Basic Education Program Research Articles

The State and Prospects of Development of the Ethnocultural Historical Component in the System of General Education of the Kabardino-Balkar Republic

The article examines the development of the historical component of ethno-cultural education in the vector of updating the educational strategy, the introduction of the Federal State Educational Standard and Federal Educational Programs. The ethnocultural component of historical education is considered on the example of activities in the general education system of the Kabardino-Balkarian Republic. Considering the fact that from September 1, 2023, all schools in the country are switching to new federal basic educational programs (FOP), in which it is possible to allocate hours to the part formed by participants in educational relations, it is relevant to consider the possibility of allocating hours to ethno-cultural subjects. The realization of ethno-cultural interests is one of the key tasks of the updated Federal Educational Standards. Thus, the theses of the normative documents of the educational strategy of the state confirm the current research topic. The study presents options for the implementation of objects of ethno-cultural historical orientation. In the region, they are represented by 2 subjects: «History of the Kabardino-Balkarian Republic» and «Culture of the peoples of the Kabardino-Balkarian Republic». During the study of this topic, a survey was conducted on the options for teaching ethno-cultural subjects in all educational institutions of the Kabardino-Balkarian Republic. As a result, both strengths and weaknesses were identified in the implementation of the strategy of ethno-cultural education in the general education system of the KBR. For example, the strengths include the fact that a full-scale work is being carried out in the republic to update the teaching materials in ethno-cultural subjects. The deficits include the fact that in some schools ethno-cultural subjects are not included either in the curricula or integrated into the work programs for the subject «History of Russia». The identified deficiencies allow us to formulate a number of recommendations for their elimination.

METHODOLOGY OF ORGANIZATION OF PROFESSIONAL ACTIVITY OF TEACHERS TO IMPROVE THE SKILLS OF FORMATION OF FUNCTIONAL LITERACY OF STUDENTS

The scientifi c and theoretical article deals with the currently relevant problem of the methodology of organizing the professional activities of teachers to improve the skills of forming functional literacy of students. The formation of functional literacy of students remains a priority in the work of teachers. It is suggested that ensuring the improvement of the teacher’s competencies in the fi eld of the formation of functional literacy of students is due to changes in legislative documents in the fi eld of education of the Russian Federation, namely, in strengthening and specifying the achievement of educational results of students in terms of the formation of meta-subject competencies in the development of the basic educational program. The achievement of the demanded results of the educational process correlates with the level of professional skill of the teacher. The purpose of the article is to identify a certain set of components of the methodological system that allow improving the professional competencies of teachers. The presented methodological system includes a number of components, such as valuemotivational, ideological, cognitive and behavioral. Each component of the system carries certain functions and resources. The content analysis of the literature proves the relevance of the discussed research problem. The scientifi c novelty of the article lies in the presented methodological system of the organization of professional activity of teachers, the specifi cation of each component of the methodological system focused on the integration of professional and personal knowledge of teachers in the context of the formation of functional literacy of students. The theoretical signifi cance of the article lies in the fact that new prospects for the organization of methodological improvement of teaching staff are opening up. The practical signifi cance lies in the possibility of implementing a methodological system for organizing the professional activities of teachers within the framework of the system of professional development of teaching staff. The obtained theoretical results of the study may be in demand when developing additional professional training programs for teaching staff.

Land Snails at the Zoo: A Biodiverse Community with Conservation and Educational Potential

The combination of animals and plants in zoological gardens provides the opportunity for conservation within the grounds. An example is pollination gardens that support free-moving butterflies and bees. Pollination gardens and other areas with plants also support a wide range of other non-captive animals, including soil-associated invertebrates. This study targeted land snails, a species-rich group that links the brown decomposition food web and the plant-based web that is preyed upon by fireflies and birds, among others. A survey of 24 sites within the Oklahoma City Zoo and Botanical Garden revealed a diverse snail fauna of 23 species. The majority were native species but included 10 non-native species that are common regional urban species, likely introduced through the plant trade. No distributional pattern of snails was evident, probably because of the similar management scheme throughout the zoo. Snails and other observed soil-associated invertebrates (e.g., isopods, millipedes, and earthworms) support non-captive birds and other animals. Lightly managed areas with leaf litter and downed wood are especially conducive to snails and other soil-associated invertebrates and are nesting sites for bees. These communities can form conservation demonstration areas that can be the basis of educational programs, including outreach programs.

Digital tools for successful students’ business communication in non-linguistic higher education institutions

The article demonstrates ways of digital tools application for business interaction of students studying foreign languages in non-linguistic higher education institutions. The research rested on the principles of competence-based approach and ecosystem approach. The following investigating methods were used: the theoretical analysis of literature and empirical methods such as testing, pedagogical experiment, quantitative and qualitative analyzing results of the experiment. The purpose and algorithm of the work presented were determined by the main methodological principles of teaching a foreign language and the results planned in the Basic educational program of higher education of bachelor’s degree. The purpose of the study was to identify ways and methods of effective use of digital tools for developing business communication skills of students in non-linguistic universities. The possibilities of modern digital tools to provide successful students’ business communication s in the context of a foreign language environment were analyzed. The digital tools Miro, Nearpod, and Google Calendar were chosen for the work. The following statement was formulated. Methodically competent use of the digital tools would improve students’ skills to conduct a dialogue and create a monologue in a foreign language in accordance with the goals and conditions of business communication. The presented statement had been verified by empirical methods. The experimental and control groups of first-year undergraduate students were formed according to the level of their foreign language skills determined by the entrance testing. During the experiment, students were required to prepare and hold several conferences with presentations on certain issues, followed by discussions. Criteria were developed for evaluating monologues-presentations and subsequent discussions in the form of an exchange of dialogical statements. During the preparation and holding of conferences, the students of the experimental group used selected digital tools (Miro, Nearpod, Google Calendar). The students of the control group did not use these digital tools. As a result of the experiment, significant dynamics in the level of preparing and presenting the material among the students of the experimental group was noted. The obtained results allowed the authors to develop methodological algorithm for the effective use of digital tools in business interaction of students studying in non-linguistic higher education institutions

Most and Least Learned Competencies of Kindergarten Pupils in Sreya: Bases for Resource Materials Enhancement

The main focus of the study is 1) To know the profile of the kindergarten teachers 2)To know the percentage of kindergarteners who acquired school readiness 3)To know the least and most learned competencies of kindergartners 4)To determine the differences of students school readiness between teacher’s employment status, teacher’s educational background, and type of school. The country’s K-12 curriculum has become one of the most talked about issues not only within the Department of Education but across the nation, so to speak. Different programs, resource materials, teaching devices, activities, and training for teachers have been devised and are still being conducted in preparation for the full implementation of the said new curriculum. Under the K-12 curriculum, the Kindergarten program was added to the existing basic education program that the Deped utilizes. The main concern of the kindergarten program is the school readiness of the young learners. Learners must be physically, intellectually, and emotionally prepared before they enroll to formal education, since one the most common reasons for the early drop-outs of school-age children is lack of interest in learning. Cognizant of the fact that the main goal of the kindergarten program is the smooth transition from a play-based approach into formal education. The kindergarten curriculum was designed to cope with the needs of the young learners. Likewise aimed at ensuring the development of young children and that they enjoy their experiences in the kindergarten program, the thematic and play-based approaches to learning are utilized. Initially, the program was met with cynicism specifically from the community and some parents. They were hesitant to enroll their children in the kindergarten program, for they viewed this as just an additional grade level in the education of their children. The researcher identified the least and most learned competencies in the result of the School Readiness Year End Assessment (SReYA) and proposed a resource materials enhancement to address the least learned competencies of kindergarteners. The most learned competencies are recognition of shapes, problem-solving and counting numbers from 1-10 while the least learned competencies are listening comprehension, Identifying upper- and lower-case letters, letter-sound corresponded, and recognition of numbers. The researcher identified the differences of student’s school readiness in the result of the study. There is a significant difference to the school readiness of kindergarteners when grouped according to the employment status of teachers, length of service, educational background, and type of school. The researcher suggested additional activities to reinforce the development of the least learned competencies of kindergarteners Keywords: Assessment, Learning Competencies, Kindergarten, School Readiness

Конструирование заданий, направленных на формирование у младших школьников основ функциональной грамотности

The article examines personal, meta-subject and subject-specific results of students mastering primary general education programs, directly related to the formation of the foundations of functional literacy. Definitions of the concepts “educational-cognitive task” and “educational-practical task” are given, as well as the main characteristics of developmental tasks built on their basis. Universal educational cognitive (research) and regulatory actions are identified that enable students to solve educational problems, as well as the stages of mastering them. The structural elements of developmental tasks associated with universal educational cognitive actions, which relate to basic logical actions and methods of working with information, are considered; a step-by-step process of their development is outlined. Examples of tasks are presented that meet generalized criteria characterizing the levels of mastery of the Basic Educational Program: knowledge, understanding, application, functionality. A matrix and algorithm for developing tasks have been compiled.

What is the uptake rate of breast self-examination in Iranian women? Estimation based on systematic review and meta-analysis

BackgroundBreast self-examination is a simple, painless, confidential and inexpensive screening method for early diagnosis that does not require specialized tools and equipment. In this study, we have estimated the pooled percentage of breast self-examination (BSE) in Iranian women.MethodsAll the published literatures between 2012 and 2022 have been reviewed. Searches were performed in PubMed, Web of Science, ProQuest, Science Direct, Google Scholar, Scientific Information and Magiran databases. The effect size was the pooled percentage of breast self-examination (BSE). In order to check the heterogeneity, the estimation of the I2 index and extraction of the Galbraith plot were used, and the drivers of heterogeneity have been identified through meta-regression and estimates were made based on subgroups. All the analysis was done in STATA 15.ResultsFrom the initial 294 records, 38 were included in the final analysis in which 9960 women have been studied. The heterogeneity of the studies was high based on the variation in OR (I2 = 98.4%, heterogeneity X2 = 2278.21 (d.f. = 37), p < 0.01). The pooled rate of BSE based on fixed and random methods was obtained as 15.46 (95% CI: 14.83 to 16.09) and 24.74 (95% CI: 19.62 to 29.86) percent, respectively. The highest pooled percentage BSE (39.41%, 95% CI: 30.98 to 47.83) was obtained from studies that investigated the action phase in the Trans theoretical model. The pooled percentage obtained from the studies conducted in the central regions of Iran was higher than other cities (27.47%, 95% CI: 17.38 to 37.55).ConclusionThe result from our analysis determined that performing breast self-examination in Iranian women is low. Health policy makers can increase the rate of breast self-examination in Iran by implementing basic educational programs in schools and encouraging and justifying women in social health centers.

Концепция регионального учебного курса образовательной области «духовно-нравственная культура народов России» (на примере Архангельской области)

The article reveals the importance of spiritual and moral education at school and the role of the educational field "Fundamentals of spiritual and moral culture of the peoples of Russia" in this process. The concept of a regional curriculum within the framework of the educational field "Fundamentals of the spiritual and moral culture of the peoples of Russia" for the Arkhangelsk region is proposed, which allows students to assimilate and translate into practical action and behavior of the highest spiritual values of the culture of their people in the context of the culture of the regional community based on the system of values of the corresponding denomination (Orthodoxy).An approximate thematic and lesson plan of the educational school course on the "Fundamentals of the spiritual and moral culture of the peoples of Russia" for the 5th grade of the Arkhangelsk region and the general outlines of the sample program for other regions in which Orthodoxy serves as a cultural factor are presented. It is emphasized that in the process of deployment, based on the curriculum of the educational school course, threads are stretched from all its sections to the culture of the Arkhangelsk region.It is suggested that on the basis of the proposed programs, it is possible to present a federal basic general education program on the "Fundamentals of the spiritual and moral culture of the peoples of Russia", which will allow developing programs for each region that will take into account the confessional, national and ethno-cultural characteristics of all subjects of the Russian Federation. These training courses will continue the modules "Fundamentals of Religious Cultures and secular Ethics" from the fifth to the ninth grade.The federal basic general education program will emphasize the historical and cultural unity of Russia with all the diversity of the peoples inhabiting it. It is assumed that this axiom was the starting point for the creation of the educational field "Fundamentals of the spiritual and moral culture of the peoples of Russia"

ЗНАЧЕНИЕ ПРОГРАММ ДОПОЛНИТЕЛЬНОГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ В СИСТЕМЕ МНОГОУРОВНЕВОЙ ПОДГОТОВКИ БУДУЩИХ СПЕЦИАЛИСТОВ ЛЕГКОЙ ПРОМЫШЛЕННОСТИ

The current pace of changes in socio-economic systems leads to a rethinking of the principles of personnel training for various industries. Of particular importance in the conditions of increasing geopolitical tension is the training of personnel of various qualifications for strategically important industries for Russia. Among such industries, there is no doubt that light industry should be attributed. The article touches upon the importance of additional education programs in the implementation of multi-level training of light industry specialists. The possibilities of additional training go beyond the formation of narrowly focused knowledge and specific competencies among students, the main function of additional education programs is to expand the basic educational program and improve the quality of training offuture specialists. The implementation of additional education programs meets the interests of both potential employers, students - consumers of educational services, and educational organizations that cooperate with representatives of the regional labor market. The content of the article defines the features of light industry enterprises, as well as the requirements of the labor market for future industry specialists. The author defines and specifies the updated functions of additional vocational education programs in the system of multilevel training of qualified and competitive personnel for light industry.

Objects in an Archaeology and Nature Museum: An Investigation in the Context of Museum Education

The general purpose of this research is to examine the objects in the G&amp;uuml;zelyurt Archeology and Nature Museum in the context of museum education. Answers to the following questions were sought: which archeological objects are in this museum in line with this general purpose? Can these objects be used in museum education activities in line with the learning outcomes of the lessons taught in the primary school level of the basic education program? In order to collect the data of the research, document analysis method was used. First the learning outcomes of 8 courses in the basic education program were examined. Then, the archaeological objects in the G&amp;uuml;zelyurt Archeology and Nature Museum were classified and evaluated according to their characteristics and ages. It is envisaged that 82 archaeological objects belonging to the Neolithic, Ceramic Neolithic, Chalcolithic, Early Bronze, Middle Bronze, Late Bronze, Geometric, Archaic, Classical, Hellenistic and Roman Ages can be used within the scope of museum education.

Digital learning solutions for improving adults’ basic skills

ABSTRACT One of the primary goals of adult basic education programs is to help individuals develop the reading, writing, and math skills necessary to access stable employment opportunities. In the US, this need has been largely overlooked by the burgeoning educational technology sector. To understand how learning technologies might support these learners and what challenges program providers might face as they implement technology platforms, we conducted a study of 5 learning technology products across 11 states in the US. The study involved the participation of 14 program sites, 105 instructors, and 1596 adult learners. We documented the intended use of each product, ensured that educators got the appropriate training on the products, and collected pre- and post-scores on literacy and numeracy assessments. Overall, the effects on learning estimated for math were slightly larger than for reading. Moderate to large statistically reliable positive impacts were found for one product within one program site, and a moderate to large statistically significant negative effect was found for another product also within a single site. We offer recommendations for future research on the use of technology to support teaching and learning in this important area of education.

Physiotherapists' engagement in work ability and return towork issues of patients with musculoskeletal disorders. Across-sectional survey in Norway.

Work and health are a national priority in Norway, and leading health authorities call for treatment approaches that incorporate these perspectives. We have little knowledge of how physiotherapists in private practice integrate the work perspective during the treatment of patients with musculoskeletal disorders. Thus, the purpose of this study was to gain more insight into the way physiotherapists in Norway integrate the aspect of work. In 2021, all 2650 privately practising members of the Norwegian Physiotherapist Association received a web-based survey that was answered by 514 physiotherapists. The survey included questions about treatment approaches, competencies, and collaboration with other health professionals in the context of promoting work participation. 91% of the physiotherapists reported that they play an important role in assessing work ability. 75% were confident in assessing the patients' work ability, while 25% stated that they have little or some competence. 49% of the physiotherapists often contacted the general practitioner (GP) to discuss patients' ability to work, and 19% were often contacted by the GP. Only 14% stated that they were invited to participate in dialogue meetings with the Norwegian Labour and Welfare Administration. 28% of the physiotherapists reported that insufficient knowledge about social security issues was an obstacle in promoting the patient's work participation. The physiotherapists believed that increased use of standardised assessment tools, better knowledge of social security issues, and closer collaboration with other professionals may strengthen their role in promoting work participation. Although physiotherapists promote work participation when treating patients on sick leave, limited communication with the stakeholders, and inadequate knowledge of social security issues pose an obstacle. To strengthen the physiotherapist's role in the return-to-work facilitation, work and health should become a separate subject in basic and advanced education programmes for physiotherapists.

ОРГАНИЗАЦИЯ ДОПОЛНИТЕЛЬНЫХ УСЛУГ В ДОШКОЛЬНЫЕ ОБРАЗОВАТЕЛЬНЫЕ УЧРЕЖДЕНИЯ ПО ОБРАЗОВАТЕЛЬНОЙ РОБОТОТЕХНИКЕ

The article is devoted to the analysis of educational robotics as one of the important modern technologies that has been increasingly used in the preschool education system in recent years. It provides methods and forms of organizing additional services in preschool educational institutions for educational robotics in different age groups. In recent decades, in the field of pedagogical preschool education, great attention has been paid to the development of practical activities of the child in the field of educational robotics. This is due to the fact that modern society needs intelligent personnel engaged in the development of automated technical systems. Educational robotics in the preschool education system is an ideal combination of children's development with entertainment. The direction of educational robotics, as the most entertaining and attractive, reflects the actual level of the current existence of preschool childhood, increases the possibilities of its comprehensibility and accessibility, while analyzing the qualitative characteristics of preschool education, contributes to its improvement at the present stage. In addition to all this, the nature of education in a modern preschool educational institution is also changing significantly, therefore, additional services contribute to the formation of appropriate conditions aimed at more intensive development of the personality of a preschool child, which the basic educational program of a preschool educational institution cannot always provide.

Security Education in Adult Education Curriculum for Sustainable Development

Insecurity poses colossal peril in carrying out meaningful sustainability. And education that embraces security concepts, skills and knowledge is one of the veritable tools in curbing insecurity. This type of education could be most effective if it draws its learners from adult, as adults are the pillar behind any meaningful peace, security and sustainable development in any community. It is on this note that the paper examined security education in adult education curriculum for sustainable development. The population of the study was four hundred and sixty-five (465) facilitators of Adult Basic Education Programme in three out of the six education zones in Enugu State. Purposive sample was used to select 242 (129 males and 113 females) adult education facilitators who participated at NMEC (National Commission for Mass Literacy, adult and Non-Formal Education) organized capacity building programme for Nsukka education zone. Instrument for data collection was adult educators’ perception questionnaire titled” Adult educators’ Perception on Integrating Security education in Adult Education Curriculum for Sustainable Development (SEAECSD)” The instrument was validated and has a reliability coefficient of 0.86 determined through Cronbach alpha. The data collected were analyzed using mean and standard deviation in answering the two research questions posed to guide the study and a t- test statistic was used to test the null hypothesis. The findings revealed that adult education facilitators have a positive perception on integrating security education in adult education curriculum for sustainable development. It was recommended among others that relevant authorities in adult education programme and adult curriculum planning should endeavor to integrate security education in adult education curriculum for sustainable develop as no society can develop in a state of heighten insecurity.

Potentially Traumatic Events of Women of Color in an Urban Adult Basic Education Program

ABSTRACT Adult Basic Education (ABE) in the United States is an important tool for underrepresented and underserved communities to achieve the goal of high school graduation following noncompletion of K-12 education. Largely in urban settings, ABE centers serve millions of students annually, especially historically and contemporarily marginalized groups. ABE provides critical resources and skills to meet the educational needs of diverse peoples seeking to advance their station in life. ABE centers may serve students with potentially traumatic events (PTE), diagnosable trauma, and related poorer outcomes. Alarmingly, a paucity of research exists that examines the presence of PTEs for ABE students, particularly people and womgen of color. In the present research, the Patient Health Questionnaire 9-item and Generalized Anxiety Disorder 7-item measures were used to weigh depression and anxiety scores across the Life Events Checklist for the DSM-5 (LEC-5) trauma types in a sample (N = 170) of predominantly women of color. We examined three respondent groups based on proximity and frequency of PTEs: (1) denied; (2) witnessed/learned about; and (3) experienced. Results indicate that those experiencing higher levels of PTEs (namely, sexual assault, unwanted/uncomfortable sexual experience, and sudden accidental death) also experienced higher ratings of depression and anxiety. More research is indicated, as women of color within ABE settings could benefit from tailored resources for prevention, intervention, and treatment.

Comparison of the clinical competency of nurses trained in competency-based and object-based approaches in the Democratic Republic of the Congo: A cross-sectional study.

In the Democratic Republic of the Congo (DRC), the object-based approach (OBA) still remains mainstream in the basic nursing education program, despite the intention of the Ministry of Public Health to expand the competency-based approach (CBA) nationwide. This study aimed to compare the clinical competency of nurses trained with CBA and OBA. A cross-sectional, mixed study was conducted. We developed a self-assessment questionnaire consisting of an individual demographic information, a clinical competency assessment scale and the General Self-efficacy Scale. Nurses trained with CBA or OBA and currently working in health facilities with two to five years of clinical experience were purposively selected from ten cities across nine provinces in the DRC. We also conducted key informant interviews with the clinical supervisors at health facilities. In a comparison of 160 nurses trained with CBA and 153 with OBA, 3 competency domains ("establishing professional communication", "making decisions about health problems", and "performing nursing interventions") of the 5 domains required for nurses had significantly higher scores in the CBA group. The key informant interviews supported these results while revealing various issues in the basic nursing education program. The results support the strategic direction of the Ministry of Public Health in the DRC to expand CBA. Collaboration among education institutions, health facilities, and administrative bodies is crucial for clinical nurses to fully engage their competencies for the population. Other low- and middle-income countries with scarce resources can refer to the developed and implemented competency assessment method applied in this study.

Ensuring Competitive Advantages of University Graduates in the Regional Labor Market: A Didactic Model (On the Example of Training IT Graduates).

The article focuses on the problem of constructing a didactic model of training a graduate of a higher education institution aimed at ensuring his/her competitiveness. The theoretical model is built on the example of training IT graduates of a regional university, but it can be extended to other areas, provided with highquality professional standards of a specialist. In order to overcome the gap between the competencies of students, formed in the process of mastering the basic professional educational program of the university, and the requirements of key regional employers to the training of young specialists, the approach to the design and modernization of the educational program of the university is presented, taking into account the specifics of professional activity of the graduate on the example of IT-industry. To achieve the research goal which is the development and theoretical substantiation of the model, the concept of “competitiveness of a university graduate” is analyzed, the classification of human competitiveness as a subject of economic life is presented. The didactic model of ensuring competitiveness in the regional labor market of a graduate of IT-specialties on educational programs of higher education, orienting a graduate of a regional university to intra-professional competitiveness in the conditions of the organization of the production process, characteristic of the regional employer, has been developed. Taking into account that for modern IT-industry the project approach is the main one, the conclusion is formulated that the necessary level of competitiveness of the graduate of IT-directions of training will be achieved if while designing or modernizing the educational program to proceed from the necessity to prepare the graduate for activity at the lower level of the team model of project implementation and to introduce the project roles of the upper level. The article provides a brief description of project roles, compiled together with experts representing a key regional employer. It is noted that for successful activity in certain project roles, along with professional competencies, it is necessary for a young specialist to have personal qualities corresponding to their specifics. It should also be noted that the results of the experimental testing of the model will be presented in subsequent publications.

MANAGEMENT OF THE TRAINING OF FUTURE SPECIALISTS IN THE CONTEXT OF THE FORMATION OF THEIR LEGAL CULTURE

The article covers modern requirements for the preparation of economists (high professionalism, perfect knowledge of the latest information technologies, high level of intelligence, knowledge, abilities, skills, high level of personality development, professional mobility and adaptation to the world information space). The purpose of the article is to develop a toolkit for training future specialists in the context of the formation of their legal culture. It is disclosed that the specific requirements for employees of the economic sphere are determined by the functional duties of a specialist at a certain workplace. Their differences are determined by different goals and conditions of work. In qualification requirements, these differences are reflected in the three levels of professional training of economists in higher education institutions (the first characterizes knowledge for solving official issues and tasks in accordance with current regulations, instructions, rules; the second requires a specialist's ability and ability in solving professional tasks to put into operation methods of non-standard approaches in accordance with the dynamics of real conditions, the third characterizes the ability of professionals on the basis of the knowledge, skills and skills creatively to solve service issues and the task, to see and formulate new problems, to find the original ways of their solution). It has been established that an important aspect for the professional activity of an economist is analytical (related to research, comprehension and evaluation of certain situations) and practical aspects (making rational decisions and their implementation). The reasons for updating the necessity of changes in the preparation of bachelors (establishing the need to change the strategy and tactics of building basic educational programs and individual educational paths of bachelors in modern high school, a new understanding of the methodological importance of basic disciplines in the field of professional activity and the area of knowledge, etc.) are systematized. It is inserted that along with a set of knowledge, skills, abilities and professional qualities important for an economist, the future specialist should have a certain system of knowledge, skills and qualities related to the solution of legal issues. It is proved that the level of the formation of a legal culture, the personal convictions of future economists depends on the manifestation or absence of manifestation, corporate, and in some cases national interests, which helps economists to influence actively to the historical perspective of the development of their business structure and society as a whole.

TEACHING PORTUGUESE: NATIVE, FOREIGN AND HERITAGE LANGUAGE

In a multilingual and multicultural world, it is important to emphasize Portuguese as a pluricentric language in its different aspects. Learning a language and its new literacies has consequences for the identity of its students. Therefore, it is vital to reinstate the importance of updated theoretical and pedagogical study materials for teachers and educators respecting the linguistic and cultural identities of its students in a constructive dialogue utilizing different learning contexts. Thus, this issue of Diadorim hosts theoretical papers that discuss and problematize the teaching of the Portuguese Language, from the perspective of native, foreign or heritage language. The target audience for the material includes students, professors, and researchers from Graduate, Undergraduate, and Basic Education Programs.

The higher education system of Russia: A look into the future

Introduction. In connection with Russia»s withdrawal from the European level system of higher education based on the principles of the Bologna Declaration, the question of which way Russian universities should move on has become acute. It is clear that in modern conditions, a return to the Soviet system of higher education is impossible. At the same time, Russian universities have already managed to adapt to a certain extent to the level system of higher education, seeing in it certain advantages caused primarily by a practice-oriented approach providing for the training of specialists for a market economy.Purpose setting. The purpose of the article is to propose possible ways to modernize the Russian higher education system after abandoning the basic principles of the Bologna Declaration.Methodology and methods of the study. The methodological basis of the study was the systems thinking that reveals the essence of the changes taking place and how certain changes can affect the holistic process of functioning of higher education in Russia.Results. To achieve the purpose of the study, a theoretical analysis of scientific, popular science, educational literature on the subject of the study was carried out; analysis of educational and methodological documentation (curricula, basic professional educational programs, work programs of disciplines), regulatory documents (FSES, professional standards, approximate basic educational programs, professional standards, instructional letters of the Ministry of Education and Science of Russia, etc.). The main features of the functioning of Russian universities in the Soviet and post-Soviet periods are considered. Various aspects of the functioning of higher education are touched upon, on which the quality of training of future specialists depends to a greater extent.Conclusion. Further progressive development of higher education in Russia is possible only if all factors affecting the processes taking place within certain university are taken into account. And the main task today should be a collective search for ways to further modernize the Russian higher education system, taking into account the positive experience accumulated by universities in various areas of their functioning.