular ways in which parents interact with schools, the main problems they encounter in such interaction, and the degree of parental involvement in school life. Direct contact with teachers is found to be the most efficient channel of parent–school communication. Parents see the main communication problems in disagreement about instruction and education issues and in the disengagement of schools or individual teachers. These problems become more acute in middle and high school. On the whole, the existing level of parental involvement in school is measured as low in this study.

Bulgaria has a rich educational tradition. Nowadays, this tradition is not known to such an extent as to influence the current state and development of Bulgarian education. This article documents the ideas of the Bulgarian pedagogical specialists from 1937 for the development of new forms of education in the Bulgarian school. Among them is the so called “active school”. [ABSTRACT FROM AUTHOR]

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Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For formal representation of virtual educational space elements, the paper considers the topology methods, in particularly the methods for categories and functors theory, allowing for solving semistructured and indeterminate problems and reflecting their results at the high level of abstraction. The conducted analysis shows the virtual educational space as a generalized scheme, including an associative connection of the site of departments and general education schools.

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hileya: Scientific Bulletin / Gileya is the property of GILEYA Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is inspired by Francis Fukuyama’s book called The End of History and the Last Man. Yet, compulsory education is not regarded as a perfect model here. The existing school education system is unable to offer anything else to improve educational outcomes. The study attempts to analyze the conditions under which compulsory education developed as well as its features that impede the improvement of education quality. An alternative education system should replace compulsory education to reach a higher level of quality. The transition to third-generation education standards may create a situation where a strategic trend for general education in Russia could be finally outlined. The fundamental provisions of the article are mostly expert judgments based on a research into official documents, publications at hand, and personal experience. In addition, the article picks up the discussion on the balance between the goals and outcomes of general education initiated in earlier articles published in Voprosy obrazovaniya [Lebedev 2005; 2009; 2011; 2013].

The interaction of different scientific schools with each other often is very difficult due to the existing disagreements. The journal "Therapeutic Archive" throughout its activity is a unique platform for their intensive and fruitful interaction, and the editors-in-chief of the journal represent almost all major schools of internal medicine.

The article is devoted to scientific biography of the prominent neuroanatomist, Doctor of Medical Sciences, Professor L. A. Shangina, representative of the scientific school of Tonkov-Bushmakin. Her input into becoming of the chairs of normal anatomy of medical institutes in Irkutsk, Moscow, Kursk, Dushanbe (Tajikistan) and Smolensk and in organization of scientific community of neuromorphologists in the USSR in the middle and second half of the twentieth century is demonstrated. The special attention is paid to the results of scientific studies of L. A. Shangina and her post-graduate students of topography of nerves innervating human heart, of topography of accessory nerve (XI pair of cranial nerves), of structure of receptors of autonomic nervous system in walls of alimentary tract and urinary system.

Peculiarities and comparative characteristics of three main Moscow schools on the field of internal medicine of the second half of the XIX - early XX centuries are discussed: schools of Grigory Zakharyin, Alexey Ostroumov and Vassily Shervinsky - Leonid Golubinin; the legitimacy to acknowledge scientific clinical schools of Mikhail Cherinov and Nikolay Golubov is disputed. The arguments are provided that of the Moscow therapeutic schools, it was the Shervinsky-Golubinin school, and not the Zakharyin or Ostroumov school, that played the most significant role in the formation of the internal medicine in the USSR, in passing the accumulated knowledge and ideas to therapeutic elites in the USSR.

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research explores the behavioural leadership style of community schools in Nepal under the New Public Management (NPM) initiative of decentralisation of the educational management system. The theoretical background derives from the leadership behavioural theory of Ohio State and Michigan Universities. Case studies were conducted in three primary community schools located in Kathmandu. Interviews were conducted with school stakeholders and members of the school management committee in order to triangulate the data analysis with a view to validating the dominant leadership behavioural style. The result suggests that all the participating schools adopted relations-oriented leadership behaviour as the dominant leadership behavioural style. The decentralisation of educational management by using NPM in community schools enabled the appointment of leaders from the community. It was also revealed that school leaders contributed to the social welfare of the schools for the sake of prestige and political recognition. The school leaders made available lesser time to understand the school’s organisational behavioural pattern of the teachers, parents, students and academic programmes. This enabled the school leaders to demonstrate relations-oriented behaviour. Due to the lack of academic expertise, the effective approach of leadership was to adapt chiefly on relations-oriented behaviour. Adopting the dominant leadership relations-oriented behavioural style enabled less flexibility to switch to task-oriented behaviour as determined by the contested environment. The politically contested school context enabled leadership approaches to implement political solutions.

Autonomy of educational institutions has been consistently extended in Kazakhstan over the last years: national educational standards have been broken into invariable and variable components, boards of regents have been introduced, per capita financing system is being tested, and autonomous educational organizations have been established, such as Nazarbayev University in higher education and Nazarbayev intellectual schools in secondary education. The paper analyzes legislative instruments, standards and official documents regulating the process of education in the secondary education system to define the extent to which educational institutions enjoy autonomy. Besides, the article uses the data of interviews and focus groups with 46 administrators and 95 teachers of schools, gymnasia and lyceums in different regions of Kazakhstan to analyze how they understand the notion of ‘autonomy of educational institutions’ and how they assess the current degree of autonomy of organizations they work in. The conclusion is that granting more autonomy and independence comes from above but is not requested by schools. Autonomy becomes a challenge for contemporary schools, as more independence implies greater responsibility.

Data on ethnic diversity and ethnicity/migration correlation among primary and secondary school students is presented in the article for the first time ever. The study is based on polls held among 21,320 school students in 365 schools of five regions of Russia (Moscow Oblast, Saint Petersburg, Leningrad Oblast, Tomsk, and Pskov). The most part of students speaking Russian as their second language attend schools of Moscow suburbs area (16%) with the least part attending schools of small towns and settlements of Leningrad Oblast (6.6%) and Pskov (8.5%). The sample covers 56 ethnic groups with some being rather small. In Saint Petersburg, Pskov and Tomsk there are 63–66% locals among children speaking Russian as their first language, whereas in Moscow suburbs area there are 44% only. Among ethnic minorities, the highest numbers of locals are in Tomsk and Pskov (38–39%). In Saint Petersburg there are more locals or second generation migrants among Ukrainians, Belarusians and Tatars, whereas “generation 1.5” migrants prevail in number among Tadzhiks and Uzbeks (46–49%). Generation 1.5 migrants prevail among all ethnic groups in Moscow suburbs area with Uzbeks and Tadzhiks being the most prevailing (62%). In Tomsk, most of the ethnic minorities’ representatives are either locals or second-generation migrants. Statistics on ethnic and migration status of school students allows for assessment not only of the scale of migration flows but also of a retrospective time dynamics for various ethnic groups. Families from Ukraine, Azerbaijan, Armenia, and Georgia were actively moving to Russia 15–20 years ago. Now there is massive migration going on among Tadzhiks, Uzbeks and Kyrgyz who bring their children of various ages. We believe that education management authorities should initiate prudent integration of school students with Russian as their second language irrelevant of their citizenship but with consideration of their families’ migration background.

The article presents history of origin and development of scientific school of parasitology in Kursk founded by professor N. P. Kevorkov. The period of becoming of Kevorkov as scientist under the guidance of N. I. Hodukin at the Institute of Epidemiology and Microbiology of the Uzbek SSR (Tashkent). The results of his scientific research during the years of his leadership of the Chair of Biology at the Kyrgyz State Medical Institute (Frunze) are analyzed. Particular attention is paid to results of scientific research of professor N. P. Kevorkov and his disciple professor G. M. Tkachenko at the Kursk State Medical Institute. The theoretical and practical significance of the study is in restoration of contribution of N. P. Kevorkov and G.M Tkachenko, the leaders of scientific school of parasitology of the Kursk State Medical Institute, to investigation of biology of pathogens of malaria, hymenolepiasis, trichomoniasis and lyambliosis, as well as to prevention and treatment of these diseases.

The article presents the results of a study of the labor strategies of youth included in the personnel reproduction of regional health care. The authors of the article consider the results of a complex sociological study of graduates of educational medical organizations and specialized medical classes (focus group studies, target survey; n = 1027). The research made it possible to answer questions about the dynamics of professional motivation of young people, to determine labor strategies and reasons for choosing in life planning. The article proposes a factor model of decision-making when choosing a workplace by graduates of medical specialties, gives an assessment of existing workplaces in the regional health care system, conducts an audit of the need for stimulating measures to retain and secure young personnel in the medical industry. The results of the research made it possible to determine the risks of youth labor strategies as a personnel reserve of medicine and to propose directions for their leveling and correction of the situation. An important result of scientific research can be considered the proposed diagnostic complex itself, which makes it possible to establish the dynamics of indicators during subsequent measurements (motivational transformation, change in migration aspirations and labor choice) and to determine the effectiveness of the measures and decisions taken. The result and scientific result of the article is the conclusion about the lack of orientation to the key problems of the implementation of labor strategies by graduates of educational medical organizations from the branch administration system, early pre-professional burnout of young personnel, the problem of regional public opinion regarding the prestige of the medical profession and effective labor strategies of future doctors.

The article considers application of telemedicine and digital technologies in educational programs of training medical personnel in residency and graduate school for the Russian health care system. The possibilities of telemedicine and digital technologies that currently are in use for remote medical care, consultations of medical workers by qualified medical specialists and for training and re-training of medical personnel are investigated. The key topics of modern health care are improvement of system of training medical manpower, personalization of medical care in health care, individualization of professional orientation in the process of continuing medical education and current methods of information environment management in health care sector. The conclusion is made that owing to new technologies,such innovations as telemedicine, artificial intelligence, medical decision-making systems, remote platforms of patient health monitoring and other modern inventions are implemented into health care. The purpose of the study is to examine impact of transformational processes in higher medical education in epoch of digitization.

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The paper discusses whether the housing stock and the establishments of the welfare sphere which existed in the Kemerovo region in 1943 – 1948 satisfied the requirements of the population. The main attention is paid to the problem of housing and other civil objects construction, and that of staffing the welfare establishments. Another issue to be considered is supplying the population with tap water.

The article is devoted to the study of the state of high education in rural districts of Ukraine and identification of problems of its development. It provides a statistical analysis of the data of State Statistics Committee, calculates indicators of development, conducts a structural analysis and reveals main tendencies of development of high education in rural districts of Ukraine. Results of the analysis are used for determining desirable directions of its development.Статья посвящена исследованию состояния среднего образования в сельской местности Украины и определению проблем ее развития. Проведен статистический анализ данных Государственного комитета статистики, рассчитаны показатели развития, проведен структурный анализ и выявлены основные тенденции развития среднего образования в сельской местности Украины. По результатам указанного анализа определены желаемые направления ее развития.

This study aims to present and critically investigate the development of the socalled ‘higher education’ in the Byzantine Empire. Some institutions will be examined, such as the teaching with public funding (the case of Themistios), the well-known Pandidakterion of the fifth century, Magnaura in a much subsequent age, and, finally, the re-organization of education during the reign of Constantine IX Monomachos in the eleventh century, when, for the last time in its history, a case can be made for a higher education institution in Byzantium.

This article is devoted to case studies of the media education works of some well knowns Russian media educators. The analysis of media educational work of the famous Russian media educators leads us to the conclusion that media education in Russia is developing, building on the synthesis of the aesthetic, socio-cultural, and practical concepts, with a focus on the development of media competence of the audience, mainly school and youth. The enthusiasts of media education, even devoid of substantial public support for its innovative projects, achieve significant and meaningful results.