The article presents the results of the analysis of possible mechanisms of conjugation between the higher education sphere and labor market in the context of various educational models. The liberal, professional and mixed educational models are used for the identification of optimal conditions for conjugation between the higher education system and labor sphere. In addition, these educational models are used for detection of essential differences in the educational system’s response to the requirement of compliance of educational standards to professional standards. The analysis of these components of the considered educational models has revealed the additional requirements. The implementation of these requirements is necessary for the formation of more effective mechanisms, which allow for educational management and conjugation of the higher education system with the labor sphere. It is shown that the erroneous identification of the educational model is associated with certain risks. These risks include the discrepancy between the choice of the educational model and the priorities of the state educational policy; underestimation of the influence of the features of the economic structure of the country and the mechanisms of the labor sphere formation on the higher education system; overstatement of the possibilities of the educational model for the successful solution of the problems of accessibility, quality and efficiency of higher education. The discrepancy between the choice of the definite educational model and the current educational reality can generate destructive trends in the system of higher education.

The purpose of the article is to assess the level of involvement of faculty, postgraduate students and students in research work of department and to suggest mechanisms for enhancing their participation in research on the basis of monitoring the activities of heads of departments. Methodical approaches. The object of the study were 350 heads of departments of 24 higher educational institutions in different regions of Russia. Subject of research – the level of involvement of faculty, postgraduate students and students in the research work of university departments. For monitoring, a special questionnaire was proposed to the department heads. Results. The results of the monitoring of the organization of research work in Russian universities have shown that over the past ten years, the research activities of faculty, postgraduate students and students have increased significantly. This is evidenced by the growing number of departments whose faculty regularly engage in research work. Their number currently stands at 79,1% (in 2003 there were only 67,9% of such departments). The interviewed heads of departments noted that the main forms of faculty research are: the publication of scientific articles (92,3%), the publication of monographs (72,3%), participation in research (70,0%), preparation of applications for participation in grants and program competitions (62,6%). However, among the negative aspects of the organization of research work at the departments, the fact should be noted that 45,6% of the surveyed department heads hardly find time for research work with students, and 3,6% do not conduct any research with students at all. The mechanisms of activating the involvement of faculty, postgraduate students and students in the effective research work of the department are proposed, such as: the organization of scientific seminars for faculty; postgraduate seminars (Schools of young scientists for postgraduate students, as well as for master’s and undergraduate students within the framework of student self-government structures); increased participation of faculty in grant competitions and in contracting with enterprises; increasing of faculty publication activity due to the preparation of monographs and scientific articles and participation in scientific conferences; intensification of students’ research work (scientific circles, participation in contests and conferences, publications). The use of the proposed mechanisms for managing the research work of the department will help to enhance the publication activity of faculty, encourage the development of extracurricular work with students; increase the number of grants won and research conducted.

The article examines the relationship between the theoretical categories “quality of education” and “competitiveness of education”, as applied to educational activities of higher educational institutions. Based on a review of the scientific literature, the author adduces the examples of the opposition and mixing of the quality and competitiveness of education. The quality of education and its competitiveness are characterized as fundamental values that are the objects of analysis and evaluation in the university management system. The author’s definition of the competitiveness of educational organization as a feature reflecting the relative superiority over rivals at the pre-active stage is proposed. The author considers the relationship of competitiveness and quality of education by highlighting the methods and indicators of their evaluation and analysis in the intra-university management system. The mutual dependence of the quality and competitiveness of education is manifested in the formulation of indicators and methods for their evaluation. Assessment of the competitiveness of education and evaluation of its quality have a methodological commonality – using assessment approaches based on the “resource” and the “resultant” methodology. It has been proved that when evaluating the competitiveness of education, the results of educational activities should be taken into account, and using only an approach focusing on the resources of educational activities to assess the competitiveness of education will make such an assessment incomplete. The “quality” – “competitiveness” matrix built by the author allows to reveal four types of universities.

The article considers the city from the point of view of its educational potential and in the categories of educational space, approaching the main cultural and historical forms of the city as educational institutions. With this review, at least three focus points are retained: 1) Consideration of the city space and its infrastructure as an educational space and educational infrastructure that are not reducible to usual school and university (the latter should also be culturally and historically distributed, showing their basic etymons and missions); 2) Consideration of education as an institution of educational and, more broadly, anthropological practices of the development and formation of a person, and not as a disciplinary institution and matrix; 3) Consideration of the repertoire of anthropological practices development as a practice unfolding in urban space. It is shown that these three foci act as mirrors directed at each other, mirroring and showing each other mutual potential and mutual scarcity, the need for each other. The actual wealth (thesaurus) of the urban space depends on the density, frequency and variety of connections between these areas. Next, we look at specific cultural and historical forms, such as the Temple, School, Museum, University, etc., which constitute the basic infrastructure nodes of the city space itself. These cultural institutions are considered not so much from the point of view of their internal tasks, but from the position of their place in the city, in the urban space, with regard to their place and role as special educational nodes-institutions in this space. Further, the urban space is considered in the categories of the campus city, in which this space is linked by different anthropological practices repertoires.

Happiness is a universal category that describes processes of human existence. Getting education, acquiring knowledge is an important process of personal and civic development. The research problem posed in the article: is it possible to feel happiness and pleasure during the process of learning? The authors analyze this problem from the theoretical positions of philosophy, axiology, and sociology of culture. Overview of the theories and techniques of happiness reveals the methodical helplessness and invalidity of Humanities in relation to the research of happiness as a natural right of a man. The authors believe that the formulation and justification of the category of “feeling”, and its introduction into the scientific terminology of social studies and Humanities are in demand in modern scientific practice. Modern pedagogical practice, which is limited by standards and instructions, is far from being a happy process of acquiring knowledge and self-disclosure by a student and a teacher. It does not only involve the release of feelings, but also poses threat to the social order by violating the social position of the status of the “teacher – student” interaction, “freezing” the meanings of the process of social inheritance due to the requirements of conformity with performance indicators, thus transferring the educational process from the domain of culture onto the plane of market relations. Value of knowledge is included into the axiological system of society and does not need to be evaluated. To realize the value potential of knowledge means to create conditions for happy interaction of the main participants of this process – the carriers of the “teacher” and “pupil” statuses, but not to control the amount of this process. Knowledge may have terminal and instrumental meanings, but its main purpose is to serve the formation of personality, and not to serve the existence and needs of controllers.

Faith and understanding are in a complex relationship with each other; they are living in their own way in the depths of every developed human consciousness. I believe in something and I understand something, but I do not understand everything I believe in, but sometimes I believe in something I don’t understand at all. Add the problem of proof to this. Not all that we believe in can be supported by proof. Relationship of faith, understanding and proof are designated as “intimate” by the author of the article because they are immersed in the depth of consciousness of each of the individual characters-personalities. Thus, it is proposed to call “faith” a certain directed state of the psyche, subordinate not to the dictatorship of external influences but to the internal intentions of the personality determining one of the directions of his inner world. “Understanding” is the ability, the skill of consciousness to establish a causal relationship placing the “phenomenon” in the frame of one of the existing pictures of the world or creating a new one. “Understanding” can also be attributed to the inner world of another person. Do you understand me…“Proof” is the ability to confirm something with certain constructions: arguments and theories, including axioms that do not require proof. The article expands on the content of the entire designated triad, but, most of all, the author pays attention to the questions of faith. Faith is mentioned in the article, above all, in connection with the theory and practice of religions, but faith, the author believes, is present even in the most rigorous sciences. The most common, characteristic case is the belief in the semantic ability of mathematics. One can also call the judgment of faith in a sufficiently finite number of expert checks to finally confirm the law relating to an infinite (in potency) number of cases. As a result of the movement on the topic, the author comes to the thought of immersing himself in the inner world of the individual. He immerses and imagines it both as an intimate property of the personality, and as the thing capable of covering outer space with the thought. My world is a gift from Heaven or Nature. Whose exactly is a matter of faith.

The article reveals the potential for the integration of mathematics education and gaming activities in the formation of professional competencies of a future teacher. The disclosure of a wider range of possibilities for the interdisciplinary integration of mathematical knowledge and chess skills in the context of setting and selecting goals for solving mathematical problems on a chessboard seems to be very relevant for teaching students. A modern professional is constantly faced with the need to change and select goals, search for the optimal way out in conditions of pedagogical uncertainty and pedagogical risk. An important condition for its self-realization in pedagogical activity is goal-setting. Goal-setting as a choice or resolution of uncertainty in a plurality of alternatives involves understanding by learners of their own existential essence with subsequent creative actions. Knowledge of the mechanisms of goal-setting is necessary both for assessing by a teacher his/her own activities (level of universal competencies – critical thinking, self-organization and selfdevelopment), and the activities of students (level of general professional competencies – monitoring and evaluation of educational results). Therefore, the authors propose to study the features of goal-setting with a plurality of alternatives during the process of training bachelors and masters majoring in pedagogy within the disciplines of the methodical module. The goal of the article is to theoretically substantiate, develop and implement the technology of integrative teaching mathematics on the basis of chess game with the actualization of the phenomenon of a plurality of goal-setting as an effective mechanism of content modernization in training programs of future math teachers. The main result of the research we consider the developed integrative technology of teaching mathematics on the basis of solving problems on a chessboard with the actualization of the phenomenon of goal setting plurality. To implement the technology, a holistic, hierarchical complex of multi-stage math problems on the chessboard has been composed, which encourages students to master not only various methods (combinatorial, probabilistic, graph and set theory, mathematical and computer modeling), but also to develop the basic qualities of personality, such as creativity, reflection of one’s own choice, creative independence, motivation. The materials of the article are of scientific and practical value for researches in the field of math teaching methods, psychology, and pedagogy and accounting for them in the adjustment of programs and curricula in pedagogical universities.

The study first examines the concept of digital quality management in higher education, and is aimed at featuring the theoretical justification and practical implementation of digital quality management of education at the university level. A fundamental difference between digital quality management and traditional quality management is shown. The authors present and describe the features and advantages of the developed technology of interactive intellectual environment, which is the basis of digital management. The functionality of quality management in higher education is revealed on the basis of a participative synergistic approach. The practical significance of the study lies in the introduction of an interactive intellectual environment into the higher education system, which enables the effective digital management of the quality of education. The main results comprise building an individual learning trajectory, depending on the diagnosed abilities and intelligence of each student, as well as conditioning students’ research competencies as a means of improving the quality of higher education. Further development of this topic is seen in the study of the cultural aspects of interaction in the educational process, implemented in digital management.

Military institutions are traditionally focused on the implementation of the classical, narrow form of educational development of professional knowledge and skills of cadets. In modern conditions, a transition is taking place to a broad system of professional development that determines the formation of a wide range of professional potential of future officers, the development of not only narrow professional knowledge and skills, but also potential abilities for active creativity, motivation for systematic collection, processing and use of new informational data. To study the factors of inhibition of the educational process in the modern military institute, the results of the sociological research “Social and Labor Development in the Assessments of Cadets of the Saratov Military Institute” are analyzed. This analysis shows that military vocational training is characterized by informational isolation, rigid administrative organizational educational culture. The latter leads to a discrepancy between the formally stated and necessary, as well as the actually emerging creative potential of cadets (graduates) of Russia’s military institutions. The military institute lacks free access to Internet resources, a significant part of the information flow of the external social environment. Administrative technologies of interaction between the teacher and the students prevail, there are no favorable conditions for creative self-realization, complex development of creative projects, self-development of the intellectual potential of cadets, the practice of including cadets in the system of tactical management and self-management, organizing their own leisure time is limited. In this regard, changes are necessary in two directions: 1) providing organizational and informational conditions and opportunities for the creative implementation of students, as well as stimulating creative educational, scientific, and self-governing leisure activities of cadets; 2) the formation of organizational structures that purposefully support and organize innovative, managerial and selfgoverning activities of cadets. It is necessary to form innovative values of the educational process, the creative interaction of students with teachers. It is important to focus the educational and scientific-educational process on the processing and formation of new knowledge, on the activation of the innovative potential of cadets, that is, on the development of abilities to implement innovations that ensure a qualitative increase in the effectiveness of the military-professional activity of actors.

The article examines such forms of educational cooperation between Russia and China as participation in the activities of the SCO and BRICS Network Universities and the creation of joint educational institutions. The authors have carried out an analysis of educational models of the SCO University and determined the role of the basic Russian and Chinese universities in the implementation of the priority areas of training specialists for the SCO member countries. Educational models, priority training areas planned for implementation at the BRICS Network University, as well as the universities – members of the BRICS branch of the Russian and Chinese sides have been described. The paper dwells on the issue of joint educational institutions in China: the definition of joint institutions used in Chinese regulatory documents has been given, a statistical analysis has been carried out of China’s joint institutions created together with foreign universities. The educational models of four joint educational institutions of Russia and China operating on the territory of the People’s Republic of China are studied. The conclusion was made about the role of Russia and China in the development of the world educational space and the prospects for cooperation between the two countries in creating joint educational institutions.

The idea of providing additional assistance and support to international students is being widely popularized in the global scientific community. This is due to the fact that the number of these students is constantly increasing and they have to encounter numerous problems. There are three main areas of international students’ assistance: didactic assistance focused on the learning process; psychological assistance as the prevention and solution of psychological and emotional problems; sociocultural assistance dealing with adaptation to new environment. This article presents the results of the study directed by the following research questions: whether university teachers are involved in assisting international students, what strategies they prioritize, and what categories of teachers are more focused on providing assistance. The group survey covering 24.2% of teachers of the Interstate Educational Institution of Higher Education “Belarusian-Russian University” resulted in the following conclusions. 1. Most of university teachers are aware of international students’ problems and provide them with additional assistance and support. 2. Teachers with little pedagogical experience, female respondents, and teachers without a scientific degree are more actively involved in assisting international students. 3. The most popular strategies of didactic assistance were explaining details of students’ self-directed work, using lecture presentations and encouraging participation in individual consultations. 4. In order to psychologically support international students, teachers strive to tolerate their speech errors, help them in speaking and create a positive atmosphere in the class. 5. Within the framework of sociocultural assistance, teachers may give students the opportunity to present their homeland, encourage intercultural communication in seminars and workshops, and speak about the country of study.

The development of electronic study guides (ESG) for Bachelor’s disciplines enables to reduce procurement costs for print library collections. Posting of ESGs on the University Internet resources will provide their accessibility and usability, so the subject is topical. The article analyzes the experience of developing electronic study guides for the disciplines of basic professional bachelor’s degree programs in various universities and reviews the literature on this subject. The main features that distinguish ESG from paper teaching materials are the following: multimedia presentation of information, interactivity, dynamic content. In addition, remote interaction between a teacher and students in forums or video conferences is possible, depending on the format of the ESG. Furthermore, ESG allows one to remotely monitor the completeness and timeliness of the study of certain topics of the discipline, unlike other types of educational and methodological support. The implementation of the ESG makes it possible to maintain control in two forms: internal and external. There are also such criteria for assessing the quality of ESG as: proportion in ensuring the total volume of discipline, proportion in ensuring the self-directed student work, quality of design, the effectiveness of multimedia, adaptability, level of remote access. The result of the analysis was the development of requirements for the ESG design for the discipline «Structure and calculation of engines». This discipline includes the basics of structure and calculation elements and systems of internal combustion engines and the processes occurring in them. In Perm National Research Polytechnic University, according to the curriculum, the discipline is studied for 2 semesters; the labor intensity is 7 credits. Classroom lessons consist of lectures, laboratory and practical classes, additionally, coursework was provided. The difficulty of organizing and maintaining a laboratory in working condition is due to high labor and material costs for fuels and lubricants, electricity, forced-air ventilation, maintenance and repair of internal combustion engines, etc. In this regard, it is relevant to use simulation methods and create virtual laboratory benches to determine the characteristics of the internal combustion engine. These benches may be considered as an alternative to field experiments and stands. As a result of the generalization experience, it was possible to draw up general requirements to the structure and content of the ESG and to provide recommendations on the development of ESGs taking into account the specifics of applied bachelor’s programs.

The modern educational space is characterized by its gradual digitalization and inclusion of electronic educational platforms not only in distance education, but also in online interaction between a teacher and a full-time student. Moreover, students devote more time to learning on their own. In such conditions, teachers spend more time on developing and providing electronic teaching materials, which means changes in the requirements for the teacher’s information literacy. It is getting more important to look for the most effective methods of teaching, the ways of providing information and material. Moreover, it is necessary to create a natural learning environment in the conditions of digitalization, which provides for productive activities, the development of a student’s personality, and cognitive processes. Methodologists try to obtain traditional results from online interaction. Modern universities often use electronic educational platforms where teachers can provide their courses supplementing the classroom work. The success of such teaching combined with computer technologies will largely depend on the teacher’s ability and willingness to use the Internet. This article is devoted to a foreign language teacher’s professiogram in the conditions of digitalization of the educational process and a wide use of electronic educational platforms. We will focus on the teacher’s professional competence, which allows to organize online interaction between teachers and students and to promote e-learning.

The article is a response to Professor Dorotа Klus-Stańskа’s scholarly-methodological book published in Poland. It deals with the analysis of the current didactic situation in the East-European region in the recent decades of the 21st century. The author has presented this situation as a diversified field of various didactic discourses, in which students’ orientation is considered as a priority pedagogical objective. The review points out the problems that are in place in the practice of written academic text, which is supposed to expose educational designs of diverse quality, as well as didactic inventions by the author experimenting in the field of designing academic texts for higher school. This article identifies the specifics of the author’s textual techniques, such as contextualization of the languages described, their linguistic deconstruction, and inter-textual exposition of didactic narratives.

The following text is a response to the publication of the journal in the rubric “Philosophy and history of science”. This text is called “Small Reviews”. Why? First of all, because the author has not set the task of a comprehensive analysis of publications. The text focuses on the pedagogical pragmatics of the peer-reviewed articles. In D.G. Ryndin’s article the author was attracted by that part, where the pedagogical practice of M.K. Mamardashvili was analyzed. Assessing the article of D.G. Ryndin as a whole positively, the reviewer believes that the author failed to convincingly show the poetics of philosophical speech and the fundamental relationship between the content and form of philosophizing and adduces her arguments for such an assessment. In the article devoted to the epistemological crisis of the subject, the reviewer has found many sources for pedagogical reflection and formulated them in the form of several provisions that should obviously be guided by each teacher. The reviewer believes that if the authors gave due consideration to the pedagogical theory and pedagogical characteristics of the subject, they would have enriched the their ideas about the crisis of education, its causes and consequences.