Genesis of the suvorovsk education or where is the state man prepared today?

the review article presents a historical and pedagogical retrospective of Suvorov military education in educational organizations of the Ministry of Internal Affairs of Russia from the 40s of the XX century to the present, identifies problems and trends in the training of pupils of the Suvorov military schools of the Ministry of Internal Affairs of Russia, defines the essence of professional orientation of graduates-Suvorov service in the internal affairs bodies of the Russian Federation. The genesis of Suvorov education from the depths of cadet training and upbringing, the state and social nature of Suvorov education: the preparation of a statesman and the care of orphans of the dead servicemen and employees of internal affairs bodies. It has been determined that the Suvv military schools exercise the individual's right to choose an individual educational trajectory, on the one hand, and are obliged to fulfill the state order for training personnel for the activities of the internal affairs bodies of the Russian Federation, on the other. Such dualism gives rise to the contradictory interpretation of constitutional norms associated with the right of a citizen to choose not only the direction of education, but also the direction of professional activity.

Aspects regarding Bullying, Cyberbullying in the Future Work and Digital education

Context: Digital education is the future of education? The COVID'19 pandemic has certainly affected everyone's lives. Our study started with conceptual definitions like Bullying, Workplace bullying, Cyberbullying. Methodology: Starting from the analysis of the lack of digital skills of trainers and beneficiaries with the help of the SELFIE tool, based on the Framework for digitally competent educational organizations the results are presented. In the first part we have the report with the answers of 87 teachers from Romania, Austria, Poland, Cyprus, Italy and Portugal at SELFIE Questionnaire for Teacher. In the second part we have analyses the answers of 26 leaders, 256 teachers and 1061 students at SELFIE Questionnaire-all levels from Romania and Italy. Contributions: The results of the questionnaires were analyzed and were the basis for writing a Future Work Manual, one Tool Kit and one Mobile App Future Word. How teachers and students will be prepared for the future is essential. Studies have shown that bullying and cyberbullying affect the health of victims. Future As bullying in the workplace or in the classroom is increasingly found in the virtual world in the form of cyberbullying, so are today's students, tomorrow's workers must cope with the changes in digital education.

The Aquaponic Ecosystem Study as a Base of Applied Research in Bioinformatics

This article is an enhancement of the authors chapter "Critical Review about Aquaponics is non-boring sciences, as a base of competence" about conceptual platform for the work of a network of regional experimental sites that work out various aspects of the implementation of design and research activities in the study of aquaponics.The chapter contains a description of the experience of creating a new component of the regional education system "Aquaponics in Education", the construction of the content of education in the educational organization, taking into account the new component; Designing a unified network of interaction between educational organizations of various types for the implementation of the author's experimental program "The Academy of non – boring Sciences. Aquaponics ". Methodical recommendations on the inclusion of innovative equipment Fish Plant Family Unit and Fish Plant Production in the educational system, the direction of design and research activities of students in the field of aquaponics are proposed.

Global and national tracks of mobility of graduates of educational institutions in Russia

Introduction. Involvement in global information flows, holding major international events in Russia, focusing on interaction with foreign universities and partners creates conditions for the formation of modern youth's focus on the global track of mobility – admission to educational organizations of foreign countries. At the same time, role and quality of education in Russia in the global market are increasing through the development of Russian education, internationalization and networking of universities. Such tendencies to increase mobility in education naturally require a study of the prevalence of the ideas of mobility in general and in certain areas among schoolchildren and university students. The aim of the study is to reveal the prevalence of the ideas of mobility (potential mobility), both within Russia and abroad, among graduates of educational institutions (at different levels). Materials and research methods. The study involved 1136 graduates of educational institutions in Ekaterinburg, of which 30% are graduates of secondary schools, lyceums and gymnasiums, 60% are graduates of bachelor's degrees from 4 universities, and 10% are graduates of master's degree from 3 universities. Research results. A study conducted in 2020–2021 indicated the following trends: the higher the level of education, the higher the value of the educational environment in the country of residence, the more broadly represented the national track of mobility (schoolchildren – 46%, bachelors – 51%, masters – 54%). Among the global market of educational services for all graduates of educational institutions in Russia, priority is given to Europe. Among bachelors, there are more of those who are confident that they can find the desired job in Russia (21%) than in another country. Master students are more confident in the possibilities of working in their specialty in Russia (36%). The older the graduate becomes, the more rational motives prevail in the track of mobility. Conclusion. The study of potential mobility allows us to conclude that the predominance of the national track of mobility is directly proportional to growing up, the older the respondent, the more rationally he approaches the choice of a further place of study and residence, taking into account the possibilities, both intellectual and financial. Thus, it becomes obvious why sufficiently high figures of potential mobility do not become as high indicators of real educational and labor emigrations.

INDICATIVE APPROACH AS A MEANS OF INFLUENCING THE CORPORATE CULTURE OF AN EDUCATIONAL ORGANIZATION ON THE FORMATION OF THE PROFESSIONAL IDENTITY OF TEACHERS

The problem considered in this article is to determine the role of the corporate culture of educational organizations in the process of forming the professional identity of teachers. Emphasis is placed on the indicative approach, within the framework of which the potential of teachers is supported; detection by teachers of their own problems and giving them a developmental character by turning the problem into a task of activity. It has been determined that the indicative approach brings closer to understanding the mechanisms of formation of new subjective qualities of teachers in the process of putting forward and achieving goals at the stages of mastering certain types of activities, as a result, the development of the fragmentary experience of teachers into a stable motivation for professional improvement in the process of collective activity.

Management of Astrakhan region development in conditions of digital economy formation

Digitalization of all spheres of the economy and social relations in the country sets the vector of changes in the management of regional economies. Having analyzed the most important directions for the domestic economy, enshrined in the national program Digital Economy of the Russian Federation, the absence of any significant references to the regions as subjects of the digital economy was revealed. It has been stated that for the effective transition to a digital economy the regions should independently develop and implement regional projects taking into account the risks of lagging behind, the potential of the region and available resources. There are considered the opportunities and threats for the regional economies during the transition to the digital economy. The analysis of the role of the state and regions in the formation of the digital economy is carried out. Examples of complex programs and concepts for the development of the digital economy in the regions of Russia are given, the main trends in the implementation of regional digital initiatives are listed. Structural changes in the economy are based on the internal technological and organizational modernization ensuring an increase in the efficiency of economic entities. The priority directions of digitalization of the most important industries and spheres for the Astrakhan region - agriculture, healthcare and city management - are substantiated. For the effective implementation of measures for the transition to the digital economy, it is proposed to create educational pools, taking into account the scientific and educational potential of the region. The formation of educational pools will increase the competitiveness of scientific institutions and educational organizations of region within the framework of training specialists in the above-mentioned industries and spheres.

Current Problems of Preventing Aggressive Behavior in the Educational Environment: A Case Study of Three Schools in the Russian Countryside

Among the most acute socio-pedagogical problems facing the modern Russian school is the increasing number of aggressive manifestations in the educational environment. This situation actualizes the schools need for the prevention and correction of aggressive behavior. The article presents the results of a socio-pedagogical research, the purpose of which was to identify the types and forms of aggressive behavior in the educational environment and to explore the current state of preventive work. The study was conducted by the Institute for the Study of Childhood, Family and Upbringing in July 2021 in the form of a questionnaire survey of directors of educational organizations. The methodology of the research included a socio-pedagogical analysis of situations of aggressive manifestations among students, teachers and parents; study of social, environmental, family and personal factors of aggressive behavior; and identification of mechanisms for preventing aggressive behavior in the educational environment. The results are presented in the format of socio-psychological portraits of three schools located in the countryside, which are prominent representatives of Russian rural society. The study made it possible to draw the following main conclusions: (1) preventive work becomes an independent type of pedagogical work; (2) cyber-aggression, which was actively manifested during the period of distance learning and now requires comprehensive preventive work with students, teachers, and parents, is an over-pressing problem for educational organizations; (3) todays school is faced with the urgent task of developing and implementing programs for the prevention and correction of aggressive behavior. The ideas presented in the article can be used in the practice of educational organizations of different types.

MANAGEMENT OF EDUCATIONAL ORGANIZATIONS: MAIN IDEAS, FUNCTIONS, FEATURES

The organizational culture of an educational institution should be considered because of the management of a higher education institution, the real relations and positions existing in it. It is characterized by levels of differentiation (division of responsibilities) and ensuring the cohesion of staff (integration), and thus cooperation focused on achieving the goal, which is an indicator of the successful functioning of the educational institution. Organizational culture is defined as a set of norms, values, rules, models of communication that are shared by all employees. The level of development of organizational culture is crucial in ensuring the quality of the educational institution, its efficiency. Solving the problem of developing the organizational culture of the educational institution is an important task of its head. The system-forming factor of university culture can be the core idea or principle, which is mandatory for all research and teaching staff and is manifested in all aspects of the life of the educational institution. At the present stage of development of educational organizations there are distortions - in the hierarchy of goals the leading place is given not to a specific goal, but to receive income from educational activities. This trend is manifested not only in the activities of private educational institutions, but also public ones. Personnel policy of medical institutions of higher education is to focus the way of such educational institutions on ethical goals, liberalism and tolerance, great humanity, the pursuit of justice, independence and individuality, the correct principle of their action and counteraction, self-affirmation, building hierarchy, power, obtaining information and communication, the desire to form social contacts, free expression of opinion, the social benefits of labor and democracy, the desire for security. Ethics is based on norms and principles that determine the behavior of ordinary employees and leaders of educational organizations in relation to society, other organizations, and groups, in relations with each other. Ethical norms outline common values and ethical rules that must be followed by employees of higher education institutions. Ethics rules are created to define the goals of educational organizations, their description, create a favorable ethical atmosphere and outline ethical recommendations in decision-making. Self-respecting educational organizations, that is, for which public opinion about decency and honesty is more important than the desire to increase their profits, define and oblige their employees to adhere to ethical norms. Many educational organizations that value their name now have codes of ethics and guidelines. It helps employees and managers to act and make decisions based on the analysis of ethical standards. Today, the manager in his daily work systematically deals not only with compliance with laws governing educational activities, but also with compliance with ethical requirements that increase the level of responsibility to the environment and society, which is especially important for medical institutions of higher education.

FORMATION OF MOTIVES OF EDUCATIONAL ACTIVITY AS ONE OF THE CONDITIONS FOR SUCCESSFUL SELF-ORGANIZATION OF STUDENTS FROM CADET SCHOOLS AND MARIINSKY FEMALE GYMNASIUMS OF THE KRASNOYARSK TERRITORY

Statement of the problem. Article presents an overview of theoretical positions and studies devoted to the formation of students’ motivation, considered as certain human actions aimed at achieving a goal, as well as being one of the conditions for successful self-organization. The purpose of the article is to characterize the features of the motives of educational activity among students from cadet schools and Mariinsky female gymnasiums, depending on the level of self-organization. Research methodology. Theoretical and methodological basis of research includes the following approaches: a systematic approach: the principle of consistency, the principle of development (L.I. Antsyferova, B.A. Drummers, I.V. Blauberg, B.F. Lomov, E.G. Yudin, etc.), activity-based approach: the principle of determinism, the principle of unity of consciousness and activity (K.A. Abulkhanova, A.G. Asmolov, L.S. Vygotsky, A.N. Leontiev, V.D. Shadrikov, etc.), and subject-developmental approach: the principle of balance between individual and the public (a. Adler, A. Maslow, K. Rogers, K.A. Abulkhanova, S.L. Rubinstein, E.A. Sergienko, L.V. Slobodchikov, etc.). The study involved 920 students of the cadet and female gymnasium education system of the Krasnoyarsk Territory aged 12 to 17. The research was based on the regional state educational organizations with the specialized name “cadet (sea cadet) corps” and the regional state educational organizations of the Mariinsky female gymnasium, as well as the regional state autonomous educational institution “Regional boarding school for work with gifted children “Cosmonautics School”. We used the following for diagnostics: the “Methodology for diagnosing the type of school motivation” in high school students by E. Lepeshova, and “Methodology for diagnosing personal time disorganizers” by O.V. Kuzmina. Statistical data processing included comparison of samples and analysis of the interdependence of features. To compare the samples, the Mann Whitney U-test was used, the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The key reasons leading to unproductive organization of the activity of students in cadet schools and Mariinsky gymnasiums are emotional tension and emotional apathy. Organizational disorganizers associated with the lack of skills in planning, setting priorities, ability to work on one problem for a long time, desire to postpone duties. Internal motives of learning related with knowledge, self-development, self-realization are noted in a small number of students. There is a high level of motivation associated with awareness of social need for education, prestige of education in a family, with approval of parents. The motives associated with the approval of teachers, classmates, and the prestige of studying in the classroom are mostly presented at a low level. The value-semantic disorganizers of time and emotional apathy have direct interrelationships in all other parameters of personal disorganizers. Conclusion. Understanding the interrelationships of the parameters of personal time disorganizers and the key motives of adolescents will increase the overall level of self-organization among students and help competently organize psychological work during the educational process in closed educational institutions.

The Attitude of Teachers to the Norm-Creating in the Field of School Upbringing (Case of Russia, Kazakhstan and Kyrgyzstan)

Introduction. After the collapse of the Soviet Union, new independent states began to develop their own approaches to education based on national and confessional traditions. It was reflected in new norms, regulating their educational systems. The study of these norms and the process of their creation, the role of teachers and other stakeholders in this process help to evaluate educational activities at secondary schools. Materials and Methods. The expert survey of practicing teachers who work in general education organizations was conducted between December 2020 and May 2021. 268 educators from Russia, Kazakhstan and Kyrgyzstan answered the questions of the survey. The materials of the study were the norms of the Constitutions, laws on education of Russia, Kazakhstan and Kyrgyzstan; methodological recommendations on education issues, developed by national academies of education; codes of pedagogical ethics; regulatory documents of religious organizations. Results. Experts in Kyrgyzstan and Kazakhstan have demonstrated the need for legal norms governing the organization of the upbringing process. The assessment by Russian experts of the existing norms of national legislation showed that they generate excessive bureaucratization of the process, limiting the creative potential of teachers. Most experts in all three countries question the validity of professional codes of ethics. Assessing the norm-making potential of various stakeholders, Russian respondents put the state to the first place along with the pedagogical community, while Kazakh and Kyrgyz experts give priority to the pedagogical community and educational organizations. However, only teachers of Kazakhstan see real opportunities for participation in rule-making processes. Discussion and Conclusion. There are cross-country differences in assessing the quality of specific norms and the norm-making potential of school teachers. The main problems faced by experts in the implementation of educational activities (bureaucratization, limitation of creative potential, absence of time) are outlined.