The Scientific Journal of the Modern Education & Research Institute, May 2018 by Modern Education and Research Institute

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scientific journal of the modern education & research institute • The Kingdom of Belgium

15 May 2018 • Brussels, Belgium

Special Edition:

Abay Myrzakhmetov KokshetauUniversity – Quality of Education. Variety of Opportunities

Scientific Journal

of the Modern Education

& Research Institute

ISSN 2506-8040

scientific journal of the modern education & research institute â&#x20AC;˘ The Kingdom of Belgium

scientific journal of the modern education & research institute • The Kingdom of Belgium

«The goal of education is to enable individuals to continue their education» John Dewey, an American philosopher and educational reformer

Education has historically been a priority in Kazakhstan. Since it’s independence in 1991, the country has made significant steps towards the universal access and enrollment with gender parity. In his National Address «Third Modernization of Kazakhstan: Global Competitiveness», Kazakhstan’s President Nursultan Nazarbayev mentioned modernization of education among the top 4 priorities for the development of the country and adjusting to the new global realities. According to the study «Retraining and reskilling workers in the age of automation» done by McKinsey Global Institute in January this year, 14% of the workforce’s jobs will be automated by 2030. However, new jobs in new spheres will also be created. A good example here is iPhone, that offered 15 million new jobs for app developers around the world. On the eve of the 4th industrial revolution it is important to anticipate change and adjust to be able to succeed in the future. But how can we prepare today for jobs that will emerge tomorrow? The universities are the key actors in this adaptation process and unlike all those years before they have to act fast now. The old model of thinking about doing a degree and then getting experience is not vital any more. The new vision involves going back to school to update skills and competencies constantly throughout life. The illiterates of the XXI century will not be those who cannot read and write, but those, who cannot unlearn and then relearn. The individuals are getting more and more responsible in regard to their own training and life. Thus, the universities have to become more flexible and faster to address those new demands. In his National Address, the President rightly pointed out that studying any discipline nowadays should be complimented by acquiring skills in digitalization and critical thinking. Hiring new programmers, Google recruiters pay special attention to whether the candidates are good listeners, problemsolvers, influentials, i.e. their ideation and creativity. Nick Van Dam, Global Chief Learning Officer at McKinsey is convinced that «This is key and this is how we will beat the machine – you need technical skills but you especially need creativity.» Despite the common trend – education through MOOCs and social media, the role of the traditional teaching and teachers will remain central. James P. Comer, Professor at the Yale University, said that no significant learning can happen without a significant relationship. George Washington Carver, Professor at the Tuskegee Institute and inventor, said that learning is understanding relationships. Distant learning is mostly about communication, but relationships are formed though meeting people physically. «In Deloitte we can access 260,000 people, but we need relationships behind that connection» – insists Martyn Davies, managing director of emerging markets and Africa at Deloitte. Thus, the future of every country and Kazakhstan in particular lies in the new types of universities that are not purely state-driven but advocate improvement of quality of education through implementing new formats and methods in teaching, scientifically grounded approaches to leadership and management, internationalization and cross-border competition.

Ekaterina Tsaranok Director

scientific journal of the modern education & research institute • The Kingdom of Belgium

Dear Readers! The Abay Myrzakhmetov Kokshetau University – is a new generation higher education institution which provides high-quality educational services at European standards as described within the frame work of Dublin Descriptors and Bologna Process. The university offers thirty-six educational programs ranging from bachelor’ to master’s degrees in eight directions: technical science and technology, law, economics, education, services, art, humanities and natural sciences. The university also has a military department which trains candidates in seven disciplines. More than three thousand five hundred students have enrolled at the university this year. The university has received international awards as a member of various European and American organizations. The university has sufficient material and technical resources, a library and information systems to assist in the training of the students who study technical courses. These resources are an electronic library, educational and scientific laboratories, modern computer programs, the latest generation of computers, a corporate computer fiber optic network, Wi-Fi on all the campuses of the university, as well as a selected web-server creating a portal for distance learning. The university has seven educational buildings with specialized offices, multimedia auditoriums and laboratories equipped according to the requirements of the educational activities taking place there. The teaching staff consists of people with PhDs, master’s degrees and post graduate students. Innovative educational pedagogical methods are used in educational process. The AMKU is currently participating in various projects alongside partners like the government, which involves two projects, the Research Institute for Regional Development, four other research centers and fifteen scientific associations. The university also cooperates with the business organization «Isker». The Abay Myrzakhmetov Kokshetau University is actively involved in the sphere of international cooperation. There are forty three agreements on interuniversity academic mobility with higher education institutions of the countries of the Former Soviet Union and beyond, such as the Senior Experts Service Program and two projects under the European Union ERASMUS+ Program. The educational goal of the university is to train students with creative personalities who are professionally competent and who conform to high standards of spirituality, morality, civic consciousness and patriotism. We are open for cooperation in the field of education and scientific research.

Prof. Madi Yelyubayev

Rector of Abay Myrzakhmetov Kokshetau University Doctor of Law

scientific journal of the modern education & research institute • The Kingdom of Belgium

CONTENT I. The Guide to the Abay Myrzakhmetov Kokshetau University 1.

Welcome to the Abay Myrzakhmetov Kokshetau University! . ........................... 9

2. Values we stand for............................................................................................................................ 12 3.

Our Achievements................................................................................................................................ 14

Our Vision of Modern Teaching and Learning............................................................... 15

II. Research at the Heart of the International Cooperation 5.

Kostsova Alexandra, Mugzhanova Gulnara DEVELOPMENT OF THE CREATIVE ABILITIES AND SPATIAL THINKING IN CLASSES OF FINE ARTS, DESIGN GRAPHICS AND TECHNOLOGY IN THE PROCESS OF HARMONIOUS DEVELOPMENT OF THE PERSONALITY Abay Myrzakhmetov Kokshetau University, Kokshetau............................................................................ 18

6. Lepeshev Dmitriy PSYCHO-PEDAGOGICAL SUPPORT OF SOCIALIZATION PROCESS AND TRAINING ON INDIVIDUAL PROGRAMS OF AUTISTIC CHILDREN IN THE SYSTEM OF INCLUSIVE EDUCATION 0–4 GRADES OF PRIMARY SCHOOL Abay Myrzakhmetov Kokshetau University, Kokshetau........................................................................... 22 7. Lepeshev Dmitriy, Nechshadim O. PROBLEMS OF PHILOSOPHY CHARACTER BUILDING THEORY IN THE INTERNATIONAL CONTEXT OF GLOBALIZATION Abay Myrzakhmetov Kokshetau University, Kokshetau............................................................................ 28 8. Mukhamadeyeva Railya PROBLEMS OF INTRODUCTION OF INNOVATIV Abay Myrzakhmetov Kokshetau University, Kokshetau............................................................................ 44 9. Salikova Natalya METHODOLOGY AND SOFTWARE DEVELOPMENT FOR ASSESSMENT AND FORECASTING OF RADIATION RISK BASED ON INTEGRATED MONITORING OF REGIONAL EXPOSURE FACTORS Abay Myrzakhmetov Kokshetau University, Kokshetau............................................................................ 51 10. Teslenko Alexander SOCIAL AND PEDAGOGICAL RESEARCHES: TEORETICAL & METHODOLOGICAL JUDGMENT OF MODERN YOUTH SOCIALIZATION Abay Myrzakhmetov Kokshetau University, Kokshetau............................................................................ 56 11. Zhaparova Sayagul DEVELOPMENT OF EFFECTIVE METHODS FOR PURIFYING DRINKING WATER FROM DECENTRALIZED SOURCES OF WATER SUPPLY BASED ON MONITORING AND EPIDEMIOLOGICAL STUDIES Abay Myrzakhmetov Kokshetau University, Kokshetau............................................................................ 61

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I. The Guide to the Abay Myrzakhmetov Kokshetau University

scientific journal of the modern education & research institute • The Kingdom of Belgium

Welcome to the Abay Myrzakhmetov Kokshetau University! The Abay Myrzakhmetov Kokshetau University – is a higher educational institution with highly skilled staff and pedagogical potential, good material and technical resources. It is one of the leading higher education institutions in the Republic of Kazakhstan providing the licensed educational services conforming to modern requirements of the labor market.

The main mission of the university – is to train competitive experts for the Northern region through modernization and the development of corporate culture according to the prudent social policies.

Administration of the university The Rector of the University: Professor Madi Yelyubayev is the Rector of Abay Myrzakhmetov Kokshetau University. He is a Doctor of Law. Since 2015 he has been recognized as an Honorable Educator of the Republic of Kazakhstan and in 2016 he became a deputy of the Maslikhat of Kokshetau City. He is also a member of the Kazakhstan Criminologists Union, and a member of the «Atameken» National Economic Chamber of Kazakhstan. As a business man and educator he took part in special business programs some of which were «The Effective Management of Higher Education Institutions» in London, Oxford and Cambridge and in the USA he took part in similar programs in New York and Washington. Professor Madi Yelyubayev was one of the founding members of the Abay Myrzakhmetov Kokshetau University.

The President of the University: Professor Sagintay Yelyubayev is the President of Abay Myrzakhmetov Kokshetau University. He is Doctor of Agriculture. He is a member of the National Natural Sciences Academy as well as of the National Academy of Sciences of the Re- public of Kazakhstan. He graduated from the K.A. Timiryazev Russian State Agricultural University. He is a prominent scientist-agrarian and has received letters of gratitude from the President of Kazakhstan (2008 and 2011) He received the title «Honorary Worker of Higher Education» in 2001 and in 2011 the Russians honored him with the title «Honorable Agrochemist of Russia».

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Other awards and contributions are: • The International Socrates Award for achievements in the fields of education; • A contribution to the development of Agrochemical Science (Oxford , Great Britain, 2011); • The winner of the International Award in Agrochemical Science (2011); • The «Kurmet» Award (2012); • The medal «Eren Enbegi Ushin» (2007); • The medal for merits in the development of science in the Republic of Kazakhstan (2005); • The medal «Belsendi Enbegi Ushin» which was awarded by the «Nurotan» Party(2010); • An anniversary medal at the 20th anniversary of the independence of the Republic of Kazakhstan (2011); • An Anniversary medal on Constitution Day of the Republic of Kazakhstan (2015); • An Anniversary medal at the 20th anniversary of the Ministry of Internal Affairs of the Republic of Kazakhstan (2015); • An Anniversary medal at the 25th anniversary of Independence of the Republic of Kazakhstan (2016). Professor Sagintay Yelyubayev was one of the founders of the Abay Myrzakhmetov Kokshetau University.

TThe first Vice – President of the University: Professor Saya Dosanova is the first Vice-President of the Abay Myrzakhmetov Kokshetau University. She is a Doctor of Pedagogical Sciences. She graduated from the S.M. Kirov Kazakh State University. She was recognized with the title «Honored Worker of the Republic of Kazakhstan» as well as the breastplate «Y. Altynsarin». Professor Dosanova is a member of UMO MGIMO, a member of the International Academy of Informatization and of the Business Women Association of the Akmola Region of the Republic of Kazakhstan. She was also a participant of special business programs such as «The Efficient Management of Higher Education Institutions» which was held in New York and Washington. Professor Dosanova was a founding member of the Abay Myrzakhmetov Kokshetau University. There are four faculties, twelve departments, twenty four different bachelor’s degrees, and seven different military qualifications can be acquired at the military department. The lessons are conducted in the Kazakh, Russian, English. Candidates can study ten different master’s degrees and if they want to they can study PhDs in two disciplines. The educational process at the Abay Myrzakhmetov Kokshetau University focuses on developing qualified professionals, who are competitive in the labor market, capable of doing effective work in their fields of specialization as well as being able to respond the demands made by social and economic development in the region and its ethnocultural and national peculiarities. They must be capable of influencing the in–country and world processes positively. The university was founded in 2000 as a result of new socio – economic changes taking place in the Republic of Kazakhstan. The first rector of the university was Professor – Sagintay Yelyubayev. At the beginning the university offered seven professional programs. 10

scientific journal of the modern education & research institute • The Kingdom of Belgium

The university has undergone three planned state certifications (2003, 2008, 2014), and has passed the periodical controls required by the law in 2005, 2007, 2012. In 2013 the university has successfully passed the requirements for postgraduate education. Being certified according to the international quality management system ISO 9001:2000 made possible for the university to enter the international world of education. In 2005 the German company «TUVCERTTUVThuringene. V» issued the university with a certificate of quality, and in 2008 the certificate of the JSC «National Center of Examination and Certification» of the West Kazakhstan OPS branch was authorized. Cooperation with the international educational and scientific centers gave the university the chance to monitor the global trends in the development of education, and as the result it received the Gold Medal of Quality in Geneva in 2005. The Kazakhstan Republic Universities Memorandum was signed in 2008 (The Taraz Declaration). In 2010 the university successfully passed the national institutional accreditation according to the international standards of NATIONAL Ministry of Education of the Republic of Kazakhstan. In 2010 the university signed the Great Charter of the Universities – the joint Bologna declaration in Italy. There were twenty other higher education institutions from Kazakhstan. In 2011 the university was awarded with the Socrates International Award Medal for Achievements in the Field of Education (Oxford, Great Britain). In 2011 the university signed the Shymkent Declaration «Ensuring Quality of Higher Education in Kazakhstan». In 2015 the university successfully underwent the institutional accreditation according to standards of the Independent Agency of Accreditation and Rating (IAAR).

The university is a member of: • • • • • • • • • • • •

U.S. Agency of International Development (USAID); Europe Rectors Club (Oxford, Great Britain); Magna Charta Universitatum (Bologna, 2010); International Higher Education Academy of Sciences (IHEAS); German Academic Exchange Service(DAAD); Polish Republic Association of Rectors «Perspektiva»; German Agency for Technical Cooperation (GTZ); Russian Academy of Agricultural Sciences (RAAS, Moscow) Commonwealth of Erudite Agrochemists and Agroecologists of Agrokhimeсosodruzhestvo» (Moscow); The International Association of Researchers of the Children’s Movement (Moscow); Global Partnership «Interaction with the Academic Circles of the United Nations (UN)»; Modern Education and Research Institute (Brussels).

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Values we stand for Abay Myrzakhmetov Kokshetau University is new generation university, established on a modern model of higher education to ensure quality education under the current labor market conditions. The university conducts studies to diversify its activities, expanding its range of courses in order to remain competitive. Currently Abay Myrzakhmetov Kokshetau university – is the first and only higher education institution in the Akmola Region offering the following courses for bachelor’s degrees: «The International Relations», «Cultural and Leisure Studies», «Initial Military Preparation» and «The Public and Local Administration», «Accounting and Auditing», «Finance» for master’s degrees. The latest in educational technology is used in conducting these courses.

In Kokshetau City AMKU is the only university with a military department administered on a budgetary basis, which allows the students to have free training as reserve officers in seven different military specialties. In 2014 the Department of Tolerance, which is linked to the Assembly of the Nations of Kazakhstan was created at the university. General M.K. Altynbayev who has the title «Khalyk Kakharmany» and A.A. Bashmakov, both deputies of the Senate of the Republic of Kazakhstan took part in the opening of this department. 12

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The system at the university is unique and highly effective as measured against modern standards. It is the result of high moral and material motivation of the work of the staff. Using different methods, the university assesses the work of the staff every month. The following contribute to the values and uniqueness of the university: • • • • • • • • • • • • • •

elite education; high professional quality of teaching staff and administrators; the aspiration to improve; order and stability; the sense of responsibility of each member of the staff; conscientiousness; organization of creative community; civil and patriotic education of students; the university strives to create a cult of knowledge; authority in public and professional circles; the improving of the social model of the institution; the demand for graduates in the labor market; the growth of the teachers’ professionalism; openness and integration into the world of education.

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Our achievements Our achievements at the international level: • • • •

in 2005 the university received the Certificate of Quality from the German company «TUVCERTTUVThurindene. V»; in 2005 «A Gold Medal of Quality of Education» (Switzerland, Geneva); in 2011 Medal Socrates International Award (Oxford, Great Britain) in 2011 it received the International Sokrates Prize for Achievements in the Field of Education (Oxford, Great Britain);

Our achievements at the national level:

•

in 2010 the «Council of Young Scientists of Higher Education Institution» became the best in the Republic of Kazakhstan and got a grant from the First President of the Republic of Kazakhstan Foundation.

•

in 2011 according to the general ratings of the Independent Kazakhstan Agency on Ensuring Quality in Education of AMKU has taken the 19th place among the leading versatile higher education institutions;

•

in 2013 the university received the national certificate and medal «Sala koshbasshysy», and was honored with the title «The leader of branch 2013», TOP-701 of the Common Classifier of Economic Activity (CCEA) among 85 large enterprises of the country;

•

in 2016 the website of AMKU took the fifteenth place in Top-20 list of the best websites of the Kazakhstan universities, based on researches of the Spanish independent CybermetricsLab Research Group.

•

in 2017 the university reached the twentieth place out of fifty-nine institutions that were rated by the IAAR. These ratings included evaluations of the eight disciplines of study ( law, services, natural sciences, the humanities, education, art, technical science, social sciences, economy and business) twenty-two educational programs for bachelor’s and master’s degrees, and doctoral studies offered by the university. The Faculty of Law is among the top ten higher education institutions of Kazakhstan, which include the leading national and state universities.

•

the 25th place in the rating of Webometrics in the Central Asian Region.

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Our vision of modern teaching and learning Abay Myrzakhmetov Kokshetau University focuses on the use of modern innovative technologies to train the students. The teaching staff consists of doctors, candidates of science, and masters, including: four honorable educators, one honored worker of the Republic of Kazakhstan, and three honored workers of science and culture of the Republic of Kazakhstan; Some teachers have earned the following titles and awards: • «The Best Teacher at a Higher Education Institution of the Republic of Kazakhstan» (five teachers); • NAS RK (one person); • Members of Kazakhstan Republic national academies (two people); • Members of the International academies of Sciences (six lecturers); • State awards of the Republic of Kazakhstan (six teachers). When a person enrolls at the university it is possible to study his whole life starting with a bachelor’s degree, completing a master’s degree and finally getting a Ph.D. Because of developments in modern technology Abay Myrzakhmetov Kokshetau University is in a position to offer students the opportunity of distance education. This enables students to study parttime thus not having to stop working, or to move from wherever they are to Kokshetau. The system of distance learning also greatly reduces the cost education for the student. For the university it has the advantage that it can attract students not only from the region, but from anywhere in the country. Furthermore the university can communicate with educational resource enters in Kazakhstan as well as with the Ministry of Education and Science The universtiy offers teachers a new and independent source of income by assisting and optimizing initiatives in research projects. They can give seminars and lectures at the Institute of Professional Development of Businessmen and other.They can assist teachers in the nothern region of Kazakhstan. Teachers can write texbooks, monographs and manuals and receive income when these materials are implemented. The scientists of the university actively participate in competitions held by the Ministry of Education and Science. The ministry provides grants for research projects and for the period 2018 to 2020 fourteen applications were submitted. The Ministry of Education and Science, the university and business organizations like the Chamber of Businessmen of the Akmola region cooperate in projects to help students and teachers who show promises of being good entrepreneurs to develop their skills The Damu Project is one such project. AMKU is a participant in the European Erasmus+ program, Académica and LMPI projects. The institution has implemented the ACADÉMICA Project since 2015. The program supportsthe cooperation and academic mobility among higher education institusions in Central Asia through the upgrading of educational programs. It also spports the exchange of experience in science and technology between the Republic of Kazkhstan and the countries of the EU. In 2016 academic year the university implemented the second draft of the Erasmus + KA 2 - LMPI «Bachelor Degree and Professional Magistracy for Development, Administration, Control and Protection of Computer Networks of Enterprises» Project.

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In the past 17 years of the university’s existence it made huge strides in the following: • Academic standards improved ten times; • Security with computers and modernization of the educational system increased twelve times; • Freeaccess to the internet and Wi-Fi are provided; • There is a highspeed VPNlocal-area-network. It uses highspeed fibreoptics at 120Mb\s; • Unlimited internet connection is provided by OJSC Kazaktelekomalso via fibreoptics; • The university has sixty-four selected IP addresses; • Thirty-seven classrooms are provided with multemedia equipment complete with interactive boards, projectors and speakers; • There are thirty computer halls and overall the university has seven hundred and twelve computers; • There are twelve well equiped laboratories; • There is a library which is constantly being expanded; • The university has its own printing shop; • There are canteens where the students and staff may buy well prepared lunches; • In 2015 a modern students’ hostel with a gym and sound studio was built; • The university has two clinics providing basic medical care; • The material resources of the university include one hundred and seventy educational laboratory offices and forty-two specialized laboratories equipped according to modern standards; • In February of 2017 a modern laboratory within the Academic Project according to the Erasmus+ Program was opened.

Official address:

Abay Myrzakhmetov Kokshetau University Auezov St,189A, Kokshetau, Akmola Region, The Republic of Kazakhstan, 020000. E-mail address: kokchetau@mail.ru Website: www.kuam.kz Tel: +7 (7162) 25-42-59

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II. Research at the Heart of the International Cooperation

scientific journal of the modern education & research institute • The Kingdom of Belgium

DEVELOPMENT OF THE CREATIVE ABILITIES AND SPATIAL THINKING IN CLASSES OF FINE ARTS, DESIGN GRAPHICS AND TECHNOLOGY IN THE PROCESS OF HARMONIOUS DEVELOPMENT OF THE PERSONALITY Kostsova Alexandra Alexandrovna. The Honorary Cultural Professional of the RoK The Senior Teacher of the Abay Myrzakhmetov Kokshetau University, Kokshetau

Mugzhanova Gulnara Seitkassymovna. The Honorary Cultural Professional of the RoK The Senior Teacher of the Abay Myrzakhmetov Kokshetau University, Kokshetau

Abstract The article is devoted to the up to date topical issue of harmonious development of the personality, activation of the creative resources, which are subsequently used in various fields of activity, as well as full functioning of the National Innovation System. Practical orientation of the knowledge gained by the students in classes of fine Arts, Design Graphics and Technology are reflected in the article. The subject interrelation and the general creative beginning of each subject are separately traced herein. Key terms: project, student, Technology, Fine Arts, creative abilities, spatial thinking, Design, harmonious development of the personality.

A man is the main wealth of the country. Successful implementation of the country modernization strategy depends, first of all,on knowledge, social and physical well-being of the Kazakhstanis. N. A. Nazarbayev First, the human resources are required to deliver developments, patents and ready-made technologies being introduced in the country for the full functioning of the National Innovation System. The present stage of social and economic transformations in the society necessitate forming of a creative active personality that is capable of solving the new life problems unconventionally. In this regard, the modern education system faces an important task of developing the creative potential of the younger generation. The issue of developing the creative abilities and spatial thinking of students in the process of harmonious formation of the personality is topical in the modern world. In view of this, the cycle of basic elective disciplines of «The Design» 5В042100 specialty needs to be supplemented with the subjects, providing a background for development of creative potential, individuality in the basics: Fine Arts, Design Graphics and Technology. While teaching these disciplines, for successful development of the creative abilities of the students, the teacher has to: develop the abilities and interests of each student, taking into account their capabilities; teach the students to master the methods of conscious solving of various creative tasks; direct and activate the creative abilities of the students through the practical activities. The purpose of the disciplines study is to obtain the higher professional education, enabling the graduates to work successfully in the field of design, have the universal and professional competencies that contribute to his professional mobility and stability in the labor market. The creativity is so diverse, but its types are related in many ways. The common link connecting most types of creativity are graphic images (in Design Graphics, Technology and 18

scientific journal of the modern education & research institute • The Kingdom of Belgium

Fine Arts), first of all the drawings, and therefore the course of engineering design has the huge potentials ensured for forming of the creative qualities of the personality. Solving the creative tasks is one of the directions of forming the creative abilities of the students in classes of Design Graphics. The creative tasks are tasks with variative results of a solution, algorithm of which is unknown. The creative design tasks develop the readiness of the students to perform the works with graphic content, as well as with the elements of project activity (pre-construction, reconstruction, creation on the analogy and according to the technical assignment). The higher-level objectives are the objectives with the elements of project activity with its technical or the other goal coming along with a graphic one. Designing is a complex creative process that constructors, architects, designers, etc. use in their daily activity. Considering the objectives of Design Graphics with the elements of project activity, it is important to highlight that they are mainly about the graphic elements. For creative graphic activity, it is necessary to create such conditions ensuring the maximum effectiveness of solving the education objectives, so that every student achieves a certain level of education, upbringing and development, and could master the educational background as well as the ways of obtaining and applying them. Consequently, the Design classes should be planned considering items below: • conditions of introducing the objectives with creative content into the educational process; • developing the techniques for creative graphics activity applicable for any type of relevant work; • selecting the most relevant educational methods and means for specific types of creative work; • allocating the optimal time for the certain types of creative tasks performance; • the personal characteristics of the students; • creating the creative atmosphere in classes, atmosphere of goodwill towards the students; • due attention to each creative proposal of the student. Referring to the method of the students’ creative graphic activity development, we can consider that the creative process is a natural link in the development of thinking, imagination and human activity. Creativity is not only an act of insight and intuition, but the result of knowledge about the modes of action, so it is legitimate to talk about the possibility of teaching creativity, the opportunity for the students to comprehend its technology, and finally, the ability to control it. One of the important moments in the creative process is search for the problem solution, sorting out all the possible options, the ability to think constructively. Development of the students’ creative abilities in the Fine Arts classes needs to be started with forming the students’ perception of reality. The nature and the reality surrounding us are the fundamental principle of creativity in all kinds of activities. We come to the concept of fantasy through reality – this wonderful ability of any person. The truth of life is at the heart of any fantasy, since the artist is able to fantasize only on the basis of what he sees and perceives in the surrounding world. The main thing is to instill confidence in everyone that he can fantasize, i.e. create, and that for this he having studied the reality needs to carefully rise above it on the wings of fantasy. One way to develop fantasy and imagination is to perform a number of unusual and unexpected tasks. The students use different unconventional image technologies, combine diverse art materials, print the images in various ways and use the different materials, etc. when carrying out the assignments. These assignments are relatively simple, but are irreplaceable when developing the creative imagination, since they allow the students to understand the mechanism of creating an artistic image. Based on the skills of the image technology, the teacher must consider the time for developing the creative vision of each student when planning a lesson. Any form of the image will not make any sense if the work is done in the form of a stamp or soulless copying. The Technology Curriculum initially highlights the main objective of the students’ education process, ensuring that they acquire the rational skills of obtaining, processing and using all kinds of resources based on a creative approach to the implementation of the assigned tasks. The project-based learning creates the conditions for creative self-realization, increases motivation for learning, promotes the development of intellectual capabilities, self-dependence, responsibility, the ability to plan, make decisions, and evaluate the results. The students acquire the experience in solving the real problems, which is very important 19

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for their self-dependence. The creative self-realization displays itself in choosing the project subject, which shows how seriously and consciously the student approaches the given work. The projects in Applied and Decorative Arts are the most fruitful direction, since any product made in this field gives real opportunities for identifying and developing the creative abilities of the students. The affordable technology of making folk art products, the beauty of forms, the decorative design of the product evoke the desire to create beauty in the students. The student puts all his creative attitude and feels moral satisfaction from the independently performed work. When implementing a project, the creative independence should be encouraged, which manifests itself in the choice of manufacturing technology, a justified change in the form, design or decorative design of the product. Realization of a common goal – formation of creative abilities and spatial thinking – is based on application of the various methods and forms of education aimed at the harmonious development of the individual. When planning and developing the classes on Drawing, Painting, Design Graphics and Technology, the following are used: 1. The method of «discoveries», where the creative activity generates a new idea – discovery. 2. The method of attracting the life experience of teenagers. 3. The method of individual and collective search activity. The search activity stimulates the creative activity of the students, helps to find the right solution out of the possible. 4. The method of freedom in the system of restrictions, which constantly trains the creative abilities of the students in a wide range of possibilities, on the other hand – teaches to strictly implement the restrictions. 5. The method of dialogueness. The teacher and the student are interlocutors. Words activate the need for creative analysis, the ability and desire for a deep understanding of art. 6. The method of comparisons. The way to activate the creative thinking. The classes demonstrate the multiple-option possibilities of solving the same problem. 7. The method of collective and group work. The individual creativity in the creative work of the team gives very interesting creative results. When setting the goal of developing the creative potential of the student, a number of tasks are singled out: • to maintain and develop the interest to the subject; • to form the methods of productive activity such as analysis, induction, deduction and etc.; • to instill the skills of creative approach; • to develop the logical thinking, spatial imagination of the students; • to teach the basics of self-education, work with the modern sources of information (Internet); • to show the practical orientation of the knowledge obtained by the students in the classes of Fine Arts, Design Graphics and Technology; • to teach to think broadly, perspectively, to see the role and place of the Fine Arts, and Technology in the universal culture, their interconnection. In the course of solving these tasks, the education process becomes exciting, interesting for both the student and the teacher. The students demonstrate knowledge in their professional activities, develop creative abilities, mother wit and logical thinking. Combination of the above qualities together with the creative aspect presupposes harmonious development of the personality, formation of the future competitive specialists.

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References 1. Pakhomova N.Yu. The method of the educational project – M., 2003. p. 3-112. 2. Pereverzev L. The project approach and requirements to the teacher. «School and production», 2002. – No.1. p. 14-16. 3. Polat Ye.S. How the project is born. – M., 1995. p. 3-110 4. Polat Ye.S. Technology of telecommunication projects «Science and School», 1997. – No. 4. 5. Sidenko A.S. Theory and practice of the educational process organization. «The head teacher» No. 6, 2003. 6. Cheryankov S. Ya., Development of creative thinking. M – 2000. 7. Govor V.A., Modular training. M – 2003. 8. Pavlov V.L., Psychology of the students. St. Petersburg 2002. p. 4-85.

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PSYCHO-PEDAGOGICAL SUPPORT OF SOCIALIZATION PROCESS AND TRAINING ON INDIVIDUAL PROGRAMS OF AUTISTIC CHILDREN IN THE SYSTEM OF INCLUSIVE EDUCATION 0–4 GRADES OF PRIMARY SCHOOL Lepeshev D.V. (d_Lepeshev@ mail.ru) Сandidate of pedagogical sciences, associate professor of department of Socially-pedagogical disciplines of the Abay Myrzakhmetov Kokshetau University, academician of Academy of pedagogical sciences of Kazakhstan

Abstract The relevance of the рroject is justified by the fact that in the modern system of inclusive education development of Kazakhstan in the model plans for schools there is no education program for autistic children 0-4 classes. In order to fill this gap through analysis of the available modern teaching methods in the countries of near and far abroad authors using rich Kazakhstan’s experience of practicing teachers and associations of parents of autistic children will develop and experimentally present a planning model training agreement and approval of the NAO to them. S. Altynsarin and MES for teachers. Keywords: autistic children, inclusive education, curricula and learning models. Sphere of study: special pedagogy. The presented project is sent to research one of of the actual problems of formation of ХХI century in area of psychologically-pedagogical accompaniment, socialization and process of educating on the individual programs of autistic category of children of 0 – 4 classes. Research actuality is conditioned by a circumstance that in the modern system of development of inclusive formation of Kazakhstan in model plans for schools the educational program is absent for the autistic category of children of 0-4 classes. In order to fill this gap, through the analysis of available modern teaching methods in the CIS and far-abroad group of authors using rich Kazakhstan’s experience of teachers, practitioners and associations parents of autistic children category, developed and experimentally present the planning of training model for coordination and approval of the NAO after I. Altynsarin and the MES for teachers. Project aim: to develop scientific and methodological set of recommendations for teachers of inclusive classes in elementary drawing up individual educational programmes for autistic categories of children The implementation tasks of the project are: • the implementation tasks of the project are: – analysis of the status of theoretical approaches in the field of socio-pedagogical relevance, level of elaboration of the problem in the scientific and pedagogical community of the Republic of Kazakhstan; • to carry out testing conditions and determine their effectiveness according to the results of testing the implementation of individual education programs for autistic categories of children; • to develop scientific and methodological set of recommendations aimed at the improvement of forms, methods and techniques in the training curricula of autistic children in inclusive classes of primary school; 22

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Potential customers, whose needs are sent the results of the Project: heads of secondary education institutions, primary school teachers working in inclusive primary classrooms. Project methodology: pedagogical design and simulation. Research methods: analytical, systemic, comparative. Empirical methods (observation, conversations, interviews, questionnaires, study of documents) statistical methods (quantitative and qualitative analysis of the investigated data). Expected results: From the number of advantages this project can highlight a significant contribution to the development of inclusive practices for teaching autistic learners in categories: 0-4 school. The applicability of the Project results: the project can be implemented when teaching autistic children, as well as training and retraining of teachers, where there is an acute need for implementation and testing of new forms and methods in teaching this category of children. Implementation of the results of this project would solve the problem of inclusive education in teaching autistic children 0–4 class. The scientific novelty and significance of the project consist in the theoretical-methodological basis of the modeling of individual training programs in a primary school with inclusive education for the successful socialization and training autistic children category, the disclosure features and simulation features; development and experimental verification of the educational process simulation technology in inclusive classrooms for successful teaching autistic categories of students;justification of content and organizational structure of the alternative models of change and identifying conditions for their effective implementation, ensuring the expansion of social and cultural experience of the child and stimulating its active position in life; training primary school teachers. The scientific and pedagogical research plane of the topic study examined scientific achievements, reflecting the general laws and the problem field. For example, scientists from Europe and the United States were among the first considered and offered his view on the issues of psychological and social aspects of inclusive education for development, education of children with special needs and teaching autistic children category, which is reflected in the scientific literature: Udo.Braca[4], Gardner Р.[13], Talley, Lauren; Brintnell, E. Sharon [50], McKay [52], Round, Penny N.; Subban, Pearl K. [56], Miskolci Jozef [57], Malins Pamela [58], Yeo, Lay See; Chong, Wan Har; Neihart, Maureen F.; и др. [59], Poon, Kenneth K.; Ng, Zijia; Wong, Meng Ee; и др. [60], Waitoller, Federico R.; Kozleski, Elizabeth B.; Gonzalez, Taucia [61] and others. His contribution to the study of the advanced study of the problem is reflected in the Kazakhstan scientific school: N.V. Ivankova[18], A.O.Dauletcaly [25], G.S.Berkenova [26], A.S.Zhandarova [30], A.T. Iskakova [31A.K. Zhalmuhamedova [36], A.T.Sattybaeva, D.V.Lepeshev[39], D.Zh.Moldabayev [40], G.Shugaeva., N.Imangalieva [46], T.A.Mustahimova [47] and others. Also the interest in the study of the preparation of the work is published by the Russian scientific school: T.G.Nikulenko [1], E. Zmanovskaya [2], V.G.Bajenov [3], T.G.Nikulenko, S.I.Samygin [5] V.P.Kashchenko [7] EP Fureeva, E.V.Shipilova, O.V.Filippov [10], N.V. Tarasova [12], S. Povalyaeva [15], N.F.Basov [19], Puff-IG Malkin [23], I.V.Vatchkov [27], L.A. Kazakov [32], G.P.Kozin, U.V. Kobazova [33], T. Timokhina [34], E.V.Danil’chenko, S.N.Ryagin [38], and others. Analysis of study of the problem shows that the existing wealth of experience in the countries of CIS and foreign countries, as well as the basics of scientific directions of Kazakh scientific schools can be used in the implementation of the development of new trends in the formation of educational programs for autistic children category in the Republic of Kazakhstan. The practical significance of the research nationally and internationally is that created the technology will create optimal conditions for the process of socialization and teaching autistic students into elementary school, the active use of the planning and the livelihood of the practice of pedagogical activity of teachers of inclusive classes with promising the creation of copyright variable models and training programs for autistic categories of students, not only in Kazakhstan but also in the country CIS and foreign countries. During the project a practice-oriented course will be set up, aimed at training teachers – students to the modeling of individual programs of autistic children in the system of secondary education inclusive classes in elementary school, the use of which is possible in the process of continuous improvement of pedagogical skills of primary school teachers, as well as – in the course of the project practice-oriented courses for 23

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the training of educators will be created system of retraining and advanced training of teachers. Materials and conclusions of the project will be recommended for implementation in secondary education of the Republic of Kazakhstan. The accuracy of the results and conclusions of the study will be confirmed by theoretical substantiation of methodological positions; comprehensive set of methods appropriate to the subjects, goals and objectives of the project; conceptual-semantic consistency of the technology of modeling of educational process in the conditions of the implementation of the Inclusive Education Concept in the Republic of Kazakhstan (2015) and, in the framework of the State Program of Education Development for 2016-2020 in the Republic of Kazakhstan, testing materials. During realization of research will be used complex methodology, being totality of theoretical and empiric methods : theoretical analysis of philosophical, pedagogical, psychological literature on the problems of design, organizations of the programs for the аutistic children of 0-4 classes of educating in inclusive classes; generalization of experience of activity of establishments of secondary education; pedagogical supervision; questionnaire, special methods of study of communicative-organizational capabilities of children; analysis of pedagogical documentation and methodical materials on questions of maintenance and management educational activity; analysis of results of creative activity of children; establishing and forming pedagogical experiments. Within the framework of Project the observance of principles of scientific ethics, maintenance of high standards of intellectual honesty and non-admission of manufacture of scientific data, falsification, is guaranteed, plagiarism etc. in accordance with the legislation of Republic of Kazakhstan. Intellectual ownership rights on the results of research will be executed in obedience to Law of РК «On defence of intellectual property». From the number of advantages this project can highlight a significant contribution to the development of inclusive education in the Republic of Kazakhstan and introduction of innovative forms, methods of teaching autistic children more effective use of innovative approaches in the field of training and development of individual educational programs for autistic students from 0 to 4 inclusive classes. The development of methodological frameworks and practical recommendations for teachers of inclusive classes for the preparation of individual educational programs for autistic children, prepare, test, practice-oriented course for students of pedagogical specialties, oriented towards the training of teachers for new formation to the modeling of individual programs of autistic children in secondary General education inclusive classrooms.

References 1. Nikolenko, T.G. Correctional pedagogy: textbook. Rostov n/D: Feniks, 2006. 381 p 2. Zmanovskaya E.V. Deviantology: (Psychology of deviant behavior): textbook for the stud. ouch. proc. Institutions. 3-e Izd., Rev. And extra-M.: Izdat. center «Academy», 2006. 288 p. 3. Bazhenov V.G. Psychological mechanisms of correction of deviant behavior of students Rostov-n/ Donu: Feniks, 2007. 320 p. 4. Early diagnosis and correction. In 2 volumes: a practical guide vol. 1. Developmental disorders / edited by Udo B. Marriage – M.: Izdat. center «Academy», 2007. 320 p. 5. Nikolenko, T.G., Samygin S.I. Correctional pedagogy: textbook. Ed. 2-e].-Rostov n/D: Feniks, 2009. 445 S. 6. Pedagogical correction: Correction of character flaws in children and adolescents: Textbook. a manual for students. environments. and higher. proc. Institutions. – M., 2010. – 316 p. 7. Kashchenko VP Pedagogical correction: Correction of character flaws in children and adolescents: Textbook. a manual for students. environments. and higher. proc. Institutions, 5th ed., ster.-M.: Publishing center «Akademiya», 2008. – 304 p 8. Toponogov B.K. Organization of correctional and pedagogical process in the school for the blind and visually impaired children: a manual for teachers and leaders of special (correctional) educational institutions. – M.: Humanitarian publishing house. Center VLADOS, 2013. – 233 p.

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34. Timokhina T.V., Modern trends in professional training in inclusive sphere. //Innovations in education. – M., 2016. – No. 2.– S. 100. 35. Ways of development of inclusive education. //Modern education: Republican information-analytical magazine. – Almaty, 2013. – № 3.– P. 17 36. Jolmuhamedova A.K. integration of educational systems in the context of inclusive education // Pedagogy and psychology: Scientific-methodical journal. – Almaty, 2014.– No. 3. – P. 26. 37. Fertik V.V. Svinarchuk A.I. Inclusive education in Kazakhstan. //Science and we. VI International. Scientific.-pract. Conf. November 26-27, 2015.T.1. – S. 73-75 38. Danilchenko E.V., Ragin S.N. Psycho-pedagogical. Conditions of inclusion of younger SHK-cov in the classroom art.-aesthetic direction. // Science and we. V International. Scientific.-pract. Conf. 27-28 April 2015. – P. 26-28 39. Satybaev A.T., D.V. Lepeshev analysis of the notion and the essence of inclusive education. // 40. Moldabaev D.J. Fundamentals psihologo-pedagogical support of children with disabilities in the educational process. //Science and society: Interaction and development. Intern. scientific.-pract. Conf.April 18-19, 2015. Vol. 2. p 72-76 41. Тұрғанбаева Б.Ш., Әбілманова Ә.Н. Инклюзивті білім беру-өмір қажеттілігі. //Наука и мы. III Междун. Науч.-практ. конф. 24-25апреля 2014г.Т.3. – 26-29 б. Turganbayeva B. SH., Abilmanova A.N Teaching inclusive education – a vital necessity. 42. Satybaev A.T. Special approach to the education of children with limited abilities. //«Science and We». III International. Scientific.-pract. Conf. 24-25april 2014.T.3. –S. 60-63 43. Kazakova L.A. Socialization of adolescents with disabilities: Aspects separation. // Pedagogical support of youth work.Scientific.-pract.-Conf. dedicated to the 100th anniversary of the Yaroslavl GOV’t.pedagogicheskiy. UN-TA im. K. D. Ushinsky. – Yaroslavl.-2008. – P. 119-122 44. Айекешов Н.Т. Анализ потребностей в проф. ориентации людей с ограниченными возможностьями. //Декабрьские события 1986года: Политика, власть, судьбы.-Материалы Республ. Науч.-практ. конф.-Алматы: 2008. – С. 87-90 45. Ryzhov O. S. Experience of children’s public associations for the social protection of children with disabilities. //The children’s movement as a social and pedagogical phenomenon. – Materialy nauch.-pract. Conf. dedicated to the 100th anniversary of the children’s movement with international participation, 23-25 September 2009. Russia. – P. 132-135 46. Shugaeva G, Imangalieva N Inclusive education: experience and perpective «Science and education of Kazakhstan»№6, 2014. – P. 52-55 47. Mustahimovna T. And Correctional pedagogy. PKG. – Kokshetau: KUAM, 2015 for special. Dow. SPIs. – 89 p. 48. Dei, GJS (Dei, George J. Sefa). Decolonizing the university: the challenges and possibilities of inclusive education. //Soc socialist studies, c/o david huxtable, dept sociology, Victoria, Canada, volume: 11. Release: 1. p.: 23-61. Опубликовано: WIN 2016. 49. Catherine Adekemi Ayantoye, John L. Luckner. Successful Students Who Are Deaf or Hard of Hearing and Culturally and/or Linguistically Diverse in Inclusive Settings. //Journal: American Annals of the Deaf. Volume 160, Number 5, Winter 2016. pp. 453-466 | 10.1353/aad.2016.0008 50. Talley, Lauren; Brintnell, E. Sharon. Scoping the barriers to implementing policies for inclusive education in Rwanda: an occupational therapy opportunity //International Journal of Inclusive Education. Volume 20, Issue 4, 2016. DOI: 10.1080/13603116.2015.1081634 51. McKay, Loraine. Beginning teachers and inclusive education: frustrations, dilemmas and growth. // INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. volume: 20 Release: 4 p.: 383-396 Published: APR 2, 2016. 52. Sharma, Umesh; Loreman, Tim; Macanawai, Setareki. Factors contributing to the implementation of inclusive education in Pacific Island countries //INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION Volume: 20 Issue: 4 Page: 397-412. Published: APR 2, 2016. 53. Sharma, Umesh; Jacobs, Dt Kate. Predicting in-service educators’ intentions to teach in inclusive classrooms in India and Australia //TEACHING AND TEACHER EDUCATION Том: 55 p.: 13-23 published: APR 2016. 26

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54. Kutnick, Peter; Brighi, Antonella; Colwell, Jennifer. Interactive and socially inclusive pedagogy: a comparison of practitioner– and child-oriented cognitive/learning activities involving four-yearold children in preschools in England. //EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNA volume: 24 Release: 2 p.: 265-286. published: MAR 3, 2016 55. Zundans-Fraser, Lucia; Bain, Alan. The role of collaboration in a comprehensive programme design process in inclusiveeducation. //INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION Том: 20 Release: 2p.: 136-148. Published: FEB 1 2016. 56. Round, Penny N.; Subban, Pearl K.; Sharma, Umesh. ‘I don’t have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education. //NTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION Volume: 20 Release: 2 p.: 185-198. Published: FEB 1 2016. 57. Miskolci, Jozef. Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia. //INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION Том: 20 Release: 2 Стр.: 199-213. Published: FEB 1 2016. 58. Malins, Pamela. How inclusive is «inclusive education» in the Ontario elementary classroom?: Teachers talk about addressing diverse gender and sexual identities. //TEACHING AND TEACHER EDUCATION Том: 54 p.: 128-138 Published: FEB 2016. 59. Yeo, Lay See; Chong, Wan Har; Neihart, Maureen F.; и др. Teachers’ experience with inclusive education in Singapore. //ASIA PACIFIC JOURNAL OF EDUCATION Том: 36 Special release: SI Приложение:1 Стр.: 69-83. Published: JAN 15 2016. 60. Poon, Kenneth K.; Ng, Zijia; Wong, Meng Ee; и др. Factors associated with staff perceptions towards inclusive education in Singapore. //ASIA PACIFIC JOURNAL OF EDUCATION volume: 36 Special release: SI Application: 1 p.: 84-97. Published: JAN 15 2016 61. Loreman, Tim; McGhie-Richmond, Donna; Kolopayvea, Alla; и др. A Canada-Ukraine collaborative initiative for introducing inclusive education for children with disabilities in Ukraine: participant perspectives. //SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT Том: 27 Release: 1 Special release: SI. p.: 24-44 Published: JAN 2 2016. 62. Waitoller, Federico R.; Kozleski, Elizabeth B.; Gonzalez, Taucia. Professional inquiry for inclusive education: learning amidst institutional and professional boundaries. //SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT volume: 27 Release: 1 Special release SI. p.: 62-79 Published: JAN 2 2016 63. Freedman, Justin E. An analysis of the discourses on attention deficit hyperactivity disorder (ADHD) in US special education textbooks, with implications for inclusive education. //INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION volume: 20 Release: 1 p.: 32-51 Published:JAN 2 2016. 64. Van der Bij, T.; Geijsel, F.P.; Garst, G. J. A.; и др. Modelling inclusive special needs education: insights from Dutch secondary schools. //EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION volume: 31 Выпуск: 2p.: 220-235 Published: 2016. 65. Liasidou, Anastasia. Inclusive education twenty years after Salamanca. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION volume: 31 Release: 2 Стр.: 289-291 Published:2016.

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PROBLEMS OF PHILOSOPHY CHARACTER BUILDING THEORY IN THE INTERNATIONAL CONTEXT OF GLOBALIZATION Lepeshev D.V. (d_Lepeshev@mail.ru) Ph.D., Academician of the Academy of Pedagogical Sciences of Kazakhstan, Professor of Abay Myrzakhmetov Kokshetau University, doctoral student in social philosophy of the Omsk Humanitarian Academy (Republic of Kazakhstan)

Nechshadim O. V. (olgadunitrash03@yahoo.com) Senior Lecturer, Department of Foreign Languages and Translation studies of Abay Myrzakhmetov Kokshetau University, Master of Pedagogy and Psychology

Abstract The authors consider the problem of the influence of modern American and Western ideology in the process of deformation in the social and philosophical understanding of character building theory of identity and identification. Modern trends in social philosophy of upbringing are turned to the origins of the social relations and according to the authors, authoritarian approach should be eliminated in the system of education. The authors provide an analysis of the works of scientists and their own research, which defines constituent components and features of the development problems of the philosophy of character building at the present stage of scientific theories. Keywords: brining up the individual, character building theory, globalization, identification, identity, social philosophy of education, authoritarian approach, humanization process of upbringing, spiritual and moral education, social philosophy of education. Introduction: Modern society has entered a stormy and sometimes contradictory XXI century when historical realities in exchange for the benefit of geopolitical, demographic nuances of the development of society, countries and continents are replaced and sometimes distorted. The relevance of contemporary social and philosophical understanding of the problem lies in the fact that the continuity of the existence of human society is determined and supported to work in a thousandyear history of the mechanisms of transmission of social values and norms, among which a special place is occupied by upbringing. In contrast to the formation of its knowledge priorities, character building is aimed at the formation of personality, its identification with the basic values of culture, that is, a channel transmission and reproduction of culture as a whole. However, in the center of society and policy interests character building is not a forming worldview, but education is a system of transforming knowledge and object of reforming.

Main part Transferring of European principles of education onto the post-Soviet space (Bologna system) shows not only the desire of politicians to unite educational space in Europe, America and Asia, but also the lack of understanding of the need for the formation of its 28

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own integral, consistent, focused on the realities system of public education and upbringing of all mankind. While education is constantly exposed to reforming, upbringing as a system remains largely a spontaneous process, although the formation of spiritual and moral image of the nation and all of our future generation, patriotic and international youth thought, that is the face of the nation as a whole depends on the upbringing. Educational system in the former Soviet Union (Russia, Kazakhstan, Belarus) combines some elements of traditional education with Soviet traditions, as well as it is globally affected by Americanized culture, part of a meaningful base of popular cultural modernity. If during the pre-Soviet and Soviet periods certain upbringing paradigms (traditional or collective / social) dominated, at the moment, due to the difficulties of economic and social problems, children are often left alone with the effects of television and computer reality, losing all contact with the nationally oriented system of values and norms. Whence, all the complexity of upbringing of today’s youth arises , as in the present century of technological development, there are different kinds of gadgets, and young people have lost interest to many things, especially in the perception and understanding. In the last decades the post-Soviet space is experiencing a flurry of deep modernization of all spheres of public life. On the one hand, the formation of a particular socio-economic formation, a qualitatively different social systems is completed , on the other hand, there have been major changes and the meaning and significance of which are due to the search for the new education corresponding to modern trends development of a democratic, socially-oriented society in a society and in education (upbringing) in particular . Transition of post-Soviet societies to a new phase of their development in a natural way leads to the understanding that socio-cultural meanings, patterns of activity and behavior, educational concepts must be subjected if not to a complete rethinking, then to the updated interpretation of the changed socio-economic and socio-political conditions. Transition of Russia, Kazakhstan and other former Soviet countries to another society through rapid disintegration of social groups and institutions, loss of personal identification with the old social structures, values and norms, and the crystallization of a new value system is still problematic, not only for Kazakhstan. This is reflected not only in the decay of the old world values, but also in active search, the collision of the newly emerging parenting different value systems that characterize the probabilistic course of social development. This combination of values disintegration of society and the practical testing of new conflicting values is characteristic to our modern society and youth. Especially uncertain, vague and unstable positions are values of our modern youth, which is particularly worrying for the future of the country. The severity of the problems of the younger generation upbringing (especially the new «generation of independence») is caused by a number of reasons, including such as the lack of control over the flow of information in the context of globalization of social processes, open propaganda of laxity of morals, the cult of violence, individualism, pragmatism and various religious dispositions. It is obvious that today not only social, but also a spiritual stratification of society are carried out: some are living with memories of the past, others – are in active search for new moral ideals, the third – «without a rudder and without sails,» free from any ideology, guided by a cynical greed and the pleasure of the experience. Seeking a way out of this crisis, an idea is rooted in the public consciousness that the fundamental way to overcome the crisis is to improve the spiritual world of a man. In recent decades, due to the transition to the personality oriented paradigm of education an interest in research in the field of philosophy of education arises, and, more importantly, to the philosophy of character building of our youth. The urgency of these issues, especially education in this context is associated with the fact that sometimes mindlessly and arbitrarily foreign models of education are implemented in the process of character building. In this case, instead of intercultural dialogue aimed at developing a modern outlook and taking into account the cultural mentality of our people, there is the imposition of the US, various European systems of values and attitudes in the Eurasian reality and mentality. The relevance of character building problems is caused by acute development needs of philosophical knowledge. From the methodological point of view the problems of education of the individual in the new economic conditions of modern society are considered rare, research in this area is still fragmented. For example, some authors attribute the philosophy of character building with the analysis of moral values, where the task of the philosophy of education is reduced to the study of problems of study and assimilation of moral values in society. Other authors believe that the upbringing philosophy is to study different aspects of not only moral but also cultural values. And there are still some who consider it as a process of 29

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self-development in unity with its socialization [1, 35 p.]. And also religious upbringing side is considered as well, as our people are considered to be multi-ethnic. The philosophical aspect of socialization is to address anthropological trends in philosophy, namely, the problem of relations «person-world» representing the process of becoming a person in the society as the assimilation of an individual of a certain system of values, norms, attitudes, behavior patterns specific to the society, social community that allows him to function as a member. Such interpretations accentuate the effects on the individual of all varied social processes, in which he is somehow involved, with which he to some extent interacts, being the subject-object of social interaction. In the philosophical interpretation of the socialization the formation of individual culture as a personal system of mind quality, nature, imagination, motivation, self-awareness, training methods and activities of other entities of the individual personality is substantially significant; understanding that the individual culture of personality contains all possibilities of man as the subject of life. In fact, socialization, by which we mean a complex, multi-faceted and contradictory process of interaction between the individual and society, is a reflection in Humanities of unified process of formation of human vital activity which, since birth, is deployed as the «entry» into the culture and society as the object[2, 98 p.]. The urgency of the problems of our youth socialization is determined by the fact that in the last decade significant changes have happened in its outlook and behavior which are related to the impact on their consciousness of mass culture, and religion. A modern person brought up by TV and other media of communication, overcommitted by ready shaped structures bearing often inadequate interpretation of the facts, is deprived of the ability to think independently, critically assess the situation, determine the rational choice of his social, cultural, spiritual and religious development. Often it happens that the knowledge gained in the course of general and vocational education is not very applicable to solve the meaning of life issues, the formation of personal destiny and the value assessment. Meanwhile, the set of knowledge, which is designed to provide a foundation of values motivating culture of personality, is not enough to provide the required information as a specific scientific and philosophical knowledge. Methodological context of philosophy is closely linked to ideological serving human by form of orientation in life according to its value attitudes toward the world [3, 119 p.]. Formation of vision and individual socio-cultural development takes place in the course of the educational process of modern youth. So now, the need for the study of the role of education in its multi-dimensional relationships with a total spiritual experience, religious experience and social practice becomes essential. More important is the knowledge of the essence of the whole process of socialization, education and upbringing, their internal structure, methods and forms of functioning, learning the pace and direction of development, as well as their results and reverse impact on all spheres of life of all mankind. The phenomenon of socialization and character building can and should be understood, first of all, on a philosophical level. This very level, synthesizing the data of various sciences, allows to comprehend our understanding of the values, systems, process and effective aspects of education. But philosophical knowledge – it is mainly the knowledge of the essential, underlying process of formation of the humanity. The dialectic of existence and proper implementation requires knowledge of the essence (the essence of all education) in the development of education policy, which allows at the most working-level to make philosophical and educational knowledge technological and give it a normative character – the character of necessity [4, 129 p.]. Modern society needs educated, moral, enterprising people who will be able to make responsible decisions in a situation of social choice, predicting their possible consequences, capable of cooperation, characterized by mobility, dynamism, constructivism, a sense of responsibility for the fate of the country. At the same time, it is necessary to bring up a generation of people able to become worthy citizens of their country, love their family, their homeland, their society, their work. We believe that the socio-philosophical approach which is used in the analysis of problems of socialization and upbringing will help to address these social processes, as an activity, as the structural and organizational and structural and functional phenomenon in all its complexity. Social philosophy is able to offer axiological justification of educational theories and socialization practices, adjusting their principles and content, making the methodology of the social philosophy of the essential foundation for the analysis of ontological, axiological and other aspects of socialization and education of young generation. However, the modern globalized society, the risk society by W. Becca [5, 69p.], is rapidly losing its traditional values, national and state identity, it needs a system of formation of a stable personal identity. 30

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Such system can only perform an educational system in which the level of content-valuable bases enshrined universal spiritual ideals, specific national values, traditional norms of behavior; Only educational system as a new paradigm of identity formation, can give the child a stable foundation for further development and national, cultural and social identity. Speaking at Moscow State University named after M.V. Lomonosov in 1994, the President of Kazakhstan N.A. Nazarbayev firstly announced the idea of creating a responsible spirit of the time integration association – the Eurasian Union [6, p.6]. This idea did not apply for immediate implementation, however, as time has shown, it has become a powerful catalyst of integration processes. At the heart of the Eurasian based on the principles of openness and tolerance of society and its readiness to perceive the useful from the outside, the ability to synthesize and modify and perceive, for the future of the country. All these qualities are embodied in the ability to create a specific civilization, which is characterized by a harmonious combination of universal, national, religious and ethnic values. The leader of the integration process, which was conceived by its authors, should be our youth. Today’s youth is actually the first generation born and raised in the independent countries of the former Soviet Union. «Generation of independence», which grew up in difficult circumstances of stereotypes’ changing, impetuous and not always smooth political, religious and economic transformation and it has formed its own special group consciousness and perception of reality. Thus, the «Generation KZ» today has low level of interest and participation in the events of political, economic and cultural life of the country, cruelty and legal nihilism are quite common to it. Widespread features of youth are growing criminalization, the spread of destructive subcultures and communities. A characteristic feature of this generation is too high expectations of their employment: they prefer to adjust the working conditions for their lives but not vice versa. At the same time – they want the efficiency of their work and greater participation in decision-making, flexible working hours, but they are poorly prepared for hard market economy because of their incompetence. The development of Internet technology, network communication, such as e-mail, short message service and new media resources, such as YouTube video sharing and social networking (Facebook, Twitter, etc.) strongly influenced on the «Generation of independence». The global extension of social space in two decades of independence and open communication with its Western contemporaries create a new proWestern way of thinking. «This way of thinking does not include Russian phobia, but maintains its own historical identity of the Ukraine as a genuine cultural part of greater Europe. Therefore, one way or another, the Ukraine will inevitably be closer to Europe «, – says a well-known American political scientist and sociologist Zbignev Brzezinski [7]. According to the American expert, «a splash of Ukrainian patriotism» – a signal that the commitment to national independence becomes the «dominant political reality.» This, in his view, especially concerns young Ukrainians, who no longer consider themselves a part of «Mother Russia» from the linguistic or historical points of view.» Brzezinski believes that even in neighboring Belarus, «which is controlled by the authoritarian regime of Lukashenko, this Western orientation begins emerging on the surface.» «This impact on Russia will be felt in the longer term ... if it is not self-marginalizing, and will not become a semi-stagnant imperialist relic» – he said. Indeed, during the ongoing reforms in the CIS countries, both the basic foundation of society and valueoriented identification of various population groups and, above all, young people have changed. Changes in society that occurred in Eurasia in the last decade of the XX century, led to a personal identity crisis. Previously, many people regarded themselves as «Soviet people», which determined their way of life, style of behavior and feelings, now there are no such generalized categories that determine the social identity of the population. Today, the traditional ideas and values lose their meaning for the individual – it is impossible to identify them in the social and cultural reality. Priorities of solidarity and collectivism in the consciousness of young people lost their importance and relevance. There is an outer join of young people on the basis of economic relations, which can not solve their internal alienation from each other. Falling standards of living, the lack of clear objectives and perspectives gave rise to a sense of apathy in the mass consciousness, the result of which can be considered as an increasing number of deviant behavior (drug addiction, the criminalization of youth society), homelessness, social exclusion. It becomes a vital understanding of the issue of identification, choosing such antisocial behaviors. Does it mean, that the official rhetoric about the Eurasian Union is not really proved in the consciousness of young people? Is the idea of Eurasianism basic value for the new generations? What are the pros31

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pects of participation of youth in the development of integration processes on the post-Soviet space? We are trying to answer these questions and it is the purpose of this article.

Methods To study the value-orientation of young Kazakhstani identity and the idea of Eurasianism in the minds of the youth, «Youth studies centre», Kazakh Humanitarian Law University and the Research Institute of Socio-educational research of Kokshetau Abay Myrzakhmetov University conducted extensive pilot sociological survey among school children, students, undergraduates and graduate students, young professionals from May to September in 2013. The main methods of research used in it were self-identification test (20 «I») of M. Kuhn and T. McPartland (1954), the methodology of ranking of basic civilization values of A.Teslenko and developed on the basis of its expert survey of ethno-cultural identity and socio-cultural values of young Kazakhs (N = 700). The survey involved 278 men and 401 women between the ages of 17 to 21 – 60.5%; from 21 to 25 years old – 16%; from 25 to 36 years old-23.4% of the respondents. Respondents were presented by the following groups: high school students – 4.6%, the students of specialized secondary educational institutions – 13%; undergraduates and postgraduates – 61.5%; young professionals -20.7%.

Results «20 – I «Social and personal identification has been studied on the basis of the test. The dominance of personal identification over social was revealed and age dynamics of fixed identification was clearly seen , and also its most significant differences among criteria and indicators, depending on the environment of learning and development were identified. It is known that in 1980s in the Soviet Union, in terms of political stability social youth (group) was prevailing over the personality, in the present, as our research shows, in a variable educational system, on the other hand, personal identification dominates social. This is clearly seen from Table 1. Table 1. The ratio of social and personal identification in different types of educational institutions (%)

Age group

Social status

Including joint-working

Identification Personal

Social

16-17

High school students

84,0

21,0

33,8

16-19

the students of specialized secondary educational institutions

48,0

42,1

41,3

18-25

Undergraduates and postgraduates

52,0

36,8

24,8

25-27

young professionals

59,0

36,7

30,7

Under the conditions of transformation of the entire system of social relations the most vulnerable group of the population turned out to be our youth today. The majority of young people have a lack of experience and clearly vague value orientation of all this information. In addition, it is very difficult to align themselves with the position of their own opinions of others, to understand and accept the generally accepted norms of behavior. The situation is aggravated by the conflict of different generations. According to our previous studies, older people today are more collectivists than individualists. In their actions, they are not limited to their own experiences, they strictly follow the cultural traditions and demand the same from the youth. Young people manifest themselves most often as individualists, and are prone to deny the experience of their elders. Using trial and error method, they try to complete their own to find their place in this world. The analysis of empirical data revealed different identification according to the type of activity status and age. We found out that the level of personal identification of post-graduates (college students) is higher than the high school students’ level(see. Table. 1). This can be explained by several reasons. Firstly, at college, 32

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educational and learning processes are proceeded more rapidly than at school. Secondly, the college’s reliance on a significant personal-professional education is obvious, it implies a higher level of readiness to take independent decisions important in the future as a professional and a person. Accordingly, the educational environment pays more attention to self– study, self-control and creativity of the students, develop their sense of personal responsibility, not only for the results of learning, but also for the achievement of all set goals. Overall, the results of our study suggest the predominance of young people’s personal identification over social (see. Table. 1). The study revealed high rates of the personal identification of young people of different age groups: «Individually-personal character traits.» This study shows that modern young men and women quite often uttered not only the positive ( «I am reasonable», «I am kind», «I am industrious,» «I am conscientious « ...), but also negative remarks in their address ( «I am lazy «,» I am selfish «...). In contrast to the school stage of socialization, only during students’ life they begin to form a conscious attitude to themselves as members of a society. It is developed both under the influence of the social environment and internal needs of the individual during their activity. Features of consciousness manifest themselves during the attempts to analyze their own strengths and weaknesses and assess their personal qualities. At the same time students of all types of educational institutions as a whole have high self-esteem. Sustained growth and adequate reduction of low self-esteem are seen during the completion of the training and the beginning of self-employment. Assessment of the identification level (by McPartland’s method) showed that among pupils and students the «social – I» (we are talking about the subject in the social world involved in structured situations which interacts and is connected with other people through the rules, rights and obligations arising from their role in society ) dominated, and as for graduates and young professionals – «reflexive– I» was dominant(it is a subjective determination of which, however, have a connection with the relevant social characteristics of behavior). According to psychologists, people are less protected, they are more prone to stress, social isolation in an unstable society. However, on the other hand, they are characterized by cognitive flexibility, focusing on yourself and self-analysis. This line of development contributes to the formation of the identification of young people «a true sense of» identity. Comparing the data on the criterion of identification «Ideological Line», we found that the most important objects of social identification are the family, the primary formal and informal groups, large communities. When young people are making plans for future they think about global issues, the meaning of life, their social status. While forming view of the world, trying to find their place in it, young people begin to think and realize themselves as a «citizen of Kazakhstan», «man of the world», «part of the universe», etc. It is important to note that ethnic identity in adolescence is weakly expressed. For young people it does not really matter, and therefore statements such as «I am Kazakh», are rare. It is interesting to note that, some statements are more typical for the representatives of the titular nation of the southern regions of the country and people from the aul environment. Ethnic identity becomes more noticeable in senior students and postgraduates. Each ethnic group creates its own culture, which has a certain value system, different from the other, i.e, it has a certain unique cultural paradigm, which has certain values and meaning. One important feature of the definition of ethnicity is considered to be ethnic and cultural patterns of behavior (ethnic stereotypes) people of their own ethnic group, as well as other nations, thus creating a generalized image of them. Socio-cultural image is made of value orientations. Firstly, let’s consider the results of a study on the perceptions of young Kazakhstani on the cultural features of western, eastern, nomadic (nomadic culture) and Muslim cultures, identified in the course of their ranking (Table 2).

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Table 2. Structure of the values of different cultures in the consciousness of young people

Western cultures

Eastern cultures

Nomadic culture

Muslim cultures

Fundamental meaning Individuality

Maternity

Level in the power structure

Manhood

Money (wealth)

Manhood

National power

Corporative responsibility

Punctuality

National power

Hospitality

Respect to elders

Precedence Rescue. Help

Peace Modesty

Corporative responsibility

Patriotism

Activity, persistence

Corporative responsibility

Respect to elders

Religion

Respect to youth

Karma

Environment preservation

Authoritarian trend

Skin color (nationality)

Respect to elders

Equality of the genders

Hospitality

Human dignity

Environment preservation

Efficiency, quality

Authoritarian trend

Education

Paternalism

Immediacy

Patriotism

Authoritarian trend Paternalism Patriotism

Secondary meaning Maternity/ femininity

Respect to youth

Money (wealth)

Maternity

Patriotism

Equality of the genders

Activity, persistence

National power

Authoritarian trend

Human dignity

Rescue. Help

Money (wealth)

Manhood

Education

Precedence

Modesty

Immediacy

Skin color (nationality)

Rescue, help

Modesty

Activity, persistence

Religion

Respect to youth Skin color (nationality) Human dignity Education Immediacy

Tertiary meaning National power Peace Environment preservation

Individuality Money (wealth)

Individuality Human dignity

Punctuality

Education

Activity, persistence

Immediacy

Efficiency, quality

Respect to youth

Punctuality Efficiency, quality

Unessential Modesty

Rescue, help

Punctuality

Individuality

Corporative responsibility

Precedence

Efficiency, quality

Peace

Respect to elders

Equality of the genders

Karma

Hospitality

Karma

Precedence

Religion

Environment preservation Equality of the genders

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Analysis of the data shows that in the consciousness of young people dilemma «East – West» suggests that «West / Europe» – is the observance of human rights and freedoms, equality of the law, the quality of life and technical progress, and in the «East / Asia» negative meaning is implied. But in the actual behavior of young Kazakhstani it is often a man who says: «I am going to the shower, I want to wash off the Asiatic!», But he just washes his head, and washes a little. This suggests that he got used to this dirt, he likes it. Marginal consciousness and mentality – that is the main characteristic of modern Kazakhstan.

Discussion To assume that the current movement of the Eurasian Economic Union, the Russian Federation, Belarus and Kazakhstan is based on the concept of socio-philosophical school of Eurasianism, it will be a big assumption. First of all, because this movement has no ideological justification. And the fact that there is something it reminds the droughty political and economic calculations. The principles of rationalism underlying Russian policy toward the former Soviet republics have not brought the relevant integration effect. Moreover, with the approval of the former Soviet Union Western cultural values social foundation centripetal tendencies are gradually decreasing To illustrate this statement to our previous research on the issue of cultural socialization of Kazakhstani youth [8]. Modern Kazakhstan as a multinational and multi-clan community has no single cultural field, in which representatives of different ethnic and social groups would have the same values and guidelines, and to realize themselves as one nation. Intercultural contradictions are tearing Kazakhstan onto socio-cultural poles: Euro-centrism and pan-Turkism. Pole Eurocentric cultural development is focused on the value of industrial and urban civilization. Personality can be described here as an automated, independent subject of socialization, which has the possibility of emancipation and development of creative potential, although it falls into the clutches of the monetary and economic dependence on rigid and impersonal market [9]. Pole pan-Turkism is based on the traditions of the agro-nomadic civilization and the rule of patriarchal tribal (zhuzes) paternalistic mentality of aul environment. Many representatives of the cultural development of the social integration processes and acculturation have not formed a strong skills and work culture, professional competence and respect for high-tech work, we have not developed a personal individual start Analysis of the socio-cultural features of Kazakh society has allowed the researcher to identify the following models of socialization. Parameters of the model of socialization due to cross-cultural tensions between social and cultural poles of society are determined by the ratio of matching opportunities and meet the basic, social and spiritual needs of young people on the civilization and historical vertical «east-west» and the space of the opposition «village-city».

Figure 1. The socio-cultural stratification of Kazakh society

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First of all, a large traditional model of socialization stands which is characteristic to a large part of the aul youth and urban migrants, the first generation which was born in the Kazakh (or mixed) village with its traditional patriarchal culture, the authority of the elders, kind of priority of Juz and ultimately – state over the individual. Usually they graduate from public school, speak and think mainly in the state language, in relation to them Russian-European culture acts as inner-ethnic, alien culture The following model of Kazakhstan youth socialization can be called mobilization. It is typical for the Russian-speaking youth from rural areas and some of the Kazakh youth, situated at the crossroads of two cultures – Kazakh and Russian-European, between aul and urban culture. The leading type of development (society and the appropriate socialization) in this case is personal development, focused on achieving extraordinary goals with the use of emergency funds and emergency organizational forms. A distinctive feature of it is that it takes place under the influence of external adverse factors, first of all, unequal starting conditions, different religious customs and beliefs of socialization compared to urban youth. They are characterized by ethno-cultural and linguistic dualism (they are half Kazakh and half Russian and possibly other nations), the two main determinants – a rural origin (ethno-cultural component) and the Russian education (civilization component). Among high school graduates who studied in Russian in 1991 there were almost 40% of Kazakhs. They are more tolerant to non-Kazakh ethnic groups, they organically absorbed both the Russian-European and traditional Kazakh cultures and speak and think in Russian as easily as in Kazakh, although not all of them speak their native literary language. Ratios of above-described cultural patterns of socialization lead to tough competition, which affects the attitude to integration processes with Russia. Thus, during the expert survey, 28% of the respondents attributed to «traditional» oppose the Eurasian Economic Community (EurAsEC) and they are afraid to lose the independence of the country, their cultural identity and the dominance of Russian culture, and 47.6% of «modernists» are more focused on expansion of humanitarian and economic cooperation with the developed countries of the West than with Russia. [10] Our data characterizing the dynamics of destructive attitude of young people of Kazakhstan to integration with Russia, are correlated with measurements of public opinion published by the main researcher of the Kazakhstan Institute of Strategic Studies M. Laumulin [6]. The opinions of the population of Kazakhstan to the Customs Union (Belarus, Kazakhstan and Russia) were divided: 52% of respondents support this integration project, 48% voted «against» or were undecided. In April-May 2012, the Institute of CIS (Moscow) conducted an additional survey of Kazakhstan respondents, in which there was revealed the belonging to social categories those who disapprove of the union in the integration structures. The results of the survey further showed that 78.7% those who considered inappropriate post-Soviet integration, they are representatives of large and medium-sized businesses, managers of financial institutions, employees of law enforcement agencies and law enforcement organizations and government officials. [7] From a pragmatic point of view, this situation is understandable. If to follow only benefits, the orientation to the western centers of world power looks much more attractive than the union with Russia, which has not yet found a steady trend of economic growth. However, at the heart of the Eurasian integration there is much more than pure pragmatism – cultural and civilized community, formed during centuries in the integration of multi-ethnic traditions, generating a kind of identity which is impossible to comprehend by rational consciousness. As we have noted, Kazakhstan is currently not stable in religious aspects of our community. From a philosophical perspective, we should note, that instability of different aspects of Kazakhstan, does not allow it to continue developing comprehensively. In this regard, M. Laumulin’s saying is remarkable: «After the fall of the Iron Curtain and contacts with foreign countries citizens of Kazakhstan were sure that they were different from the neighbors in the Islamic world, despite the Islamic renaissance in the republic. In the Soviet Union, Central Asians were considered «Asians» but after close contacts with the Chinese and other peoples of the Far East it has become obvious that they are not very similar to these Asians. They have much more common things with other citizens of the CIS countries, and there appeared a concept «Eurasians» [9, p.49]. The essence of Eurasianism as a socio-historical phenomenon is an indivisible set of values, customs, myths, types of self-organization and mentality, which can act as a source of the newly perceived cultural self, the answer to the identity crisis that hit the globalizing world. That’s why, the Eurasian Economic Union should be considered primarily through the prism of Eurasian civilization in its understanding by N. Trubetskoy, P. Savitsky, G. Florovsky, P. Suvchinsky and L. Gumilyov [10]. 36

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From the perspective of structural restoration of relationships (social, cultural, economic, political), historical space occupied by the Soviet Union and the formation of a non-European type of civilization – the Eurasian, this process is, of course, positive. At the same time, in this process and we must see those «pitfalls» that can bring it to the result, which the Soviet Union experienced. And one of these «stones» is precisely copying the principles of building up the Soviet Union, but without communist and Soviet design. The centuries-old complementary relationship between the ancestors of Russian and Steppe superethnos does not mean the formation of a certain type super community like «Soviet people», «Russians», «Eurasians». This was rightly said by L.N. Gumilev: «super-ethnic system of values, as a rule, is mutually exclusive and, in any case, poorly compatible with each other. This incompatibility is justified and is relevant to the functional role of super-ethnic dominants. After all, they serve as indicators of affiliation of the individual and the ethnic group to «own» super-ethnos «[6, P. 33]. Therefore, any attempts to create artificially a universal human value system and culture, or to impose a different system of values of super-ethnos invariably end with the collapse. Consequently, the restoration of cultural and historical space of the Eurasian civilization, undermined by the events of 1917, should take place on the other criteria, the relevant values of this civilization. We are talking about one of socio-cultural system, which was created over the centuries and which had its historically justified name – Russia. Moreover, ethnically, Russian is a country of not only ethnic Russians (Great Russians, Belarusians and South-Russians, now called Ukrainians), but also many other ethnic and cultural communities, both indigenous to the area, and newly arrived representatives. Taking into account the historical parameters and the spatial and geographical origin of the formation of the Russian civilization, there worked not only autochthonous ethnic groups of the Russian socio-cultural space – Abkhazians, Azerbaijanis, Armenians, Bashkirs, Georgians, Kazakhs, Kyrgyz, Latvians, Lithuanians, Moldavians, Ossetians, Tajiks, Tatars, Turkmens , Uzbek, Chuvash, Estonians – but also representatives of foreign ethnic groups – Greeks, Jews, Italians, Germans, Poles, French, Danes, and many others. This fact is very important and significant for the future of civilization development. Over two millennia Eurasian civilization adapted the pagan traditions and spirituality of Sufism and mono-religion to diversity of national cultures. For the Eurasian mentality a desire for absolute freedom and absolute love, tolerance is characteristic. Feelings of friendship, equality and equity are natural for Eurasians. Eurasian is rather internationalist than cosmopolitan, a supporter of tolerance between people of different nations and races, based on mutual understanding, mutual trust, mutual enrichment of cultures, values, knowledge and technology. Eurasian is tolerant to others’ opinions, beliefs, behavior, has a keen sense of justice, the desire for education and development of national languages, fluent in Russian as a language of international Eurasian communication. The manifestation of the Eurasian mentality as a integrant of national mentalities of the peoples of Eurasia is based on the revival of the imperative need for integration of the peoples who have long-standing ethnic, economic and political relations, in order to enrich national cultures. This integration should be based on the new Eurasian ideas, different from ideas of the founders of the Eurasian movement of the early twentieth century, as well as different from interpretations of the modern ideology of nationalist or religious persuasion. Eurasian idea can be formulated as a synthesis of the identity of each nation of Eurasia with pan-Eurasian identity in order to ensure well-being, freedom and security of every individual. Another «hidden rock» is derived from ideological biases towards the Eurasian concept to «Turan» which often merges with extreme manifestations of ethnic exclusiveness of pan-Turkism. The dynamics of a destructive relationship of Kazakhstan youth for integration with Russia is largely due to the factors of ethnic tensions in Kazakhstan : in the first place, the representatives of the titular nation, as it is known in Kazakhstan state bodies, domineer and a significant part of the ambitious youth in the power structures are afraid of competition of other ethnic groups; secondly, as the theory and practice of ethnological studies show, ethnic isolationism inevitably leads to an increase in ethnic phobias, prejudices, ethnic clash of cultural values; third, the data of numerous polls proves, that there is a significant incidence of domestic nationalism in connection with the predominance of Kazakhs among officials. At the same time the official ideology is actively developing the idea of «Kazakhstan patriotism», based on the Kazakh mentality, which can be defined as a set of the most enduring archetypes and stereotypes, historical Kazakhstani ethnic groups, under the influence of socio-cultural factors manifested at the conscious and subconscious levels by way of a special method of attitude and mindset that affect their lifestyle and 37

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socio-political behavior. The distinguishing factors of Kazakh mentality are historically inherent complexes and modern features in response to the turmoil and upheavals of recent decades, as a global problem is still religion. Positive expression of historical complexes: first, archetypal centuries-old friendship between the peoples and complementarity; secondly, ethnic and religious tolerance; thirdly, understanding the role of the state as a guarantor of social and personal security. Negative manifestations of historical complexes: first, the resurgence of tribalism, stimulating ethnocratic ethnocentrism, substituting democracy and recruitment in a businesslike manner; Second, the Soviet paternalism appears as a relapse of dependency and lack of initiative; Thirdly, there is hardly a reassessment of values. The second group consists of Kazakh mentality traits introduced by «sovereign democratic» reforms. The collapse of the Soviet Union, on the one hand, created the conditions for the realization of the potential members of some ethnic groups and segments of the population, especially the party and economic nomenclature, who managed to privatize most economically significant fragments of the economy, which today is the so-called heirs «Golden youth». On the other hand, for the millions of people of the state disengagement from the social sphere as a major factor lead to a sharp drop in the level of education, medicine and social security, which has actualized such features mentality of pessimism, flattery, bribery, improper religion, the priority of personal interests before the public and, especially in the «youth» group. The third group of the dangers is associated with the formation of the «new» identity in conditions of total indoctrination «generation of independence». History has proven that the national statehood after its acquisition becomes a habit, and it is almost impossible to take it away– unless by a strong external force. Low level of education and world outlook ignorance do not allow young people to clearly define their values and identity orientation, actually see the pros and cons of Eurasian integration. A new generation grows, for which the Soviet Union – is «ancient history.» common state values are unknown to them, but there are myths, taken from the history books – the «imperial thinking», «colonial policy», «enslavement of the peoples», «forced Russification.» In 1993 there was a case in Uralsk, when during the final examination the student refused to answer the examination card, which asked about the imperial oppression of the Kazakhs from Russia, but now there are more and more young people who refuse to show their Russian ties completely. The last census showed a decrease of Russians but not due to migration, but because of the identification change. As a rule, children from mixed families prefer to be called by the non-Russian nationality of one of the parents. Non-Russians live more comfortably not only in Kazakhstan but also in other new independent states. Marked danger is not to be taken as a warning and moreover, the action against the formation of the EurAsEC and the Eurasian Union. These forms themselves, no doubt, are the best, and most importantly, productive way to overcome the disunity of the state of the post-Soviet space, which we are seeing now. For centuries, Russia, accumulating cultural potential of the people and uniting it in a single civilization space, served as the generator of its own creative activity, being, according to the words of R. Collins, «prestige area» which «is the source of the radiation, spread beyond its boundaries and greater or less force of attraction to people from different distances. These distances are more than the distances in the physical space; They are networks of all sorts, ... where on special channels, the ability to penetrate into other people’s civilized zones, prestige and appeal of this civilization extend. «[12, p.94]. Performing the function of «prestige area» over a long historical period , Russia could not become the intellectual center of the reflection of cultural and civilization identity, formed as a result of active cultural exchange of peoples within its space. The Russian language as a means of communication, cultural exchange, the functioning of national structures is still «material hitch» saving the Eurasian cultural and civilization values. However, the main value of the Russian language is still not in this undeniably important aspect of the integration process. Despite the intensive policy of de-Russification the Russian language remains the main and the only one tool to promote the identification symbol of Eurasianism and its cultural practices to the existential depth, where each individual becomes the subject of unification tendencies. Thus, consideration of Eurasianism as a value-oriented identification of young Kazakhs allows to draw the following conclusions: First, the changes in society that occurred in Eurasia in the last decade of the XX century led to the crisis of the person of the Eurasian identity. In the course of the study the predominance of young people of the personal identification over the social one which is characteristic to Western civilization was revealed. At the same time the age dynamics of the level of identification of the «I-social» in youth to «self-reflexive» 38

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in the period of transition to social maturity was also seen. This line contributes to the formation of the identification of young people «a true sense of» identity. Second, the cultural values of young Kazakhs represent a blend of identification symbols of western, eastern, nomadic and Muslim civilization, which can be correlated with Eurasian features of mentality. Western and Eurasian civilizations are distinct socio-cultural phenomenon of world history, acting as opposing dichotomous couples. In the context of globalization and modernization of all aspects of social life values and identity of young Kazakhs orientation are more focused on Western values, which look much more attractive to a large part of young Kazakhstani. In this regard, the younger generation is a «lost generation.» We are talking about the part of young people, which was subjected to pro-Western values and the loss of historical socio-genetic code, it is inextricably linked to Eurasianism. This generation has dropped out of the temporal context of the Eurasian community, but has not lost its social and cultural ties with the culture of the donor – Russian culture. The functioning of the Russian language in Kazakhstan is a guarantee of the further development of integration processes in the Eurasian region, destroyed by the collapse of the Soviet Union. Third, Kazakhstan mentality is a very peculiar phenomenon which characterizes significantly Kazakhstani people, first of all by many features of Eurasianism, not only Europeans, but even many of the post-Soviet ethnic groups. Kazakhstan, based on ethnic and religious ethno-linguistic community, has always belonged to the Turkic-Muslim world, cultural – Russian-Soviet identity. Youth, the «generation of independence» more than the older generation acts as a marginal group landmark which is oriented on material values but not cultural ones. Fourth, activation of integration initiatives in the post-Soviet space, which we experience today, is not due to short-term political expediency, but due to the presence of deep historical and cultural basis of relations between peoples and states united by Eurasian mentality and identity. Formation of a full-fledged regional unification process is not linear and can be affected by various kinds of (including external) factors. However, building a long-term policy strategy in this area should be realized considering cultural and civilization factors of reintegration. In world practice, there was made a number of national education systems, taken as a model; each of them has a specific and deeply traditional deterministic ontological and social grounds. However, throughout the Eurasian space, the formation of the educational system that meets the needs of the time, in which universal and traditional values are taken into account has not appeared yet ; it means that the Eurasian area is located in the space of social risk, where a consistent and harmonious development of personality is complicated by the clash of divergent vectors of mass education. Global spiritual and moral crisis of human society today puts it in front of the survival problem that can not be solved without systematic synthesis of all the previous and current knowledge (philosophy). Only on the basis of this knowledge synthesis of education and the upbringing system, in collaboration with other sectors of society, a socially active, creative person, able to solve the problems of the survival on the planet can be raised. Nowadays many philosophers begin to realize, that the crisis of the education system, leading to a crisis of man and society is due to a crisis of philosophy itself. Quite a significant contribution to the philosophy of education is done by contemporary researchers, among which are B. Andrushchenko, O. Bazaluk, A. Bychko, V. Beh, Bryukhovetsky V., V. Vashkevich, E. Gerasimova, B. Gershunsky, E. Gusinsky, A. Zapesotsky , I. Dobronravova, S. Klepko, V. Kremen, K. Korsak, I. Knysh, M. Kultaeva, Levkivsky M., V. Lutai, M. Mikhailov, M. Mihalchenko, N. Sukhova, V. Pazenok, N. Pishchulin, I. Predborskaya, Yu. Ogorodnikov, I. Radionova, S. Cherepanova, V. Shevchenko and others. However, despite the large number of works devoted to the understanding of philosophical problems of education, some problems have not found a stable solution yet. The problem of character building by the philosophy of today’s youth, which involves the recognition of researching character of philosophy relating to pedagogy. Modern domestic education system is in crisis, where the authoritarian method of teaching and character building, designed for passive acceptance of training information is domineering. We believe that the way out of the system should be based on the revaluation of philosophical perception of the world and returning to the philosophy of the ancient canons of the spiritual and the material unity, which the esoteric philosophy has preserved: The philosophy of education is closely connected to the philosophy of character building. Although the development of the philosophical problems of pedagogy was launched at the end of XIX – in the early XX 39

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century. the philosophy of character building was not an independent scientific discipline in the publications of A. Fogel, John. Dewey, S. Hesse, from the end of the 20’s until the late 80-ies of XX century in the USSR. Philosophical Pedagogy justification existed in the form of a toolbox of traditional installations, conceptual recommendations, based on the teachings of Marxism, which, as a rule, did not make an important impact on the methodological development of pedagogical theory and practice [13]. In the «New philosophical encyclopedia» character building is defined as «suitable, arbitrary directional child growing up in social and cultural (spiritual practice) space of human communication». [14] In a broader sense, it is interpreted as any consciously planned intellectual, aesthetic and moral effects on the individual or group of people of any age. The researcher of social pedagogy problems A. Mudrik believes that «in the most generalized form the philosophy of character building can be regarded as an area of knowledge that is developed at the intersection of philosophy, sociology and pedagogy, in which, based on a certain understanding of the image of man, the interpretation of the essence of education and its problems and goals are given ; common approaches to the problems of development of relations, the socialization and character building of the person are developed; determined by the values and principles of upbringing, etc. «[7, p.213]. Features of character building philosophy as a form of pedagogical theorizing were described by L. Vahovski in his research work «Philosophy of Character building of Western civilization in the era of Enlightenment» (2002), where the author considers that the philosophy of character building as a scientific phenomenon is different dynamic type of culture and modernization of archaic dogmas of a certain historical period, the new rationale ideas and values, that’s why the experience and the logic of this modernization can be used in the present conditions [8, p.3] . F. Mikhailov says considering the intersection of philosophy of education and character building in the system of influences on a person, that it contains no answer to the question «whether it is necessary to bring up a person», then at least there must be a field for reflection on the feasibility of the character building process in general: «Man « is a system « organic but not mechanical, and it itself completes its organs, which it lacks to complete the integrity. Therefore, character building is primarily self-education: The process of self-development of individuals and small groups in a single space of meaningful perception, moreover, is as external to each individual (inter-subjective) as it is always the internal (inter-subjective) «[6]. Therefore, F. Mikhailov considers character building as realized purposeful activity in communication of generations of those subjects whose being forms a given space. Aimed at children, adults and their small communities, it is one of the necessary conditions for the awakening and development of cultural needs and their respective creative skills needed for self-forming and self-development of their personality. [6] So, according to L. Konovalova in today’s ethical and pedagogical literature, there are two dominant polar positions on character building as a means of communication of generations : 1) authoritarian, paternalistic understanding as the influence from inside; 2) humanistic approach, which considers character building from the point of view of the processes that occur within the consciousness of the individual[6]. The first generation model of communication (character building) is understood primarily as a system of strict requirements for behavior that is based on the highest authority (father, leader, teacher, leader, and others.), as a fairly hard regulation of behavior; it has focused on the technique of character building showing how to influence the pupil effectively. With this approach, the object of upbringing – personality – unifies and becomes impoverished, averaged, depersonalized – fits to the cliché, samples, models or standards. In the dictionary this character building behavior is characterized by position type: normal – deviant, adapted – unadapted, loyal – disloyal, decent – indecent, conflict – conflict-free. No matter in which specific social environment (family, church, school environment, state, etc.), this model of character building is brought up, its main drawback is the neglect of the interests of the individual, which leads to conflict, alienation, isolation, rebellion, the emergence of an accident consciousness. Methods such education – punishment (up to the physical), boycott, ostracism, excommunication, and taming etc .The result is a person who is robot-like individual, who is a conformist oriented on social approval, prestige, who slavishly copies the norms accepted in society and rules of conduct and etiquette. In contrast to the authoritarian and repressive outside influence, humanistic vision of character building means: 40

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1) the main element of the character building process itself becomes the person who is brought up 2) it is necessary to have records of individual-personal abilities and inclinations, unique personality traits 3) the problem of the process of character building is to develop the best things pledged in the individual by nature, to ensure its flourishing and full and harmonious development. As you can see, the humanistic generation communication system is focused primarily on the study and enrichment of the inner world of the pupil, it takes into account the individual characteristics and relies on its independent spiritual efforts. For example, the age-old period of adolescence and youth in the sphere of education of high school acquires a high value status as the best time in a person’s life. The authoritarian approach as an external constraint and humanistic approach as a free deployment of internal resources of the individual, according to L. Konovalova, can be synthesized in a single concept by stages of personality development. The thought of the scholar is favorable, because the question of the stages (equal) the spiritual and moral development of the person is next to an analysis of the objectives of moral upbringing and it is central in modern philosophical and pedagogical theories. Education goes through a range of quality stages, starting from the external influence on the child, focused on the formation of an autonomous person, able to cooperate and collaborate with others [1]. Thus, the mutual intersection of the philosophy of education and philosophy of character building in the system of consciously planned influences on personality demonstrates different models of education, based on philosophical concepts and ideas that reveal the upbringing and the ideas and especially as a holistic process of learning of the younger generation as a whole. Considering the dominance of the polar position on character building as a means of communication of generations, we believe that the advantage of the system is to provide a humanistic theoretical reconstruction of experience focused on the enrichment of the inner world of the pupil, taking into account its individual characteristics and resistance to its independent spiritual efforts. It should also be noted that the intersection of the philosophy of education and character building in the theoretical reconstruction of the forms and methods of generation of communication creates opportunities of delineating the theoretical and methodological aspects of the assimilation of philosophical knowledge and the definition of methodological approaches to the formation of a practical outlook of the person (future specialist field of agriculture) in higher education, as well as the position of philosophical reflection allows to determine: 1) education as a purposeful cognitive activity of people from acquiring knowledge and skills and their improvement; 2) character building as a targeted systematic formation of the qualitative characteristics of the person using the influences of different nature. In both positions (both education and upbringing) the key ones are determination, and a unifying factor – Pedagogical result: the formation of the intellectual and spiritual potential of the human, which is the heritage of its cultural circle. We believe that without a system of axioms and a universal method of knowledge (dialectical materialism method, aspired to universality, because of its narrowness failed to become one), synthesized all kinds of knowledge in a single unit , knowledge of the truth and a way out of the crisis of philosophy, special sciences and society is impossible. In modern pedagogy, despite calls for the need for unity of philosophy and morality a narrow term philosophy of education has been established, which in case of lack of hours, spirituality remains in limbo. N. Shlemova’s resume is based on it : «Philosophy should initiate the philosophy of education, and the last – to adapt to the universal philosophy of educational practices and methodologies». [4] Philosophy of Education, as well as social philosophy, is built according to Platon, they should reflect not only the unity of the spiritual and the material, but also moral and social. Therefore, to overcome the crisis such philosophy should be a guide, not only for teachers, rulers, but also in all spheres of society and members. A. Schopenhauer, describing the crisis of philosophy in the middle of the XIX century, as two drops of water similar to the modern one, saw the reasons in the prosperity of «false» thinking, the goals of «visibility case, the movement» rather than the pursuit of the ideals of truth, «a hidden spring of this motion, despite all the assurances and solemn faces, lies solely in real but not ideal goals; here personal, office, church, public interests are meant; that consequently, only the party plans result in such a strong movement 41

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of many imaginary sages and that the lodestar for these noisy gentlemen are may be intentions but not the thought – and so probably it is less likely to think about the truth... no one era may not be more unfavorable to philosophy, than that when it is shamefully abused, making of it, on the one hand, an instrument of the state, and on the other – a means of gain «. [5].

Conclusion The significance of spiritual and philosophical authority, in contrast to the present was understood even by the religions of the past, even when Mohammed said that philosophers’ ink was more precious than the blood of the martyrs. But modern religion, materialistic philosophy, ideology did not justify the hopes of humanity. [6] The true philosophy – the unity of the ideal (moral and spiritual) and material (social). The philosophical authority is the unity of the spiritual and temporal power, based on a common knowledge, from which there are born right: thinking, learning method (unity of upbringing and education), social ideas (ideology) and actions of secular power (control system). [7] It is time for the philosophy, ideology, religion and government bureaucracy to understand that the lack of unity of education and upbringing can not only lead to a gradual transformation of the human in an immoral creature, but also the death of a human society. You should know that weakness, not security and helplessness of character building philosophy at the present stage of evolutionary development would be the natural result of the ideological politics of those in power, which led to the crisis and the philosophy of society and the whole population of Kazakhstan.

References 1. Lepeshev D.V. Social and philosophical foundations of character building as a model project of the Eurasian identity. – M .: ASE Publishing House «Scientific Review», 2016. – 398 p. 2. Teslenko A.N., Lepeshev D.V. Philosophy of socialization and upbringing: a textbook of the new century. – Astana-Kokshetau: Kokshetau Abay Myrzakhmetov university, Research Institute SPI, 2014. – 242 p. 3. Teslenko A.N. Lepeshev D.V. The mentality of a socio-cultural values of the mechanism of succession (by the example of the socialization of young Kazakhstani) /A.N.Teslenko, D.V.Lepeshev.– Elect..testing data. – Access: http://cyberleninka.ru/article/n/mentalitet-kak-sotsiokulturnyy-mehanizm-preemstvennosti-tsennostey-na-primere-sotsializatsii-molodyh-kazahstantsev. -Title from the screen. 4. Teslenko A.N. Mental archetypes in the cultural socialization of young Kazakhstani /A.N. Teslenko // News of the University of Saratov. New series. Series of Sociology. Political science. – Saratov, 2009. – v.9, № 1.– P. 123-134. 5. Becku U. What is globalization? – M.: Progress-Tradition, 2001. – 216 p. 6. Nazarbayev N.A. and Eurasianism: a collection of selected articles and speeches by the Head of the State / Ed. E.B. Sydykov. – Astana: Publishing ENU named after L.N. Gumilyov, 2012. – 222 p. 7. Brzeziński Z. Russia, like Ukraine, will become a real democracy [The Financial Times. 12.10.2013]. 8. Teslenko A.N. Cultural socialization of youth: Kazakhstan model. Monograph. -Saratov: Saratov State. Tech. University, Ltd. publishing house Akm CSTI, 2007. -556 p.; Teslenko A., Youth Socialization in Kazakhstan: Experience of Social & Cultural Research. – LAP LAMBERT Academic Publishing, 2011. -133 p 9. Laumulin M.T. Return to the place which doesn’t exist: It is possible to restore the Soviet Union or to create a viable structure in its place // Russia in Global Affairs. Number 1 (January-February), 2013. S.88-99 10. Classical geopolitics, XX Century: Collection / Comp. by K. Korolev. -M.: LTD «Publishing house AST», 2003. –731 p. 42

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11. Gumilyov L.N. Ancient Russia and the Great Steppe. – M .: Eksmo, 2006. – 508 p. 12. The position of the Russian language as a factor of social and political behavior of the Russian Diaspora in the CIS countries. M: Institute of Diaspora and Integration (Institute of the CIS countries). – M., 2012. – 236 p. 13. Collins R. Civilization as the area of prestige and social contact // Social and Human Sciences. Sociology. Moscow, 2003, №1. P 93-99

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PROBLEMS OF INTRODUCTION OF INNOVATIVE TECHNOLOGIES 3D-PRINTING IN KAZAKHSTAN

Mukhamadeyeva Railya Minibulatovna (raulia@list.ru) Abay Myrzakhmetov Kokshetau University

Abstract The article reveals the main Factors that require research of implementation and operation of the a new additive technology of the Republic of Kazakhstan. The main problems of studying and implementing new technologies have been developed. Within the study there was used the structural-functional model of the introduction of innovative technology was used. Exactly technology in the broad sense – the presence or the absence of them – determines the position of national economy in the world, its strategic position. Available of technologies provides scientist or designer with powerful tools for implementation of new ideas. Lack of technology limits creativity of scientists and engineers, forcing them to apply technical solutions that are in their possession, rather than those that are required to achieve goals. Therefore, technology itself is a major part of innovation. Keywords: additive technology, three-dimensional printing, innovation in technical. Introduction: Additive technologies (Additive Manufacturing, AM) – a term that is currently logged into use almost in all sectors and spheres of human activity. Heavy industry and dentistry, foundry and cooking, light industry and construction. Successfully conducting research in the field of 3D-printing in tissue engineering to create artificial human organs. The basic principle of the technological direction of additive technologies is a layering of material buildup. The concept of «rapid prototyping» or Rapid Prototyping (RP) was spread among industrialists and engineers. Today when searching for information you can use terms prototyping, three-dimensional printing, additive technologies, layered synthesis and others. There is evidence that the prototyping technology has been known in the defense industry laboratories in the middle of the 20th century. After the destruction of the military-industrial complex in Germany and impossibility to support the patent the general idea and description of the process of creating layered parts become open and accessible to the masses. Depending on the method of connecting the layers, methods of material coating, different variants of technologies can be identified. It should be noted that there is no a classic and well-defined classification of additive technology. Depending on the country and the manufacturer its own definition and separation of technologies can be given.

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Additive manufacturing, also known as 3D-printing, is a process of creating object according to 3D model. A range of different metals, plastics and composite materials may be used. Depending on the method of layers connection, the method of material deposition there are different types of technologies. The most widespread types of the developed additive technologies are the following: stereolithography (SL) – curing a photo-reactive resin with a ultraviolet laser or another similar power source; PolyJet technology– layer-spraying of a photopolymer with the following curing of each layer, MIT– layer-gluing of powder material particles, 3DP– inkjet deposition of liquid binder on powder. These technologies were used in military-space production and precision engineering, and were declassified after the expiration of the patent on the above mentioned SLS technology [1, p.20]. FDM is the cheapest method of printing, it provides a high popularity. Currently, on this technology some Russian printers is already created such as PICASO 3D Designer and Kazakh 3DLAB Prusa. In 2017 in the Petropavlovsk, at the factory named after Kirov, the first Kazakhstani three-dimensional printer was made. It should be noted that the classification of the equipment for the additive technologies is not clearly formulated and interpreted depending on producing country. Presently the usage of 3D printing is significantly increasing. FDM technology, used in 3D printing, is an extruding of fused plastic filament. The usage rate of the equipment is explained by the expiration of the patent which led to the lower prices twofold since the time it was developed by Scott Crump, a founder of Stratasys, Ltd.. Today, the market of three-dimensional equipment has a wide range of different types and kinds of prototyping machines, three– dimensional printers and scanners, herewith. The key factor in the growth of any economy is to organize an effective system of technology transfer and its further improvement. Additive technologies are technologies of the future and according to foreign experts seven years will be sufficient for the technologies to be widely spread and used [2, p.567].

Review of the Relevant Literature The results of data analysis from the Internet shows that there is a sufficient number of three-dimensional modeling laboratories, but it is mostly commercial service companies in the field of three-dimensional printing. Analysis of the various literary sources revealed that the existing data on additive technologies is only controversial proposals without any appropriate scientific and engineering work. It is obvious that research of the basic parameters which influence the quality of parts produced by the additive technologies are conducted but no research papers are found in the Internet. Much information of the widespread equipment tells that it is relevant to bring new knowledge on additive technologies to enter the market of the new technical production. Process complexity, absence of a mathematical model which would have helped to estimate the equipment characteristics accurately, particularly shrinkage, deformation, force, contact pressure, etc., shows that the additive technologies are not sufficiently investigated. Poll at the conference 3D Print Expo 2017 from 5 to 21 September 2017 in Moscow, gave the following indicators. Of all who know about 3D printing, only 49% specialists, for the rest it is a hobby. There are foreign magazines on additive technologies, but in Russia and Kazakhstan there are no textbooks with fundamental knowledge. The most famous publications are a manual for engineers, author M.A. Zlenko. Also K. Кazemchuk and В. Dovbysh from St. Petersburg. According to the results of the survey, which was mentioned earlier, it is possible to draw the conclusion, which is shown in Fig. 1.

Figure 1. Sector structure of survey participants

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Analysis of the situation regarding the implementation of additive technologies has shown that as weaknesses for development new technologies in Kazakhstan may be key factors: absence of clear understanding of equipment purpose of and its inefficient use; unprofessional service; lack of technical support. No quality advice due to the lack of highly qualified specialists. The main threat to transfer new technology in Kazakhstan is human potential.

Method In a study structural and functional modeling under the Cause and Effect Diagram (also called: Ishikawa Diagram) was used to develop the contextual model new product with the aid of the additive technology. Branches are the causes that affect the receipt of a new product; this is shown in Fig. 2.

Figure 2. Structural-functional model of obtaining new product with the aid of the additive technology

The overall forecast of the 3D printing market will reach $ 40 billion by 2027 – this is the forecast of Dr. John Harrow [4, p.5].The introduction of new technology is necessary in Kazakhstan very quickly. FDM (Fused deposition modeling) – modeling method by layering fusing of sequential layers coating material, which repeats the contours of the digital model. Usually, thermoplastics supplied in the form of rods or coils of strands serves as materials for printing. The plastic strand is fed into an extruder where it is heated and molten material is welded through the nozzle to the building model. As a rule, the upper part of the nozzle is cooled by a fan to create a temperature gradient required to ensure a smooth supply of material. Extruder head is moved in two coordinates, synthesizing a certain layer of the model. Then, the platform is lowered, the next layer is created, and so on. The product, or «model» formed by layers, which frozen immediately after extruding. The main problem can be considered the need of support for creating overhanging surfaces. It is possible to print a model of a single material with printing towers from another of a readily soluble material that will allow you remove the support elements easily after finish of the printing process. Furthermore, when printing FDM some welds formed between layers, possible reason can be bundle of temperature fluctuations during the processing cycle, and thus the quality of the surfaces can not be high, if one layer capacity model is 0.25 mm, so four-layer parts are placed on 1 mm. If part has an angled wall, which is not perpendicular but inclined table, then stages will be visible on it every 0.25 mm. Among the used plastic materials ABS and PLA, polyphenyl, polycarbonate and polyetherimide. These materials are valued for their heat resistance. Some embodiments of polyetherimide, in particular, have a high fire resistance, which makes them suitable for use in the aerospace industry [6, p.119]. If we talk about different technologies, then this is clearly seen in Fig. 3.

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Figure 3. Types of technologies that are common in Russia [5]

In general, we can talk about the division of additive technologies in inkjet and non ink-jet. This classification gives an idea of connection layers and allows you to immediately plan the quality of the model surface. In the case of inkjet technology either construction material or connection material can be supplied. In any case, the thickness of supplying material (strands diameter or adhesive volume) will affect on the quality of the surface because it determines the roughness parameter. An important parameter in determining the quality of surface in three-dimensional printing is the quality of the original three-dimensional CAD-model. Known definition of the technology is production method or combination of methods, processes and materials for specific products. For the consumer when choosing product the main characteristic is its value and quality. The main advantage of the additive technologies is maximum realization of requirements and possibility of obtaining exclusive products at minimal expenses. Exclusivity of products is created on the first step of new technology at design stage. You must accurately present the subject of production and have it digitized three-dimensional model. Existence of three-dimensional electronic model is sine qua for additive technologies. Now you can be offered three options for obtaining CAD-model: from the Internet using existing databases; 3-D computeraided design and 3-D scanning. From the above it can be concluded that using of computer solid modeling provides a rapid expansion of additive technology and a its market price will be decreased. The cost of printed product will depend on uniqueness and quality of three– dimensional digital model much more than on material and equipment. All of this suggests that technologies and systems of 3d printing will occupy an increasingly large place in our lives. There are a lot of 3D modeling software such as COMPASS, 3D Max, AutoCad and many others. This allows to project an object of any shape and size, so possibilities of Additive manufacturing are limitless. Highly precise micro parts can be printed now. As for Kazakhstan, we can assume that the most widespread software package for creating three-dimensional models is KOMPAS-3D, company Ascon. ASCON – Russia’s largest developer of engineering software and integrator in the field of automation of design and manufacturing activities. In company’s products are implemented achievements of the Soviet school of mathematics, 26 years experience in creating CAD and perfect expertise of data in the design and management in engineering and construction. ASCON software used by more than 9,000 industrial enterprises and design organizations in Russia and abroad. 3D-print today is no longer innovation it turns into usual business and KOMPAS-3D becomes habitual tool for many users. Annual competitions and contests carried out by Ascon allow to determine the level of younger generation’s interest in new possibilities of three-dimensional modeling [7, p.335]. 47

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Results Knowledge of new technology should be based on scientific research and after the main provisions and the basic sciences will be formulated. To create layered details need to know all the about the material how to set the equipment on effective modes of operation, accuracy and quality of the process parameters. Skills in new technologies is possible to obtain under the direction of specialists who know these skills. To acquire high-quality skills are neededequipped workshops and advanced equipment. You can make the conclusion about the need to introduce a new educational program or as it was called in the last century, a new specialty – additive technology. As for Kazakhstan, we must take into account the Russian experience and move on our own directions. The Decree of the President of the Republic of Kazakhstan dated June 4, 2013 № 579, said: «We need to focus resources to meet the requirements of engineering and technical personnel with the relevant expertise of international level…» [8, p.245] For the proposed scheme, as a confirmatory factor can give an example of the Swiss Federal Institute of Technology Zurich (ETH Zürich).An investment of financial resources in technology of 3D-printinginstitute guide explains the brewing needs to improve educational programs of the engineering direction.The acquisition of a number of 3D printers will improve the level of teaching, including courses from CAD systems and engineering graphics. Thus, the European Institute of ETH Zurich, promotes rapprochement between educational institutions and industry, and focused on the European Employers who need specialists in the three-dimensional printing. The result was the release of the main tasks for the near future on the development of additive technology in the Russian Federation: • organization of working group on the creation of the design industry, the definition of the main participants, sources of financing, range of consumers of developed products; • create a new model of introduction of perspective technologies in the additive industry by organizing a consortium of different sectors of the industry, as part of which can be represented as manufacturers and consumers of technological solutions, including large companies with state participation; • The establishment within the Foundation of perspective researches (FPR) for the organization of the laboratory breakthrough research; • Creation of a unified coordination mechanism – a single center of competence on additive technologies; • preparations for the new academic year, proposals on development of the system through the training of specialists in the field bases of intellectual and information technology, computer simulation, robotics and additive technologies; • Creation of a system of national standards for additive manufacturing, including: • general and special qualification of materials (source and synthetic); • standardization of designs, technologies and equipment; • the development and certification of quality control methods and properties of synthesized materials and products; • rules of applying additive manufacturing products (assessment of safety, forecasting term). Based on the above we can suggest that the successful development of new technologies requires the support of the state. Finally, the degree of use of AM-technologies in material production is correct indicator of real industrial power of state, indicator of its innovative development. Thus, in accordance with the the foregoing for implementation of additive technologies are necessary: • Fundamental knowledge based on scientific principles; • Specialists teachers to transfer skills; • Equipped workshops and laboratories for the acquisition of skills; • A new specialty in high school. 48

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And most importantly, based on the above we can suggest that the successful development of new technologies requires the support of the state. The possibility of qualitative development and implementation in production, and most importantly in the educational process of new additive technologies will help to boost industrial-innovative development of Kazakhstan, and will enable young professionals feel more confident in the international market [10, p.110].

Discussion In the three-dimensional printing activities are regularly exposed Russian production printers PICASO 3D, differing worthy relation «quality-price». However, in view the fact that now on the market of equipment appeared not only Russian, but also Kazakh producers, solution of the problem of implementation in the educational process and the study of new technologies, require a speedy solution.

Conclusions Nowadays, when profits of enterprises depend on the speed of response to market needs, necessary using of new technologies that provides updating its range of products in short terms. For successful business development you need to respond quickly to growing and changing demands of consumers, this means greatly simplify, accelerate and reduce expenses of manufacture. Kazakhstan needs new technologies for machine building, need three-dimensional printing. Technologies discussed in present work are not only modern and highly effective, but innovative in its essence, because they make possible to generate new technologies, carry a new quality. Besides obvious advantages in speed and often in manufacturing cost of products, these technologies have important advantage in terms of environmental protection, and in particular, greenhouse gas emissions and «thermal» pollution. Additive technologies have great potential in reducing energy costs for the creation of a wide variety of products. But without specialists of this technology will not be in Kazakhstan.

References 1. R. M. Mukhamadeyeva, «Research and development of additive technology in industrial manufacturing of new products in Kazakhstan», International Journal of Engineering Research and Generic Science (IJERGS), Vol. 2, pp.19-28, Issue-5. 2016. 2. R. M. Mukhamadeyeva, «Implementation issues of additive technologies», International journal of engineering sciences & research technology, Vol. 5(2), pp. 564-568, 2016. 3. M. A. Zlenko, Additive technologies in mechanical engineering. Moscow: GNC RF FGUP «NAMI», 2015, 220 p. 4. http://www.idtechex.com/research/reports/3d-printing-2017-2027-technologies-markets-players000501.asp, August 15, 2017 5. Additive technologies in Russia. What’s next? Online research results October 2017. https://expomap.ru/expo/3d-print-expo-2017/, October 20, 2017 6. R. M. Mukhamadeyeva, «Parameters of additive technology at the 3D printing», The International scientific and practical «Europe-Asia» conference, April 2014, pp.118-120 7. R. M. Mukhamadeyeva «Сomputer aided design system in the education process of competitive professionals» «Global Science and Innovation» Materials of the V international scientific conference, Chicago, July, 2015, pp.353-355 8. R. M., Mukhamadeyeva, T. M., Mukhamadeyev, I. A. Mukhamadeyeva, «Structural and Logical Approach to the Introduction of Dual Training in Vocational and Technical Education System of the Republic of Kazakhstan», Indian Journal of Science and Technology, Vol. 8(S10), pp. 239-246, 2015. 49

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9. Dmitry Lepeshev, Railya Mukhamadeyeva, Natalya Salikova. «Innovative technologies in the education process of competitive professionals», International journal of advanced research (IJAR). India 4(11), pp.383-385, 2016 10. R. M. Mukhamadeyeva, I.A. Mukhamadeyeva, N.V. Akoxova, «Problems of technical and vocational education in Kazakhstan», Actual problems of the humanities and natural sciences, №11, part VI of, Moscow, pp.108-112, 2015

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METHODOLOGY AND SOFTWARE DEVELOPMENT FOR ASSESSMENT AND FORECASTING OF RADIATION RISK BASED ON INTEGRATED MONITORING OF REGIONAL EXPOSURE FACTORS Natalya S. Salikova (natsal66@mail.ru) Abay Myrzakhmetov Kokshetau University, the Republic of Kazakhstan

Abstract The article shows the presence of radiation risk for public health in the territories of Northern Kazakhstan. The need for further research in international cooperation is shown. For further research, it is planned to use modern methods of analysis and prediction of radiation risk. The risk assessment methodology developed with the use of GIS technologies and mathematical models will allow more effectively predict adverse stochastic effects for public health and timely implement measures to ensure radiation safety of their vital activity. Keywords: radiomonitoring, radiation risk, regional exposure factors, geoinformation design, mathematical modeling, remote monitoring. Introduction: The scientific research aims to obtain objective information on the radioecological state of the territory of Northern Kazakhstan for the purpose of assessing and forecasting radiation risks on the basis of the regional risk factors analysis with the application of GIS-technologies and methods of mathematical modeling and to develop a set of effective measures to reduce the collective radiation risk. The scientific research is a continuation of earlier studies on Northern Kazakhstan. The territory of the North-Kazakhstan region was subjected to research and analysis. It is necessary to confirm earlier findings on the need to obtain regional exposure factors that affect the human exposure dose. Scientific researches are carried out in cooperation with the leading radiological laboratories of the Republic of Kazakhstan.

Objective of the scientific research The organization and implementation of the program of radiation monitoring of contaminated areas, the radionuclides migration investigation to the invironments objects,the development on this basis the model and risk assessment methodology of radiation exposure on human health, practical recommendations to the population for reduction of external and internal radiation, for the various population groups in order to reduce radiation risk.

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The research methods Analytical work with stock materials; Dosimetric study of gamma background; Radiometric measurements of radon in indoor air; Spectrometry measurements of radionuclide content in the soil, biological media, building materials; Radiochemical study of water; The establishment of monitoring networks and sampling points adjacent to the radiation sources and territories; Statistical analysis of the reliability and reproducibility of the results, finding correlations, mathematical analysis; Geoinformation design; Modeling; Remote radiation monitoring; Surveys (interviews) and /or maintenance of daily diaries; Calculation of expected risks; Presentation of the results to the international scientific community; The development of recommendations, training courses for the population.

The results and its discussion The problems of health related to radiation pollution and the problems associated with the restoration of contaminated territories are some of the most urgent problems of modern society [1-7], including Northern Kazakhstan [8, 9]. For Kazakhstan, it is important to overcome common belief that the dangerous sources of radioactivity are only artificial radionuclides resulting from nuclear tests or accidents at nuclear power plants. For people living in areas with high natural radioactivity in the natural earth radionuclides and photon radiation of space are also hazardous [10-13]. At the present stage, the question of the effect of small doses of radiation is still unresolved [14-20]. A large part of the population areas with natural or man-made increased radiation background is often exposed to low doses of radiation. The unresolved issue of the effect of small doses of radiation leads to the need for strict control of doses influencing the population, which is not possible without a long and systematic radiation monitoring of territories. The territory of Northern Kazakhstan belongs to the worldâ&#x20AC;&#x2122;s largest uranium-ore geochemical region, which determine the widespread spread of radionuclide contamination in media in contact with the population [21-23]. These region have a characteristic geological, tectonic and geochemical structure, so the incidence of the population, taking into account the above factors is strongly dependent from regional characteristics. In this regard, the identification of the regional components of the radiation risk to the health of the population of Northern Kazakhstan is important. System and long-term monitoring of the radiation situation is not carried out in Northern Kazakhstan. Numerous studies of various Kazakhstan scientists have been carried out on separate and uncoordinated monitoring of the local points regarding the radionuclide content separately on objects of the surroundings. These studies are scattered, have the character of statistics gathering, not pursuing the main goal of monitoring â&#x20AC;&#x201C; development of practical recommendations to the consumer to improve the radiation environment status based on an integrated approach to the analysis and development of new effective low-cost methods for a total monitoring to reduce the radiation risk [24, 25]. The territory of the North-Kazakhstan region was subjected to research and analysis. According to the results of the research, the increase in the radiation exposure on the population in the direction from the north to the south of the region has been proved. Thus, the assumption was made that the population of the Akmola region is exposed to a higher radiation risk. It is necessary to confirm earlier conclusions on the necessity to obtain regional exposure factors that affect the dose of exposure on human. At the moment, we have conducted a selective radiation monitoring on the territories and was made the analysis of the radiation risk of the population of some areas in the North-Kazakhstan region bordering with Akmola region. Analysis of the available data suggests an increased natural background radiation in the North-Kazakhstan region caused by geological, geochemical, hydrological and anthropogenic factors [26]. Monitoring of radon in indoor air of Northern Kazakhstan revealed a high rate of release of the gas from the subsoil to the settlements located in the area of detection of elevated concentrations of radionuclides in rocks. In the basement and ground floors of the buildings of these villages radon concentrations exceed the normal rate in 15-20 times, and there are cases of registration of concentrations exceeding the norms 60 times. According to our research radon is responsible for 85% of the radiation dose of the North Kazakhstan population from all natural sources of radioactivity [27-29]. 52

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We detected the growing concentrations of uranium and radium in water and groundwater wells. The greatest danger of groundwater is due to the high content of radon. Exceeding standards of radon content in the water can reach from 2 to 46 times [30, 31]. The monitoring of natural building materials also revealed the increased radioactivity of sand, clay, granite stone, crushed stone [32]. However, during the food monitoring there were found, no excesses of radionuclides doses [33]. However, the established limits of annual intake of radionuclides with food need to be revised. In our view, under the existing rules of intake of radionuclides with food, which do not occur in practice, the dose of internal human exposure may exceed existing ones with hundreds and thousands of times [34]. Thus, preliminary studies found that the population of Northern Kazakhstan is under chronic, long-term exposure, subject to increased radiation risk. Need to identify the regional, individual and collective factors causing radiation, in addition to the background one, as well as set of measures for the prevention of radiation exposure of the human body to ionizing radiation above the established norms, the development of practical recommendations to the population regarding reduction of external and internal exposure [35-37]. In the future, we plan to use modern research mathematical methods (geoinformation design, modeling) [38-39] and solve the following tasks: • to summarize all available data on Northern Kazakhstan and visually display the radiation situation in the territory of Northern Kazakhstan; • to identify the presence of correlations between radiation exposure and epidemiological situation in the study area; • to make an assessment of the radiation risk, based on sample data of the simplest dosimetric and radiometric studies without the use of expensive and lengthy procedures for radioelement analysis; • to obtain a solution for the application of remote radiation monitoring.

Conclusion For the first time in the framework of scientific research is planned a correction of national radiation safety standards and harmonization with international ones, development of practical courses to reduce the extent of the radiation risks, application of remote monitoring using of unmanned aerial vehicles, Geoinformation design for the operational analysis of experimental data.The developed radiation risk assessment model and GIS technology products will be unique, because there are no similar products in the field of radiation risk assessment for the territories of Kazakhstan. The application of the mathematical apparatus will reveal the presence of correlation dependences between the dose loads and the epidemiological situation in the investigated territory. It is expected that the results of the research will allow us to apply mathematical modeling for the assessment of radiation risk based on sample data of the simplest dosimetric and radiometric studies without the use of expensive and lengthy procedures of radioelement analysis. In this regard, we invite international scientists, whose interests lie in the field of radiation monitoring, assessment and prediction of radiation risk, to international cooperation.

References 1. Publication 115. International Committee on Radiation Protection.The risk of lung cancer when irradiated with radon and the products of its decay. Statement on radon / Ed. M.V. Zhukovsky, S.M. Kiseleva, A.T. Gubina. – M .: FGBU SSC FMBTS them. A.I. Burnazyan FMBA of Russia, 2013. – 92 p. 2. Silkin S.S., Krestinina L.Yu., Tolstykh E.I., Epifanova S.B. The analysis of the risk of the incidence of solid malignant neoplasms in the population irradiated on the territory of the East Urals radioactive trace for the period from 1957 to 2009 // Radiation hygiene. – 2017. – No. 10 (1). – P. 36-46. (in Russian) 3. Vasilenko I.Ya., Buldakov L.A. Radionuclide pollution of the environment and public health. – M .: Medicine, 2004. – 400 p. (in Russian) 53

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4. Toichuev R., Razhapbaeva A., Mambetov N., Aitikeeva A, Baiastanova A. The data on the results of serological tests (SAT and RBT) performed on clinical specimens obtained from people living in uranium biogeochemical area // 27th Conference of the International Society for Environmental Epidemiology. Sao Paulo, Brazil, Aug. 30. – Sept. 3, 2015. – N1027. 5. Lubin J.H., Wang Z.Y., Boice J.D. [et al.] Risk of lung cancer and residential radon in China: pooled results of two studies. Int. J. Cancer. – 2004. – Vol. 109.– РР. 132–137. 6. Krasnopolsky V.I., Buyanova S.A., Saveleva I.S. [et al.] Physical development and somatic health of girls. Reproductive health of women and offspring in regions with radioactive contamination (consequences of the Chernobyl accident). – M .: Medicine 1997. – P. – 76-83. (in Russian). 7. Darby S., Hill D., Auvinen A. [et al.] Radon in homes and risk of lung cancer: collaborative analysis of individual data from 13 European case-control studies // British Medical Journal. – 2005. – Vol. 330. – PP. 223–227. 8. Askarova U.B. Radiation situation in Kazakhstan and population health // Austrian Journal of Technical and Natural Sciences. – 2014. – № 3.–С. 3-5. 9. Шалгумбаева М., РахыпбековТ.К., Сагидуллина Т.Г., СандыбаевМ.Н., Кырыкбаева С.С., Мусаханова А.К., Семенова Ю.М., Адиева М.К., Жумырбаева Н.А., СадыбековаЖ.Т., Слямханова Н.Б., Байбусинова А.Ж., Гржибовский А.М. Заболеваемость и смертность от рака шейки матки в 2008-2012 годах на территории, прилегающей к бывшему Семипалатинскому ядерному полигону // Экология человека. – 2014. – № 5. – С. 41-47. 10. Krewski D., Lubin J.H., Zielinski J.M. [et al.] Residential Radon and Risk of Lung Cancer: A Combined Analysis of 7 North American Case-Control Studies // Epidemiology. – 2005. – Vol. 16. – РР. 137-145. 11. Okladnikova N.D., Sumina M.V., Pesternikova N.S. Chronic radiation sickness caused by external gamma radiation: 50 years of clinical observation // Medical Radiology and Radiation Safety. – 2003. – T. 48. – No. 1. – P. 8-22. (in Russian) 12. Madykova Yu.A., Toychuev R.M., Mambetov N.Sh.,Toichueva G.R., Tostokov E.T. The results of recommendations for the population living in the biogeochemical region of uranium // Proceedings of the VI International Scientific and Practical Conference «Medical and Ecological Effects of Ionizing Radiation», March 11-13, 2013, Seversk, Tomsk / Ed. R. Takhauhov. – Tomsk, LLC «Graphics», 2013. – P. 102. (in Russian). 13. Polish O.G. Natural, anthropogenic and man-made sources of human exposure. – Moscow: Prima, 1995. – 92 p. (in Russian) 14. Toichuev R.M. Influence of small doses of radiation on the pathogenicity of S.typhi in different periods of the year // Medicine of Kyrgyzstan. – 2013. – No. 4. – P. 157-159. (in Russian) 15. Toichuev R.M., Tostokov E.T. Energy aspects of low concentrations of radionuclides in placental hypertrophy // Proceedings of the VI International Scientific and Practical Conference «Medical and Ecological Effects of Ionizing Radiation», March 11-13, 2013, Seversk, Tomsk / By. Ed. R. Tahaukhova. – Tomsk, LLC «Graphics», 2013. – P. 67. (in Russian) 16. Toichuev R.M., Tostokov E.T. The effect of low concentrations of radioactive nuclides on morphometric characteristics of human placenta. – ISEE 2013, Aug. 19-23, Basel, Switzerland. – № 3368. 17. Abildinova G.Zh. Complex evaluation of genetic effects of small radiation doses of the population living in the Semipalatinsk test site. Author’s abstract of the higher doctor of medical sciences. – Moscow, 2003. – 35 p. (in Russian) 18. Alferovich A.A., Gotlib V.Ya., Pelevina I.I. Influence of irradiation in small doses on the survival of cells and their descendants // Izvestiya RSA. Series. – 1995. – № 2. – P.137-141. (in Russian) 19. Burlakova E.B., Goloshchapov NV, Gorbunova NV and others. Peculiarities of the biological effect of small doses of irradiation // Radiation Biology. Radioecology. – 1996. – T. 36. – № 4. – P. 610-631. (in Russian) 20. Wei L. High background radiation area – an important source of exploring the health effects of low dose ionizing radiation // High levels of natural radiation 1996: radiation dose and health effects: proceedings of the 4th International Conference, held in Beijing, China, 21-25 Oct. 1996. – Amsterdam, 1997. – P. 1-66. 21. Panin M.S. Ecology of Kazakhstan. – Semipalatinsk: SemGPU, 2005. – P. 231-246. (in Russian) 22. Mineral resources of the North-Kazakhstan region. Book 2. – Kostanay, 2002. – 234 p. (in Russian) 54

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23. Beletskaya N.P., Vodopyanova S.G., Volkodav I.N. Content and features of radionuclide distribution in natural components of North-Kazakhstan region // Proceedings of the 4th International Scientific and Practical Conference «Heavy Metals and Radionuclides in the Environment». – Semipalatinsk, 2006. – T.1 – P.107-110. (in Russian) 24. Artemiev O.I, Kairambaev S.K, Ptitskaya L.D, Strilchuk Yu.G., Umarov M.A. Radiological study of the northern part of the Semipalatinsk test site // Vestnik NNC RK «Radioecology, environmental protection» Issue 3, September 2002. – PP. 19-24. (in Russian) 25. Akhmetov M.A, Ptitskaya L.D, Strilchuk Yu.G., Osintsev A.Yu. Estimation of radionuclide contamination of the territory of Aktogay district of Karaganda region // Bulletin of NNC RK «Radioecology, environmental protection» Issue 3, September 2002. – P. 30-37. (in Russian) 26. Salikova N.S., Temirbekova N.G. Physiological and biochemical changes in the human body under the influence of radiation // Vestnik of the ShakarimSemeyState University. – 2015. – №. 4 (72). – P. 132-136 (in Russian). 27. Salikova N.S, Lihodukova I.N. Radon in the underground waters of the North-Kazakhstan region // Problems of biogeochemistry and geochemical ecology. –Semey. – №. 3 (20) – 2012. – P.66-69. (in Russian) 28. Salikova N.S., Abramenko L.A. Control of the average doses of internal exposure of the population of the North Kazakhstan region from the supply of radon and its daughter products of decay // Proceedings of the International Conference «Modern Natural History and Environmental Protection». – Kurgan, 2013. – P. 98-100. (in Russian) 29. Salikova N., Tonkonogov D., Mukhatdinov F. About the radon security of the territories and structures // Proceedings of the international scientific and practical conference «Actual problems of science and education in the field of natural and agricultural sciences», 2014. – P. 104-108. (in Russian) 30. Lihodumova I.N. Salikova N.S. To the question of the radioactivity of groundwater in the North Kazakhstan region // Proceedings of the IX International Biogeochemical School «Biogeochemistry of Technogenesis and Contemporary Problems of Geochemical Ecology» (in two volumes). – Barnaul, 2015. – T. 1. – P. 263-267. (in Russian) 31. Salikova N.S., Petushkov P.A., Sarayeva N.B. Study of the Radioactive Background of Groundwaters of the North Kazakhstan Region // Proceedings of the International Scientific and Practical Conference «Independent Kazakhstan and the Scientific Heritage of Academician M. Kozybaev». – Petropavlovsk, 2011. – P. 271-274. (inRussian) 32. Salikova N.S., Sarayeva N.B. On the radiation safety of building materials.Proceedings of the International Scientific Conference. X Satpaev Readings. «Strategic Plan 2020 – Kazakhstan’s Path to Leadership», Pavlodar, Vol.23, 2010.– P. 297-305. (inRussian) 33. Salikova N.S., Petushkov P.A., Sarayeva N.B. Analysis of average doses of internal exposure of certain population groups of the North-Kazakhstan region from the intake of radionuclides through the digestive tract // Proceedings of the international scientific-practical conference «Influence of environmental external factors on public health». – Petropavlovsk:North Kazakhstan State University, 2013. – P. 77-82. (in Russian) 34. Order of the Minister of National Economy of the Republic of Kazakhstan of February 27th, 2015, No. 155. «On the Approval of Hygienic Norms» Sanitary and Epidemiological Requirements for Ensuring Radiation Safety «. (in Russian) 35. Masyuk S.V.., Shklyar SV., Kukush A.G., Vavilov S.E. Influence of uncertainties in doses on the assessment of radiation risks // Radiation and Risk. – 2008. – T. 17. – No. 3. – P. 64-75. (in Russian) 36. Onischenko A.D., Zhukovsky M.V. The role of distorting factors in radon epidemiological research // Radiation hygiene. – 2017. – T. 10. – No. 1. – P. 65-75. (in Russian) 37. Guskova A.K. To the question of improving the examination of the state of health and the connection of diseases with the effect of radiation // Medicine of extreme situations. – 2012. – P. 2-9. (in Russian) 38. Badalyan H.G., AstanyanSh.I. Computational analysis of ionizing radiation-induced shape parameter changes on bacterial cell // Armenian Online Journal of Physics, 2016. – V. 9. – Issue 1. – P. 80-82. 39. Shahinian A.A., Pogosyan A.H., Badalyan H.G. Computer simulation of structural changes in phospholipid bilayers // Int J. of Modern Physics. – 2000. – V. 11. – № 1. – P. 153-158.

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SOCIAL AND PEDAGOGICAL RESEARCHES: TEORETICAL & METHODOLOGICAL JUDGMENT OF MODERN YOUTH SOCIALIZATION Teslenko Alexander Nikolaevich (teslan@rambler.ru ) Abay Myrzakhmetov Kokshetau University

Abstract Article analyzes five years’ experience of the Research center of social and pedagogical researches. The author describes the main stages of formation of new scientific school in the Kazakhstan pedagogical science – social and pedagogical researches. The theoretical and methodological basis of the new direction is the theory of socialization. Scientists carried out big research work on studying of educational potential of the Kazakhstan society and communities on socialization of younger generation. The main achievement of five years is the provision on youth as the subject (and not just object) social reality. Keywords: social and pedagogical researches, youth socialization, educational potential, the children’s / youth movement, youth self-organization, youth sociology, youth social work. The history of world science eloquently testifies to unsuccessfulness of any attempts to solve the private problems without detailed preliminary study of theoretical and methodological problems. Ignoring of methodological problems (owing to the subjective or objective reasons) inevitably conducts to stagnation, and even degradation of science, turning it in quasi – science. Therefore theoretical and methodological problems keep the relevance in the sphere of pedagogical science. Understanding it, in February, 2013 the order of the rector of Kokshetau University of Abay Myrzakhmetov created Research Institute of Social and Pedagogical Researches (nowadays and further: Center). Scientists of the Center in the first year after creation conducted two serious researches: • «Legal culture and perception of the right by youth in Republic of Kazakhstan» (the joint project with scientific research institute «Criminal and legal, criminal procedure, criminological researches and criminalistics» (a group of authors: Nurmukhambet D., cand.jur.sci., Lepeshev D., cand.ped. sci., Grigorieva A., undergraduate of law department); • «Eurasianism as valuable and identification orientation of young Kazakhstani citizens» (authors-developers: Dr. Pr. Alexandr Teslenko, Dmitry Lepeshev), 152 respondents took part in research [1-5]. The manual «Philosophy of Socialization and Education» [6] became a result of this research. Disclosure of social and philosophical essence of complete process of education, socialization and development of younger generation is connected with the serious analysis of social human nature as carrier of a sociality, set of the generalized social experience of the previous generations. Such analysis demands from the researcher implementation of the interdisciplinary approach considering achievements, other sciences, including cultural anthropology, sociology, psychology and pedagogics, some other social and humanitarian disciplines. 56

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From this point of view socialization of the personality should not be identified with such categories as education and adaptation. Socialization not to be reduced to purposeful and controlled impact of society on the individual. In the same way socialization cannot be reduced to process of the individual adaptation to the social environment. Socialization is, first of all, process of an interiorization, development by the subject of all social, his familiarizing to social, i.e. to everything that is created by mankind in the course of its historical development. And than positive experience of mankind is more acquired and mastered by the subject, especially socialized it is. Such approach guarantees us against extremes of etatism, schoolsentrizm or conformism, and allows to see better and more really limits of opportunities within which scientists and teachers act. The methodological paradigm of the socialization theory led research collective to studying of educational potential of micro-community and society in general. It has to consider and the relations of a certain vector orientation to the nature, to the person and society, to culture and peacemaking, to herself. Thus the relations of responsible dependence of all subjects of socialization process become object of research. It allows us to consider not identity of social and educational potentials. Educational potential includes only positive (from the point of view of this or that era) experience while social potential may contain also experience negative or neutral. Already this circumstance does not admissible an identification of educational and social potentials. The difference of these potentials also does possible such important attribute of the human person as a freedom of choice. Socialization process in this case is understood as continuous process of the choice which is carried out by the subject in the conditions of existence of several alternatives. Thus to become possible to speak about responsibility of the individual before society and societies before the personality. And, therefore, in the presence of adequate sociocultural conditions the problem of building and the materialization of educational potential of society and state operating in the conditions of real freedom can be successfully solved. Research of the Center in the sphere of youth socialization allowed to prove conceptually complete, system approach to the theory and practice of political socialization of students in the conditions of the higher school [7]. Monograph «Political Socialization of Student’s Youth» was prepared by results of the complex research conducted in 2012-15 years, laboratory of youth studies and a yunogogika within the master thesis on the subject «Psychology and Pedagogical Bases of Students Socialization (on the example of a Political Science Course)» (O. Svinarchuk, scientific consulter: Dr.Pr. Teslenko A.N.). Empirical base of this work are sociological polls of student’s youth, the analysis of separate public associations of higher education institutions, in particular, student’s self-government as mini-model of a democratic political regime within separate higher education institution, and also results of the stating and forming experiments directed on studying of psychological and pedagogical factors of political students socialization. Skilled and experimental work of authors on the basis of a number of the Kazakhstani higher education institutions (KUAM, KAZGUU, EAGI) allowed to formulate their conceptual vision of a problem and to make practical scientific and methodical recommendations about improvement of students political socialization in the conditions of higher education. Besides methodological bases of students political socialization the place of political socialization process in personality system, through a prism of understanding of essence and the contents, forms of existence, stages, factors and models of this process in social sciences is shown in the monograph. The theories of political socialization developed by scientists are considered, whose scientific interests are directed on studying of this phenomenon of socio-political reality. Also, the question of consideration of political socialization as pedagogical problem, through the analysis of various approaches to perception of political reality in an education system is raised. On the basis of the studied data criteria of student’s youth political socialization with the detailed description of components of the socio-political competence studied social striations are developed. Researchers studied social and humanitarian disciplines from a position of a necessary condition of influence on political socialization of the identity of students. The philosophy, sociology, psychology, pedagogics and their features in the course of political socialization are in detail considered. The political science as field of knowledge where issues of real policy can be comprehended and resolved is separately allocated. Process of political science as the directed form of political socialization, taking into account psychology and pedagogical factors, and also methods and innovative production technologies of scientific political 57

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knowledge is shown. Potential of public associations in higher education institution, with the indication of their pedagogical functions and roles in political socialization of students, on the basis of concrete empirical data is theoretically opened. Social and pedagogical conditions of efficiency of the studied phenomenon are analyzed. In the subsequent scientists-researchers paid special attention roles and to a place of the children’s and youth movement in socialization of younger generation [8]. Till certain time the children’s movement on a being was not investigated as that. The scientists addressing in this or that aspect to the problems connected with the children’s movement carried out the researches strictly within subject domains of the corresponding sciences: pedagogics, psychology, philosophies, stories. For example, problems of formation of the identity of the child in the conditions of the children’s organization were the focus of attention of teachers. The organization was considered generally only as means of educational influence on the developing personality as a certain social background on which her development proceeds. Despite existence in our country of hundreds of theses touching on issues of the children’s organizations scientific till some time such problems which would open essence, regularities of emergence, functioning and development of the children’s organizations, other types of children’s public associations, their typology, in general a phenomenon of the children’s movement did not come into the view (including in its social and educational foreshortening). The conducted research allowed to reveal the valuable importance of children’s public organizations which is defined by a ratio of personal and individual requirement of manifestation of various social initiatives and opportunities of a real social choice of ways, ways of their valid implementation in the certain range of social being of children. Under rather favorable conditions (opportunities) the child voluntary, consciously assumes this or that measure of responsibility not only for the affairs and acts, but also for all deeds its organization, that is for the personal and social being. The analysis of various factors of socialization shows what exactly in children’s communities as the amateur organizations most effectively occurs formation of mechanisms of social self-control of relationship of the child with world around which action is determined by a ratio of freedom of an individual social choice and the measure of its responsibility regulated by data and the accepted norms of the public relations. Children’s public organization is open pedagogical system and includes set of means, forms and methods of welfare activity which realization provides possibility of purposeful pedagogical impact on formation of socially significant qualities of the identity of the young man. An important indicator of this criterion is the real ratio of the interested participation in affairs of this organization not only its member children, but also adults (organizers of education, parents, teachers). Harmony and an orientation of these ratios causes development of children’s associations as social and pedagogical system. The theoretical and methodological bases of children socialization developed by scientists in children’s public organization are very actual and demanded by modern student teaching of an education system and the state youth policy. Allocation of purposeful and spontaneous, formal and informal, controlled and spontaneous factors of socialization, and also the fact of a variety of youth in the various world become explainable and get the true sense within the synergetic paradigm describing youth and process of its socialization in categories of complexity, nonlinearity, probabilistic character of events, their basic unpredictability in bifurcation points. In these conditions socialization assumes a non-classical view of sociocultural reality and has to be considered in the context of such regulators as, pluralism, holism, synergism, complementarity, relativism (V. Ilyin, A. Panarin). Within a new methodological paradigm of the socialization theory the educational and methodical complex «Youth Sociology», states from the textbook and a practical work is developed [9-10]. Here the youth is considered as the special social group capable to be not only and not how many object, but also subject of process of socialization which has own will works in the conditions of a freedom of choice and bears responsibility for the actions and acts, trying to realize itself in the field of contradictions between own requirements and opportunities which are available in concrete society. The youth to be considered as a multidimensional phenomenon which can be adequately interpreted only from several positions, but not from the point of view of some one, separately taken scientific discipline. Five years’ experience of the Center of social and pedagogical researches revealed the main conceptual construct of the modern theory of socialization – situation about youth, as the subject (and not just object) social reality. Thereby both the purpose, and the content of socialization process is considerably transformed. 58

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The purpose of socialization to become not adjustment of the individual under desirable parameters, and not transformation of the individual for society in conformist the adjusted personality, loyal to all state institutes, and formation of socially active and responsible citizen capable creatively to process social experience and not only to adapt for reality, but also to change this reality. Thus, the center of gravity from authoritative pedagogics is transferred to pedagogics of the relations, considering the personality as the active subject of bilateral process socialization. The intrinsic sense of socialization in this context reveals as a difficult and interdependent interlacing of processes of imitation, adaptation, integration, self-development and self-realization. From the substantial party, socialization appears as crossing of operation of congenital mechanisms, social conditions and consciously directed training and education. Respectively, also the ratio of the organization and self-organization processes in the youth environment significantly changes. Social activity of institutional mechanisms of the organization loses the self-sufficing character and a paternalistic spirit, and creation of conditions (legal, material, organizational, etc.) for selfdisclosure of potential of youth becomes a main goal of these and other mechanisms. Self-organization comes to the forefront as an effective remedy of socialization of youth, means of social innovations, a source of awakening of an initiative, a way of self-realization and self-affirmation of youth that found reflection in preparation of a academic course «Social work with youth» [11]. The social and pedagogical analysis of practice for the last five years of research work of the Center testifies that institutes of socialization do not cope with the functions in the conditions of public modernization. The youth as special social and age group, is influenced, on the one hand, by the rigid pressure of the new social and economic realities which are not allowing it to open the potential, and on the other hand – pressure of the mass media showing rather high and qualitative standard of living of youth abroad. As a result of such double pressure the youth of «generation of independence» is focused on the pragmatical and hedonistic purposes and values. Self-sufficing value is got by money, and readiness of considerable part of youth for enrichment by means of illegitimate ways guards. The profession and business career in consciousness of young people has nothing in common with calling. Highly paid work becomes higher than work interesting. Special value is got by desire to receive as much as possible pleasures from life. On the periphery of youth consciousness there were a family, love, friendship. The value of human life finds room in the term «vital success». Is disturbing also that fact that the youth tries to leave from attempts of judgment of current situation and, thereby, from its overcoming through creativity, knowledge and social activity. The youth shows inability to bear the share of social responsibility without which neither the modern democracy, nor market economy, successful integration into globalization processes is inconceivable. Socialization in the conditions of the competition and pluralism demand in practice, but not in words transition from authoritative pedagogics to cooperation pedagogics, from training to development of the personality, from perception of the young man as object of pedagogical influence to its understanding as active subject of process of socialization, from simple transfer of the ready sum of knowledge to development of creative and informative potential of the personality, to training in ways of search and processing, from uncontested process of education to a constant situation of a choice. Only in this case statement of a question of social responsibility of youth is possible. There cannot be socially responsible a personality of whom do not allow to make the decision or which is not taught to make the decision on fundamental issues of her existence and development. Such personality, treating a youth cohort, feels restrained, defective; however the main difficulties begin with the moment of its transition to a cohort of adult generation, that is perceived in youth as something self-evident, in the adult personality it is found as infantility, incompleteness of process of socialization, as unavailability to activity and self-realization. The infantilism phenomenon, in our opinion, demands special attention and careful studying. We are and still inclined to consider that the youth is capable to overcome crisis situations of the transit period and to find in itself creative potential. Results of the last sociological researches confirm our assumptions that the youth, especially student’s, is capable to belong critically and to own target and valuable installations, and to the purposes and the content of teaching and educational process. The youth is weighed upon externally effective and democratic, but inefficient receptions and methods which gained distribution at the beginning of reorganization and needs new more serious and substantial forms of interaction and cooperation with teachers. This thirst for more equal partnership is important, though, certainly, not the only preliminary condition of formation and development of social responsibility, successful socialization of youth. 59

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References 1. Teslenko A.N. (2013) Dilemmas of sociocultural identification of young Kazakhstan citizens // Bulletin of the Udmurt University, No. 12. p. 82-99 2. Teslenko A.N. (2013) Mental archetypes and problems of sjciocultural identification of young Kazakhstan citizens // Professional and personal self-determination of youth of modern Russia: AllRussian scientific and practical conference (Samara, 26-27.09.2013). / Edition by A. Kaptsov. – Samara: Samlyuksprint. 201 – 209 pp. 3. Lepeshev D. V. (2013) Theoretical provisions of understanding of identification of the personality in social philosophy of education and psychology // «Training of the competitive expert of preschool and primary education: realities and prospects» – Lutsk: East European national university of a name L. Ukrainians. – 101-108 pp. 4. Teslenko A.N. (2015) The Euroasian values and identification of young Kazakhstan citizens //Education of civic consciousness and patriotism in the youth environment: Under the editorship of M. I. Abakarov. Makhachkala, 152-171 pp. 5. Teslenko A.N., Lepeshev D.V. (2014) A social and philosophical view of the modern status of scientific activity in youth consciousness of Kazakhstan citizens // VI International scientific and practical conference «Comparative education: methodology, questions and current trends». – Almaty: APNK, 146-154 pp. 6. Teslenko A.N., Lepeshev of D.V. (2014) Philosophy of socialization and education. Textbook of new generation. – Astana: KUAM. – 242 pages. 7. Teslenko A.N., Svinarchuk A.I. (2015) Political socialization of student’s youth. – Kokshetau: KUAM, 2015. – 211 pages. 8. Teslenko A.N., Dmitriyenko E.A. (2014) Pedagogics of the children’s movement: the theory and practice of educational work / Under the editorship Dr. Pr. A. Teslenko. Astana-Kokshetau: KUAM, OF «Center of Youth Researches».-272 pages. 9. Teslenko A.N. (2014) Youth Sociology: Textbook of new generation. Astana-Kokshetau: OF «Center of Youth Researches», KUAM. – 343 pages. 10. Teslenko A.N (2014) Prakticum on youth sociology: Manual. Astana-Kokshetau: OF «Center of Yuvenologichesky Researches», KUAM. –250 pages. 11. Teslenko A.N. (2016) Social work with youth: experience and prospects of development in Kazakhstan Saarbrücken: LAP LAMBERT Academic Publishing (Germany). – 198 pages https://www.lappublishing.com/catalog/search

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DEVELOPMENT OF EFFECTIVE METHODS FOR PURIFYING DRINKING WATER FROM DECENTRALIZED SOURCES OF WATER SUPPLY BASED ON MONITORING AND EPIDEMIOLOGICAL STUDIES Zhaparova Sayagul Beketovna (zhaparova77@mail.ru) Abay Myrzakhmetov Kokshetau University

Abstract This article proposes a project to develop the effective methods for purifying drinking water from decentralized water supply sources based on monitoring and epidemiological studies. Timely monitoring of the qualitative and quantitative drinking water composition will reduce the risk of waterborne diseases for population for which decentralized water supply sources are the only ones. It is planned to carry out toxicological studies of drinking water, compare the results with the epidemiological situation in the investigated region, which will make it possible to identify priority factors of genotoxicity of drinking water. Developed a water treatment technology will make it possible to minimize the content of genotoxic components and reduce the toxic effect of drinking water on public health. Keywords: Environmental assessment, Environmental monitoring, Decentralized sources of water supply, Water supply and drainage, Sanitary and hygiene regulation, Technology of purification of potable water, Environmental control

For most regions of Kazakhstan to provide the population of the country with drinking water is one of the priority problems, the solution of which is necessary to maintain health, to improve the business environment and the living standards of the population. Despite some improvements in the drinking water provision a significant part of the country’s population is still not provided with water in full today. Reforming of housing and communal services (hereafter HCS) of Kazakhstan began more than 10 years ago. During this time a number of significant reforms and measures relating to decentralization of sector management, transferring of HCS infrastructure for the balance of local governments, the development of a legislative framework for the drinking water sector, making institutional and structural reforms of the sector, improvement of governance and the implementation of the tariff reform aimed at self-management of enterprises, the implementation of measures to improve the technical condition of water and wastewater systems have been taken. However, all these reforms and arrangements concerns only the sector of centralized water supply and sanitation, or just the population of Kazakhstan, which draws its water from a water supply system and uses sewerage. The problem of decentralized water and wastewater systems that affect mainly small towns and rural areas remain without attention of the state and HCS reforms. Similar studies were carried out in the framework of the Ukrainian campaign «Drinking Water in Ukraine». UNENGO «MAMA-86» has paid attention to the study of problems of decentralized

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water supply, in particular the problems of water quality in wells in the villages of Poltava, Chernigov and Ivano-Frankovsk regions since 2000. Independent studies in the framework of the campaign showed that the quality of water in wells is due to technical problems of decentralized water supply as well as to the environment. Among the problems, which were engaged in the study of regional organizations UNENGO «MAMA-86» in Nezhino, Poltava, Artemovsk and Yaremcha there were questions of nitrate, bacteriological, oil and other contamination of drinking water in rural areas [1]. Similar studies were carried out in a number of the countries (Georgia, Kyrgyzstan, Russia, Tajikistan). Researches like these were carried out in the line of west countries – USA, England, Austria, Ireland, and also in India. experience of foreign countries were studied on affording access of rural population to a qualitative drinking water, we are finding reasonable to carry out the same researches in Kazakhstan [2]. Having studied the experience of the research work on the rural population’s access to drinking water, we find it appropriate to conduct the same study in Kazakhstan [2]. Today, as a result of poor environmental and anthropogenic pressures zones of underground aquifers significantly expanded and high concentrations of nitrate compounds, pesticides, heavy metals are recorded which prevents the use of this water for drinking. [3] At the same time the situation with the quality of water from decentralized sources (wells and interception ditches) is much worse. According to the official statistics about 40% of drinking water samples taken from sources of decentralized water supply in recent years did not meet the standards for the sanitarychemical and bacteriological parameters. In addition, the increase of nitrate contamination of groundwater, which the majority of the rural population uses without purification is noteworthy. Pollution of the water with nonstandard nitrate concentrations is dangerous to health. It is directly related to such disease as infant methemoglobinemia. Nitrates reduce the overall resistance of the body and help to increase the overall morbidity, including infectious diseases and cancer [4]. To solve technical problems of the rural water supply and sanitation, as well as to provide the rural population with drinking water and sanitation conditions is entirely dependent on the reform process in this sector. The main unresolved pressing issues of rural water supply and sanitation sector are: • lack of drinking water quality monitoring in rural areas; • outdated amortized water supply system; • sewerage system which is non-existent or in disrepair; • lack of drinking water quality control; • in rural areas there are mainly uncontrolled, decentralized water supply systems; • in the process of water supply, distribution and consumption, there is virtually no compliance with health and safety standards; • high contamination of soil and ground water from the toilets standing on cesspools. Timely monitoring of the qualitative and quantitative composition of drinking water will reduce the risk of waterborne diseases in the population for which decentralized sources of water supply are the only ones. The toxicological studies planned in the project, when compared with the epidemiological situation, will reveal the priority factors of water genotoxicity. The developed technology of water purification will allow to minimize the content of genotoxic components and reduce the toxic effect on public health. Relevance of research in these fields is confirmed by relevant provisions of the draft state program «Ak Bulak» for drinking water provision of the to the population in the 2011 – 2020 period. At the moment there is no single systematic database on water quality, the technical condition of water supply systems in rural areas. Thus, the results of the research will contribute to the development of a single systematic database on water quality in order to develop technical solutions of this problem for the improvement of the socio-economic situation in rural areas. [5] Objective of the Project. The development of an effective technology for the preparation of decentralized water sources for drinking water supply on the basis of a comprehensive analysis of the water formation sources and the results of epidemiological, toxicological and physico-chemical research. 62

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Project tasks To achieve the research objectives the following tasks are set: 1. Identification of formation sources of qualitative and quantitative composition of decentralized sources of drinking water in the Akmola region: 1.1. Determination of natural formation factors of the drinking water decentralized sources (geological, hydrogeological, climatic); 1.2. Identification of the technogenic factors contribution in the formation of the physico-chemical composition of drinking water decentralized sources in the Akmola region. 2. The inventorisation of decentralized sources of drinking water in the studied rural settlements of Akmola region: 2.1. determination of the geographical location of the water supply decentralized sources; 2.2. identification of the compliance of qualitative and quantitative composition of water to sanitary and epidemiological requirements; 2.3. the compilation of a program for sampling water from decentralized water sources to ensure continuity and timeliness of research. 3. Genotoxic research, identification of priority factors of its determining: 3.1. the research of genotoxicity of test waters on test objects; 3.2. definition of critical groups and water-borne disease of the population. 4. The epidemiological research: 4.1. analysis of the epidemiological situation in the study region; 4.2. identification of correlation dependences of the qualitative and quantitative composition of the studied waters and the incidence of the population. 5. Geoinformation mapping: 5.1. development of a GIS application to mapping geographic attachment of the studied waters and their hydrochemical indicators; 5.2. medical-geographical mapping. 6. Development of economically effective technology for purification of the studied waters of a certain qualitative and quantitative composition: 6.1. evaluation of the effectiveness of sorption, filtration methods of water treatment of the studied waters; 6.2. determination of optimal parameters of water treatment technology for the studied waters;

Methodological support of the developed water treatment technology 1) In the research will be used the well-known methods: methods of chemical analysis (colorimetric, titrimetric, potentiometric, rapid methods) using certified instruments and facilities to determine the qualitative composition of the test water, ecological modeling, a systematic approach of study. To assess the genotoxicity of water, standard analysis techniques using biological test systems will be applied. Epidemiological studies include the study of prevalence rates, morbidity of different social and age groups, specific diseases that are etiologically related to the nature of drinking water pollution. Processing of the research results will be carried out with the help of the modern statistic methods using computing technics by means of standard programs. Also there will be used new technologies of remote sensing and GIS for mapping system and an assessment of a current state of the decentralized sources of water supply in rural areas [6]. 63

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Expected results According to the research results it is planned to publish a manual, guidelines for monitoring of decentralized water sources in the SNP, scientific abstracts and articles in specialized publications with nonzero impact factor (Evropean social science jornal ISSN 2079-5513– impact-factor – 0,125; Journal: Environmental Monitoring and Assessment – impact-factor – 1,436; Environmetrics – impact-factor – 0,75; Environment – impact-factor – 1,864; World Applied Sciences Journal ISSN 1818-4952 and others, World Applied Sciences Journal ISSN 1818-4952 and journals recommended by KKSON RK (scientific journal «Vestnik» ENU named after L.N. Gumilev and others). At the end of the study it is planned to make an analytical overview of the obtained results and summarize them in the form of a monograph «Monitoring of drinking water in the system of decentralized water supply.» It is planned to register the property rights for the monograph on monitoring of the drinking water quality in rural areas. The implementation of the project can make social and economic effects as a result of determining of drinking water availability in rural areas. Users, i.e. planning organizations and other agencies while using objective information and the results of the monitoring can properly develop a technical project to provide drinking water to these localities that will also have social and environmental benefits due to reducing of the water sources contamination and thus to reducing the incidence of the rural population. Results of the project will draw the attention of the Ministry of Economic Development and Trade of the Republic of Kazakhstan, Kazakhstan Agency of Construction, Housing and Communal Services, the Ministry of Agriculture of the Republic of Kazakhstan, the Ministry of Industry and New Technologies of the Republic of Kazakhstan, the Agency of the Republic of Kazakhstan on regulation of natural monopolies, the Ministry of Finance of the Republic Kazakhstan, akims of the region and Kokshetau as public authorities responsible for the implementation of the «Ak Bulak» Programme in 2011 – 2020 years. It is planned to hold scientific and practical conference on the results of scientific research in order to attract potential users, as well as to inform the public through the media (articles in newspapers and magazines of national importance).

References 1. UNENGO «MAMA-86» report on the project «Cooperation for sustainable development of rural areas: drinking water provision, eco-sanitation, organic farming», which was carried out in 2003-2006 with the financial support of the MATRA program of the Netherlands Ministry of Foreign Affairs. Kiev, 2006. 2. Access to safe water in rural areas. Tbilisi, Georgia, 2010. 3. Zhantasova G.N., Ahmedenov K.N. Estimation of the quality of spring water from the tracts within the West Kazakhstan region. / Coll. works of the International scientific and practical conference «Eurasian integration: the role of science and education in the implementation of innovative programs.» Part 2: Oral, 2012 – PP.69-74. 4. Drinking water // Water of Russia. Social and environmental problems of water (under scientific. eds. Of A.M.Chernyaev) FSUE RosNIIVH –Ekaterinburg: Publishing house «AQUA PRESS», 2002 – PP.226-230. 5. The «Ak Bulak» Programme for 2011 – 2020. Kazakhstan 2011. 6. Ants AG Guidelines for the determination of water quality field methods. SPb.: «Christmas +», 2004 – 248 p. 7. Muravyova A.G., Pugal N.A., Lavrova V.N. Environmental Workshop: Textbook with a set of card guides. / Ed. A.G. Muravyova. – St. Petersburg .: «Christmas +», 2003 – 176 p.

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Important publications are as following: 1. Мониторинг качества питьевой воды в сельской местности. Международная научнопрактическая конференция «Новые пути развития системы инновация-агробизнес», посвященная известному ученому, экономисту аграрии профессору М.А. Гендельману. Том 1, Астана.2013.– С.298-302. 2. Учебное пособие «Экологический мониторинг». – Астана, 2015.– 140 с. 3. Учебное пособие «Охрана водных ресурсов». – Астана, 2013. – 160 с. 4. Проблемы качества питьевой воды г. Кокшетау. Сб. научных трудов преподавателей Северного Казахстана «Научные и учебно-методические основы инновационных технологий в образовании и производстве», Кокшетау, 2008 г. С. 269-272. 5. Model of water consumption and assessment of the environmental condition of irrigated lands (on the basis of southern Kazakhstan). World Applied Sciences Journal. 1818-4952.4. © IDOSI Publications, 2014. 9 (6): pp. 811-814. 6. Методы определения экологически эффективных норм вымывания солей при восстановлении засоленных земель. Научный журнал № 2 «Вестник» ЕНУ им. Л.Н. Гумилев (99)2014. С.34-42. 7. Разработка метода моделирования баланса влаги в почве с использованием уравнения влагопереноса. Научный журнал № 2 «Вестник» ЕНУ им. Л.Н.Гумилев № 2(99)2014. С.94102. 8. Environmental assessment methods for improving saline and sodium soils in the ecosystem of land irrigated agriculture. World Applied Sciences Journal. 32 (1): 111-115, 2014. ISSN 1818-4952. © IDOSI Publications, 2014. DOI: 10.5829 / idosi.wasj. 2014.32.01.14509 9. Лабораторный практикум «Основы экологического нормирования и экспертиза», Астана, 2011.– 83 с. 10. Оценка экологического состояния малых водоемов Акмолинской области. ISSN 2305-6827 Вестник Омского регионального института (РИНЦ), № 1, Омск, 2017. – С.129-135

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scientific journal of the modern education & research institute • The Kingdom of Belgium

Al-Farabi Kazakh National University (KazNU) adopting Bologna process determined significant Abay Myrzakhmetov Modern Education changes in education system. Most notably, education transferred to three level system: Bachelor’s program, Kokshetau University Research Institute Master’s program, andPhD’s studies. In that case, the issues and of integrating education process with European universities-parties to the Bologna convention and establishing unified system of assuring education qualBrussels, Belgium Auezov St,189A, Kokshetau, Akmola Region, ity are of primary importance [1, p.64; 2, p. 3]. Republic of Kazakhstan, +32488866865 At present time, KazNU,020000 bing the chief university in the Republic of Kazakhstan, dictates main +7(7162) 25-42-59 trends in development of education. In the QSUniversity Ranking of2015-2016 the KazNU improved its position from 275 to236 rank. Advances of the university are based on constant improving and modkuam-kokchetau@mail.ru online@moderneducationinstitute.com ernization of education process, including work on typical and main curriculums, and system of assesswww.kuam.kz ment of lecturers’ work quality and students’ knowledge. http://moderneducationinstitute.com Academic mobility plays an important role in assuring education quality. Students of KazNU and other Kazakhstan universalities are able at all three levels of education to undergo education or training for a semester in the leading American and European universities. Expenses of students on travelling, accommodation, and studying are covered by the Kazakh National University. Furthermore, postgraduate students –Master’s degree and PhD’s students – Editorial Board are obliged to undergo training abroad by curriculum, which is stipulated via corresponding components and credits [3, p. 4].Due to that, hundreds of students of KazNU travel abroad to study and conduct research yearly. That said, it’s quite difficult to discuss the issue of academic mobility within the whole Tsaranok university or any of its faculties. Furthermore, the issues Ekaterina are within sphere of departments. That’s why, we shall focus on academic mobility of students majoring in colloid chemistry and studying at the chair Director for Educational of analytical and colloid chemistry and technology of rare elements of the faculty Programmes of chemistry and chemistry technology of the KazNU. Modern Education & Research Institute The personnel on the chair of analytical and colloid chemistry and technology of rare elements include 45 lecturers. They teach students on more detailed specializations within three large spheres: analytical chemistry, colloid chemistry, and technology of rare elements (TRE). Axana KazNU has been developing colloid chemistry since 1973, first atPozdnyakova a separate chair of colloid chemistry, which is currently merged with the chair of analytical chemistry and TRE.Eleven lecturers, including four Director for Development Professors, Doctors of Chemistry, three associated professors, and four chief lecturers with degree of CanModern Education & Research Institute didate of Chemistry, specialize on colloid chemistry. Research is mainly focused oncomplexes of natural and synthetic polymers and surfactants and their use as flocculants, flotation agents, emulgators,structuring agents, etc. Research on special nutritive colloids, bioDesignis by logical dispersals, anti-microbal compounds, and sewage treatment also actively carried out [4, p. 19]. Mainly, researches are executed within programs sponsored by the of Education and Science of Ksenia Ministry Kolosova Republicof Kazakhstan (RK).Students take active part in performing studies. Also, our foreign fellows greatly froonzick@mail.ru help us in our research by receiving our students in their laboratories. The chair maintains close links with leading centers of colloid chemistry in European universities who receive our Master’s and PhD students. At the same time, professors in these universities are academic advisers for our PhD students’ theses. Table 1 lists universities where our PhD students performed their research. PhD School was established in KazNU in 2005, and first students graduated in 2008. The first five PhD students on faculty of chemistry and chemical technology, who graduated in 2008, include NurlanStamkulov, a specialist in colloid chemistry, who performed his studies on stabilization of emulsions with polymer compounds in the laboratory of Colloid Chemistry in Imperial College (London, UK). Table 1. Training of Ph-doctoral students on profile «Colloid Chemistry»

Data of graduating

№

Name

Internship place

Stamkulov Nurlan

2008

Imperial College of London (London, United Kingdom)

Bolatova Didar

2009

Imperial College of London (London, United Kingdom); University of Szeged(Szeged, Hungary); Research center «Demokrit» (Athens, Greece)

Rakhimbayeva Dinara

2011

Imperial College of London (London, United Kingdom)

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