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The article highlights the features of the conceptosphere — an orderly system of concepts (components) of research activities of the KhSAC, which provides quality training of scientific and scientific-pedagogical workers. The main concepts of the KhSAC activity are considered in detail, which include: student scientific and creative society; postgraduate studies; doctoral studies; two specialized scientific councils for the defense of doctoral (candidate) dissertations in unique scientific fields — "Culturology" and "Social communications"; two professional collections of scientific works — "Culture of Ukraine" and "Bulletin of the Kharkiv State Academy of Culture"; several prestigious annual international and national scientific and scientific-theoretical conferences. It is noted that the scientific activity of KhSAC provides fundamentalization of educational training and universalization of the educational process through the integration of science and education, contributes to the scientific insurance of the educational process and innovative model of culture and art of Ukraine, the formation of scientific schools. It is recognized that only through the development of science and its integration with the educational process can achieve a new quality of education and ensure its innovative component. Aspects of the system organization of training of scientific and scientific-pedagogical personnel in KhSAC are considered. It is emphasized that the Academy makes a lot of efforts to reproduce and increase scientific potential, its effective use, formation and development of its own scientific schools, attracting talented young people to scientific work and creating the most favorable conditions for their creative growth. The current practice of the KhSAC is to track and admit to graduate and doctoral studies gifted youth, able to provide an intellectual gene pool of Ukraine, to support and increase the achievements of the domestic scientific school., У статті висвітлено особливості концептосфери — упорядкованої системи концептів (складників) науково-дослідної діяльності ХДАК, що забезпечує якісну підготовку наукових і науково-педагогічних працівників. Докладно розглянуто головні концепти діяльності ХДАК, до яких належать: студентське науково-творче товариство; аспірантура; докторантура; дві спеціалізовані вчені ради із захисту докторських (кандидатських) дисер­тацій з унікальних наукових галузей "Культурологія" та "Соціальні комунікації"; два фахові збірники наукових праць — "Культура України" та "Вісник Харківської державної академії культури"; кілька престижних щорічних міжнародних і всеукраїнських наукових та науково-теоретичних конференцій. Зауважено, що наукова діяльність ХДАК забезпечує фундаменталізацію освітньої підготовки та універсалізацію навчання через інтеграцію науки й освіти, сприяє науковій асекурації освітнього процесу й інноваційної моделі розвитку культури та мистецтва України, формуванню наукових шкіл. Визнано, що тільки через розвиток науки та її інтеграцію з освітнім процесом можна досягти нової якості навчання та забезпечити його інноваційний складник. Розглянуто аспекти системної організації підготовки наукових і науково-педагогічних кадрів у ХДАК. Наголошено, що Академія докладає чимало зусиль для репродукування й нарощування наукового потенціалу, його ефективного використання, формування та розвитку власних наукових шкіл, залучення до наукової роботи талановитої молоді й створення найсприятливіших умов для її творчого зростання. Сучасна практика ХДАК полягає у відстеженні й прийомі до аспірантури й докторантури обдарованої молоді, здатної забезпечити інтелектуальний генофонд України, підтримати та примножити здобутки вітчизняної наукової школи.

Мақалада Ұлы Отан соғысы жылдарындағы халық ағарту ісінің дамуы, қиын кезеңінде ашылған жоғарғы оқу орындары оның ішіңде Алматы шет тілдер институтының тарихы баяндалған. Мақалада соғыс жылдарында Алматы облысындағы мектептер мен ЖОО-ның жағдайы қиын болғандығы сипатталған. Ол ғимараттардың жетіспеуінен болды, себебі оқу ғимараттарының бір бөлігі ауруханалар мен қорғаныс мекемелеріне берілді. Осының салдарынан мектептер мен ЖОО 2-3 ауысыммен оқуға мәжбүр болды. Бұл оқушылар мен студенттердің санының күрт азаюына әкелді. Нәтижесінде көптеген училищелер мен институттардың жабылды., В статье рассказывается о развитии народного образования в годы Великой Отечественной войны, об истории университетов, открытых в сложный период, в том числе Алматинского института иностранных языков. В статье рассказывается о тяжелом положении школ и вузов Алматинской области в годы войны. Это было связано с нехваткой помещений, так как часть учебных корпусов передали больницам и оборонным объектам. В результате в школах и вузах приходилось учиться в 2-3 смены. Это привело к резкому снижению количества школьников и студентов. В результате были закрыты многие школы и институты, The article describes the development of public education during the Great Patriotic War, the history of the universities opened during the difficult period, including the Almaty Institute of Foreign Languages. The article describes the difficult situation of schools and universities in Almaty region during the war. This was due to a lack of facilities, as part of the educational buildings were transferred to hospitals and defense facilities. As a result, schools and universities had to study in 2-3 shifts. This has led to a sharp decline in the number of schoolchildren and students. As a result, many schools and institutes were closed., Международные отношения и Регионоведение, Выпуск 3 (41) 2020

the article considers the process of student's government participation at educational organizations of higher education and professional educational organizations in the activities of working groups to discuss some issues concerning students. Attention is paid to the legal component of the work of student's self-government. Analyzing the situation on this issue throughout the country, the author has noted the main directions of the development of student’s government as a civil institution of a democratic society.

У статті досліджується кадрова політика в системі Академії наук України у 1980-х рр. та кадрово-науковий потенціал на прикладі інститутів фізико-математичного й природничого спрямування. The article considers scientific capability and human resources policy of the Academy of Sciences of Ukraine in the 1980s on the example of the institutes of physical, mathematical and natural sciences. It should be emphasized that achievements in the academic staff training facilitated the renewal of scientific potential. Special attention was paid to encourage scientific directions that would accelerate scientific and technological progress. The requirements for the activity of special academic councils and training of postgraduate and doctoral students were strengthened. New competence requirements for the academic staff of the Academy of Sciences of the USSR were introduced. It is specially noted that the intention of the remuneration system was to create the prerequisites for the professional advancement of academic staff. Scientific personnel salary depended on individual contribution to scientific and technological progress. The paper provides a valuable information on a reorientation of academic staff in the 1980s. At the beginning of 1980s academic community understood of the need for reforming academic institutions of natural sciences and humanities. In the 1970s and especially in the 1980s the development of engineering and fundamental sciences was accelerated. The author comes to the conclusion that priority development of technical sciences in Ukraine has been allowed to reach the world level of scientific and technological progress. This process was ensured primarily by an activity of special academic councils for the defence of the candidate and doctoral dissertations.

В 1869 г. был принят новый академический устав, сыгравший большую роль в развитии духовного образования и богословской науки в России во второй половине XIX в. В 1874 г. Святейший Синод поручил архиепископу Литовскому Макарию (Булгакову) провести ревизию духовных академий с тем, чтобы выявить все положительные и отрицательные стороны нового устава. Владыка Макарий в 1874 г. провел ревизию Киевской и Казанской духовных академий, в 1875 г. Санкт-Петербургской и Московской. По итогам ревизии составлялся подробный отчет о состоянии каждой из четырех высших богословских школ. В данной публикации представлен отчет о ревизии Санкт-Петербургской духовной академии. Оригинал отчета хранится в Российском государственном историческом архиве (РГИА. Ф. 802. Оп. 9. 1874 г. Д. 7. Л. 25-45). Отчет состоит из четырех частей. В первом разделе ревизор дает характеристики членам профессорско-преподавательского состава. Во второй части рассматриваются учебные успехи и быт студентов. Третья посвящена академической библиотеке. В четвертой анализируется деятельность Совета и Правления академии, ответственных за учебную и хозяйственную сферы академической жизни. Данный документ интересен не только в контексте проводившейся реформы высшего богословского образования, но имеет большую ценность и для изучения истории столичной академии в эпоху Великих реформ., Te new bylaws for theological academies were adopted in 1869, and they played an important role in the development of theological education and ecclesiastical sciences in Russia in the second half of the 19th century. In 1874, the Holy Governing Synod appointed Archbishop Macarius (Bulgakov) of Lithuania to carry out a review of the theological academies in order to establish positive and negative aspects of the new bylaws. In 1874, Archbishop Macarius carried out reviews of the Kiev and Kazan Teological Academies and in 1875 of the St. Petersburg and Moscow Academies. He authored a detailed report on the state of each of the four higher schools of theological education. Te report on his review of St. Petersburg Teological Academy is presented here. Te original has been preserved in the Russian State Historical Archives (RGIA. f. 802. sec. 9. 1874 file 7. pp. 25-45). Te report consists of four parts. In the first part, the author reviews the achievements of professors and instructors. In the second part, he describes the educational process and the living conditions of students. Te third part is devoted to the Academy’s library. Te fourth part reviews the activities of the Academy’s governing board, responsible for its academic and financial governance. Tis document is interesting not only in the context of the reforms of higher theological education in Russia, but also as a source for the history of St. Petersburg Teological Academy during the era of the Great Reforms

In October 2010, the Government of Madhya Pradesh hosted, with World Bank technical advice, a Conference on higher education reform in the State. The Governor, the Chief Minister and the Minister of Higher Education all addressed the Conference and about 150 people attended the event. Subsequently, four regional Conclaves were organized, in which a total of more than 400 people participated, representing the leadership, administrators, faculty and students at universities and colleges across the State. This represents an impressive outreach to the sector stakeholders. This report is written on the cusp of the publication of the Government of India s 12th Five Year Plan. The indications are that the Government of India intends to push ahead with some significant reforms in the higher education sector. Of particular significance for this report is the emphasis, for the first time, on the need to support the improvement of State universities and colleges. The objective of this report is to provide policy makers in Madhya Pradesh with a menu of options for improving the equity, governance and financing of the higher education system in the State. Though the primary audience is policy makers, this report could serve as part of the continued dialogue with the higher education sector on the direction for reform.

В статье определяется оптимальное сочетание компетенции руководителя и органов управления научным, учебным, кадровым и хозяйственным секторами учебного заведения. The paper determines the optimal combination of competence head and controls the scientific, educational, personnel and economic sectors of the institution. В статье определяется оптимальное сочетание компетенции руководителя и органов управления научным, учебным, кадровым и хозяйственным секторами учебного заведения.