The Scientific Journal of the Modern Education & Research Institute, № 19, 15 February 2022 by Modern Education and Research Institute

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

15 February 2022 Brussels, Belgium

Scientific Journal

of the Modern Education

& Research Institute

ISSN 2506-8040

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

IN CooPEraTIoN wITH oUr MEMBErS:

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

We are starting a new year in the scientific journey of the MERI academic community. Opening this new page, I cannot but mention the most important event in the scientific world – the awarding of the Nobel Prize 2021.

All 10 laureates last year were men which is quite the norm for scientific prizes. The Nobel Prize has been awarded since 1901. Since then there have been 975 laureates with only 58 women among them. The laureates 2021 currently work at universities in only three countries - the United States, Germany and Italy. Three of them work at research institutes (the Max Planck Institute in Germany and Howard Hughes Medical Institute in the United States) and seven at universities. As usual, the affiliated universities are highly ranked, highly funded, and highly recognised research universities. It is worth mentioning, that only two of the 10 laureates studied at American universities. The rest got their degrees in Canada, the Netherlands, Germany, Scotland, Japan, Italy, and Lebanon. Nevertheless, the formal winners of the Nobel Prize are still the United States and European Union. I wish all members of the MERI academic community to win a grant this year, do a scientific internship in the US or EU, produce a breakthrough research and receive a prize for their contribution to science and humanity.

Ekaterina Tsaranok

Director, Modern Education & Research Institute

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

CONTENT 1. Abdyrasulova E.K. SOME LEXICAL PROBLEMS IN CONDUCTING LESSONS OF THE KYRGYZ LANGUAGE FOR MEDICAL STUDENTS I.K. Akhunbaev Kyrgyz state medical academy Bishkek, Kyrgyzstan........................................................ 9 2. Akhmetova Daniya, Ilona Morozova Designing of inclusive education development in culturally diverse environment (regional level) Kazan Innovative University named after V. G. Timiryasov, Kazan, Russia........................................... 12 3.

Bekmurzinova Alina, Akhmadalieva Zulfizar, Kalisheva Alina, Ali Arshad, Cherepkina Aleksandra, Ganiev Alizhan, Ogay Aleksandr BEHAVIOR OF PERSONALITY TYPES IN THE EDUCATIONAL PROCESS L. N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan; International Islamic Academy of Uzbekistan, Tashkent, Uzbekistan; Abay Myrzakhmetov Kokshetau University, Kokshetau, Kazakhstan; International High School of Medicine, Bishkek, Kyrgyzstan; International University of Kyrgyzstan, Bishkek, Kyrgyzstan; Central Kazakhstan Academy, Karagandy Kazakhstan............................................................................. 17

Golisheva Elena, Nigora Bukharova PRIORITY AREAS OF THE TOURISM DEVELOPMENT IN UZBEKISTAN AND THE PROCESS OF TRAINING QUALIFIED PERSONNEL FOR THE SPHERE Tourism Development Institute, Tashkent, Uzbekistan.............................................................................. 23

5. Iskakova El’vira, Asserbekova Didara, Sultonkhodjayeva Mukhabbatkhan, Khakimzyanova Aigul Virtual Reality in Education or virtual education International University of Kyrgyzstan, Bishkek, Kyrgyzstan; L. N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan; International Islamic Academy of Uzbekistan, Tashkent, Uzbekistan; Abay Myrzakhmetov Kokshetau University, Kokshetau, Kazakhstan...................................................... 30 6.

Kobalia Ketevan Modernization of education as an innovative process Georgian state teaching university of physical education and sport, Tbilisi, Georgia........................... 34

Kramarenko Anna, Zenina Elena, Berdybekova Aidana BASIS OF EFFECTIVE DEVELOPMENT OF FUEL AND ENERGY COMPLEX OF THE KYRGYZ REPUBLIC International University of Kyrgyzstan, Bishkek, Kyrgyzstan................................................................... 37

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Kyshtoobaev Adilet DISPLAY OF MYTHS IN KYRGYZ SMALL EPOS International University of Kyrgyzstan, College «Taalim», Bishkek, Kyrgyzstan................................... 42

9. Mussaev Baurzhan THE SIGNIFICANCE OF THE COURSE OF THE HISTORY OF THE FAMINE IN 1921-1922 IN KAZAKHSTAN Aktobe Regional University named after K. Zhubanov, Aktobe, Kazakhstan..................................... 46 10. Rysbergenov Mussa, Shuleka Yuliya Particular problems of education as one of the indicators of a complex of general problems L. N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan; Abay Myrzakhmetov Kokshetau University, Kokshetau, Kazakhstan............................................................................................ 51 11. Tassimova Aislu COMPETENCE OF HIGHER SCHOOL TEACHER IN DISTANCE LEARNING CONDITIONS West Kazakhstan Innovative Technological University, Uralsk, Kazakhstan.......................................... 55 12. Tassimova Aislu, Mussaev Baurzhan The importance of national and international assistance to children with autism spectrum disorder in the global world West Kazakhstan Innovative Technological University, Uralsk, Kazakhstan; Aktobe Regional University named after K. Zhubanov, Aktobe, Kazakhstan..................................... 61 13. Vikulenko Y.R., Smagulova Karakoz, Sahoo Sunil ANALYSIS OF HUMAN RESOURCE MANAGEMENT IN THE HEALTHCARE SYSTEM OF THE REPUBLIC OF KAZAKHSTAN Central Kazakhstan Academy, Karagandy Kazakhstan; International High School of Medicine, Bishkek, Kyrgyzstan/ India....................................................... 68 14. Zenina Elena, Berdibaeva Kaken, Kramarenko Anna Strategy of geo-economics development of the Kyrgyz Republic and Chinese People's Republic at the global economic arena International University of Kyrgyzstan, Bishkek, Kyrgyzstan; Kyrgyz Economic University named after M. Ryskulov, Bishkek, Kyrgyzstan........................................ 75 15. Zhumagulova R.E., Zharaspaeva G.Zh. MEASURES TO REDUCE RISK OF RADON TOXICITY IN THE CONSTRUCTION OF BUILDINGS AND STRUCTURES KazGASA, Almaty, Kazakhstan..................................................................................................................... 78

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SOME LEXICAL PROBLEMS IN CONDUCTING LESSONS OF THE KYRGYZ LANGUAGE FOR MEDICAL STUDENTS Abdyrasulova E.K. (eabdyrasulova@gmail.com) I.K. Akhunbaev Kyrgyz state medical academy Bishkek, Kyrgyz Republic

Abstract In article discusses issues of teaching Kyrgyz language, directly related to future generations. Keywords: ethnoscience, thematical principle, phraseology, lexical-grammatical principle, semantic-associative principle, etymological aspect.

Language course is a subject with its own peculiarities and difficulties. Only in this lesson do students understand that sounds in the vernacular come into being, reach people into grammar, and then serve as a means of communication. It is only in this language that people’s words, feelings, work and struggles are conveyed. Only with the language can students write down on paper the wonderful feelings that they feel and feel. Language stimulates the development of ideas that come to everyone’s mind. It would be very useful to do the following in order to increase the vocabulary and vocabulary of students in the language. 1. Apply thematic principle in teaching words and expressions. According to this principle, words in the language are divided into different thematic groups, and as the course progresses, their volume expands and increases in number. For example, (a) the names of medicinal plants; Adyrashman (perennial herb with a peculiar smell), white codola (perennial herb with white flowers), hemp (perennial plant with deep roots, nuts, etc.) b) the names of bones in the human body: skull, jaw, larynx, pelvis, etc.; c) the names of drugs used in traditional medicine; shak-shak (a tree tied to a fracture of an arm and leg) ashtor (a knife with a sharp blade), tintuur (a surgical instrument) d) as well as a fracture, brand, quality and other expressive words. If in each text the words in the exercises are divided into groups of the same type of words, write them down in a separate notebook, and then persuade to collect the appropriate material from the speeches of people, various works, texts related to medicine, the student’s vocabulary will not increase. Here the student wins three things; a) learns to read the text purposefully; b) increases interest in the language; c) learns to classify words according to thematic proficiency. Then, if he gets used to it, he will continue to learn different words throughout his life. This thematic principle can be changed. For example, neutral or general words; 1) do, speak, cut, check, see, etc. 2) words related to the language: subject, technique, text, vocabulary, etc. 3) Service words: to, before, near and etc. The same skills can be used to teach somatic expressions. For example: sincere (honest, sincere, impartial), dull-faced (shameless, indifferent, indifferent), open (generous, disinterested), heart stuck in the mouth (very afraid of something)

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

Using these skills to develop students’ vocabulary in different ways increases their interest and helps them find words in different contexts. The above thematic divisions can be divided into sub-topics or, conversely, grouped into groups, branched out and taught the great life of the language. We will not be limited to words related to medicine: a) words related to public life, we can collect words about this: student life, music, painting, culture, sports, internal and external life of our country. b) the naming of words associated with nature and human life; Indigenous vocabulary for flora and fauna, history, geography, etc. words belonging to can be collected. Of course, working on the same topics at the same time can be difficult. In this case, it is appropriate to apply each topic to the analysis of specific grammatical questions. For example, moving on to the topic of adjectives, we focus on criticism, quality, character, and so on must collect related words. Thematic grouping of words is closely related to grammatical and spelling work, and as students get used to using new words, more and more similar words are remembered based on the association of similarities. 2. Semantic-associative principle. According to this principle, students learn a group of words. For example, take the word check and find out with which, in other words, you can combine it (for example: check a word, check an action). At the same time, to know with what, in other words, in it, for example, the word «word» can be combined (polite word, stubborn word, rude word, great word ...) In this case, the most frequently used words are called «productive» (denoted by the letter «o»), sometimes frequently used, rarely used words are called «neutral» (denoted by the letter «b»), and the least frequently used words are called «sluggish» (denote it by the letter «S») and then, if we look at the growth of the vocabulary of students on the way of linguists, we get the O-B-C-T formula. Further, it can be seen that the growth of the student’s vocabulary occurs at the expense of T-C-B-O. If the student’s efforts to improve their language skills slow down and stop developing, then O-B-C-T will prevail and will not work. Therefore, in the subject of language there must always be a certain path, a priority in the development of the vocabulary of students. In case of non-observance of the semantic-associative principle and incomplete mastering of its skills, the student can not only tirelessly continue the learned series of words, but also deviate from the previous path and quickly forget what he has learned. If you use the semantic-associative principle not only in lexical-semantic classes, but also in the study of syntactic connections, its free and intertwined forms, then you can understand the inner world of the language and see its own fruits. At some point, if some students misunderstand a word that can be combined in a semantic-associative way, it is necessary to give it a certain direction and correct it in a timely manner. 3. Lexico-grammatical principle. This principle is one of the most widely used in the lessons. Linguists know that this principle has three components: a) the study of words, expressions from the point of view of semantic pronunciation, spelling and grammatical order; This principle can be widely used when studying word groups and ways to change words. The individual mind cannot store all the words of the language. He was not given a natural opportunity. Let’s look at an example. For example, it is believed that there are about 300-400 thousand words in Russian. A.S., who knows Russian perfectly and uses the pearls of the Russian language with amazement. It is said that Pushkin’s writings contain only about 20,000 words. Linguists estimate that the average person speaks only 6,000 to 8,000 words. Thus, no matter how good a person’s mind is, no matter how green it may be, his ability to understand words is still limited [1]. 4. The principle of diagnosis or detection of the cause. This principle reveals the reason for its variety of lexical errors. For example, students in the same group often use different words to express the same concept. Dialectical words: meat, offspring, eggs, cows, etc. Local language facts can also be widely used in teaching the phenomena of the mother tongue. For example, local facts can be safely used when it comes to issues such as the pattern of language development, the integration of lexical phenomena into social life, and rapid changes in cultural and material changes. Words convey not only cultural and historical messages, but also from concepts related to ethical norms (read, uneducated, etc.), speech models, ethics (a good person finds, a bad person sneezes, etc.), expressively stylistic means, intonation, etc. Informs about the planned activities. Only when students fully familiarize themselves with all the components of the language, master them and can use them in practice, can we say that this becomes a communicative activity. Only then will they 10

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understand the power of the language and will be interested in serious study of it, and will not be forced to do it. The use of the thematic system is much more effective when studying the subject of the language, when mastering its topics and problems related to lexicology. This approach can stimulate interest in further learning. This is due to the fact that the use of the thematic system provides pure linguistic information, expands the student’s knowledge of the world and encourages action. Words can be learned in many different ways. Words related to life, words related to skills, actions, character. Also, words; transport, politics, intuition, thought, kinship, and so on. Related words can be separated and analyzed in terms of semantics, at least in terms of historical structure, as well as in terms of some etymological aspects, lexical and grammatical exercises. In this case, the principle is applied from the known to the unknown, from the familiar to the unfamiliar, to the phenomenon, to the new. Also, students need to clearly explain the expressive properties of words, that is, their artistic reading, accuracy, significance, accuracy and clarity. At the same time, they must be able to express themselves emotionally, quickly and emotionally. Vocabulary tasks related to language lessons can also be done as homework. In addition, headings such as «Funny», «Words», «Remember», about the life of the people, medical news, phraseology, expressions, etc. are organized on the circle or wall of the newspaper. Discussion, round table, organization will also be interesting. For example, the names of the stars, the months of the moon, their origin, the names of the seasons, natural phenomena, their origin, the names of plants, and so on. It would be interesting to name names and then have a discussion among the students. Steps like these can help students develop an interest in social life and focus on memorable events. Such activities should focus on learning in one way, linking different aspects of the mother tongue. In other words, if they were considered both as a stylistic tool and as a source of information about the life of our country, and only in one way or another of an extra-linguistic and linguistic core, students would receive significant knowledge of the subject of language.

References 1. 2. 3. 4.

Abduvaliev I. Origin of the word: Etymology and lexicography: Textbook. – B. 2002 Dyusheeva G. Century language: Textbook. – B. 2016 Isakov B. Kyrgyz language: Textbook-B.2012 Chymanov J. Theory and practice of teaching the Kyrgyz language: Monograph.– B .: Turar, 2009

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Designing of inclusive education development in culturally diverse environment (regional level) Daniya Z. Akhmetova (ahmetova@ieml.ru) Ilona G. Morozova (imorozova@ieml.ru) Kazan Innovative University named after V. G. Timiryasov, Kazan city, Russia

Abstract In the article the authors present to the reader’s attention the specifics of inclusive education development in a culturally diverse environment, moving away from a narrow understanding of the term «inclusive education» and considering it in a much broader sense - as including people with different cultures (worldview, traditions, family education, values) in the educational process, as well as people with disabilities. The authors study the concepts of «culture», «cultural diversity» based on the works of P. S. Gurevich, Victor de Munck, H. C. Triandis and present their understanding of this phenomenon in the context of inclusion. Based on the ethno-cultural specifics of the Republic of Tatarstan, a pedagogical model for the development of inclusive education in a culturally diverse environment for higher educational institutions has been developed. Keywords: inclusive education, designing, culture, culturally diverse environment, ethno-relativism, ethno-cultural specifics.

Nowadays the significant changes happen in various areas of our life: economic, social, cultural, scientific, and educational. They are accompanied by serious technological and digital transformations. On one hand, these changes contribute to the development of all these areas, but, on the other hand, they present certain risks and dangers. Any change, as we know, can be both constructive and destructive. An example of the positive impact of digital transformation processes is providing opportunities for self-expression, self-realization by people in the field of culture, sports, art, increasing the availability of education for people with disabilities (thanks to online and digital technologies), getting access to educational resources and services for people from the remote areas, getting the opportunity to exchange knowledge, ideas and research for scientists from different countries thanks to video conferencing services, etc. However, there is also a negative side of these innovations: through digital technologies and social networks the propaganda of «unhealthy values», violent acts, dangerous non-traditional religious movements and groups is spread. Adolescents are particularly susceptible to this negative influence. The growing propaganda of marathons, financial pyramids, «beautiful pictures», which confuse person’s mind and consciousness, lead to mass delusion in society, to the loss of values and ideals, and sometimes to even greater social stratification. In this situation there is just one conclusion – whether it is a positive or negative influence, society becomes culturally diverse. We can often notice people of different nationalities, 12

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color of skin, subcultures, people with an unusual appearance on the streets, in schools and universities, in public places. At the same time, appearance – language, clothes – is only 30% of what is open to us. Сulture is expressed not only externally – by color of skin or appearance. 70% of culture, in our opinion, is hidden behind external attributes: the values of each person, his/her family environment, religious views and beliefs, past and present, «baggage of experience», probably brought from another country (cities, villages), his/her prejudices, intentions that we do not yet know about ... Therefore, our society can be called as culturally diverse regardless of how many ethnic groups live in it. Culture is a phenomenon that is considered much more widely. Another important conclusion that we come to is that education is a kind of core, a driver that solves several problems: – education harmonizes relations between people of different cultures, promotes the establishment of humane friendly relations in such a diverse environment; – education corrects, directs students to a more true path when they are too exposed to negative cultural influence, and also increases the level of ethnic identity in a situation where this feeling is lost in case of excessive influence of false values from outside. Therefore, the educational organization, in our opinion, can move the individual culture and all cultural diversity in the right direction and for good purpose. In this regard, we move towards the idea of inclusive education, which is based on the diversity of physical and intellectual abilities, cultures. So, let's study the concepts «culture» and «culturally diverse environment» in the researches of famous scientists. According to P. S. Gurevich, «culture is a «second nature», «secondary artificial environment», which a person overlays on nature. «These are ideas, habits, values systems, and the social heritage that goes through the centuries. These are the values that society share» [6, p. 12]. An interesting study of the cultural phenomenon was carried out by G. H. Triandis. He considers culture as an iceberg, which includes the visible and invisible parts. The visible part is presented by the elements of objective culture (clothing, names). The invisible part is a subjective culture (relationships between people, specific beliefs, values) [6, p. 102]. What is cultural diversity? This concept implies the coexistence of various knowledge, beliefs, arts, customs, religions, languages, ethnic groups, abilities. According to UNESCO Declaration of Cultural Diversity, culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group. It also emphasizes that cultural diversity is expressed in the uniqueness and diversity of the characteristics inherent in groups and communities that make up humanity [8]. Today, many countries have a culturally diverse environment. From the ethnic diversity perspective, Russia is not an exception. More than 160 ethnic groups live in its regions; each of them has its own cultural specificity and historical heritage. In our study we describe the specifics of inclusive education development in the Republic of Tatarstan as in the culturally diverse region. Why did we choose this Republic for our study? According to official statistics, Tatarstan is one of the most multinational territories in Russia. Over 173 nationalities live in the Republic, as well as the representatives of such confessions as Islam and Orthodoxy, Catholicism, Protestantism, Judaism and others. Tatarstan entered the top 3 regions in terms of the number of foreign students. Students from Central Asia (Kyrgyzstan, Kazakhstan, Tajikistan), Latin American countries (Colombia, Brazil), African countries (Ghana, Nigeria) and others study in Tatarstan universities. Kazan, the capital of Republic, also entered the top five cities that pretended to be the European Youth Capital of 2022. The youth culture develops, as well as youth subcultures have become widespread in the Republic [9]. Among them are graffiti artists, breakers, extreme sportsmen [5]. And we return to the definition of «inclusive education». According to OECD terminology, «excluded» are «children and adolescents at risk»: those from disadvantaged backgrounds and those with disabilities [14]. According to the Federal register of people with disabilities, there were 298,086 people with disabilities in the Republic of Tatarstan, including 15,674 disabled children (2.28 percent among other regions) [10]. Tatarstan is a dynamically developing region with an extensive labor market that requires new workers. Migrants fill the lack of workplaces that are not covered by local residents. In January-October 2020, the migrations increased to 4.4 thousand people. Thus, we can firmly say that Tatarstan has a diverse environment (social, cultural, demographic), and the development of inclusive education in a culturally diverse environment is a relevant issue for the Republic, both in terms of the disability problem and from ethno-cultural diversity perspective. Therefore, a certain model for the inclusive education development is needed. 13

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Today on the basis of Kazan Innovative University named by V.G. Timiryasov (Russia), headed by the rector A. V. Timiryasova, the Research Institute of Pedagogical Innovations and Inclusive Education was created. One of the areas of its research is psychological and pedagogical aspects of inclusive education, development of inclusive education in a multicultural environment. Research Institute scientists under the guidance of its director, Ph. D., prof. D. Z. Akhmetova published several scientific works on certain areas of inclusive education [1, 2]. And today we – scientists of this Institute – taking into account several approaches to understanding pedagogical model [4, 13], as well as after reviewing existing models of inclusive education in a multicultural aspect [12, 11], developed our own model for the development of inclusive education in a culturally diverse environment (on the example of the Republic of Tatarstan) (Picture 1).

Picture 1. The model of inclusive education development in the culturally diverse environment for higher education institutions (Tatarstan Republic)

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So, the ethno-cultural component is the base of this model. It involves the development of inclusive education taking into account the ethno-cultural specifics of the Republic of Tatarstan. Therefore, when building the educational process it is important to take into account the historical development of the Republic, the diversity of cultures, multi-confessionalism, adherence to national traditions, mentality. The model is built on the following principles: multiculturalism, multi-ethnicity, accessibility of education, humanization, cultural conformity, dialogue of cultures. The principle of multiculturalism implies showing respect to different cultures and creating conditions for joint educational and creative activities of students from different ethnic and cultural background. The principle of multi-ethnicity emphasizes respect to students of different ethnic groups with their ethno-cultural features (values, worldview, mentality, language picture of the world). Let briefly characterize the specifics of inclusive education development in a culturally diverse environment. 1. The educational process is built taking into account the individual ethno-cultural characteristics of students, their physical and intellectual capabilities, and the social situation of development. 2. An ethno-cultural component (history, culture of the peoples of the Republic of Tatarstan and other ethnic groups) is included into the content of academic disciplines, which form students' knowledge about their native ethnic group and other ethnic groups, respect to national history and traditional folk culture and pride in cultural heritage. 3. Intercultural communication is built taking into account the individual linguistic and religious characteristics of students, level of life, family situation and other cultural aspects. 4. The process of interaction in a students group is based on the principle of «dialogue of cultures» [3]. 5. The educational process is aimed at overcoming ethnocentric attitudes among students, as well as at overcoming the negative ethnic perception of disability among students. We are currently working on the development of each part of this model, and its main components will be described in further studies.

Conclusion So, the main feature of the model described in this article is that the main focus is concentrated on the culturally diverse environment of the Republic of Tatarstan (the diversity of religious, ethno-cultural, social characteristics of the people living in it, especially young people, the diversity of individual characteristics of people with disabilities, the presence of different subcultures). The construction of an inclusive educational environment is built taking into account the ethno-cultural specifics of the Republic of Tatarstan. The model is distinguished by its focus on ethno-relativism – awareness of cultural diversity (acceptance of cultural differences, adaptation to differences and integration of differences). In addition, ethno-relativism in the views of people increases their general level of culture and, as a result, overcomes the negative perception of «inclusion» and children with disabilities in society due to anachronistic ethnic stereotypes, religious and cultural beliefs.

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References 1. Ахметова, Д. З. Инклюзивное образование как педагогическая инновация /под научной редакцией Д. З. Ахметовой. Казанский инновационный университет (ИЭУП). – Казань: Издво «Познание» Казанского инновационного университета, 2021. – 220 с. 2. Ахметова, Д.З. Идеи концепции непрерывного инклюзивного образования // Карельский научный журнал. – 2014. – № 1. – С.44-46. 3. Библер, B.C. От науконаучения к логике культуры / B.C. Библер. – М.: Политиздат, 1991. – 412 с. 4. Делимова, Ю. О. Моделирование в педагогике и дидактике // Вестник Шадринского государственного педагогического института: науч.журн. – 2013. – № 3 (19). – С.33-38. 5. Доклад министра по делам молодежи Республики Татарстан Дамира Фаттахова на итоговом расширенном заседании коллегии Министерства по делам молодежи РТ [Электронный ресурс].– Режим доступа: https://minmol.tatarstan.ru/index.htm/news/1392741.html 6. Культурология: учебник / П.С. Гуревич. — 5-е изд., перераб. и доп. — М. :КНОРУС, 2011. – 448 с. 7. Молодежная субкультура: не переступить черту [Электронный ресурс].– Режим доступа: https://rt-online.ru/p-rubr-obsh-21038/ 8. UNESCO Universal Declaration of Cultural Diversity [Электронный ресурс]. URL: https://adsdatabase.ohchr.org/IssueLibrary/UNESCO%20Universal%20Declaration%20 on%20Cultural%20Diversity.pdf 9. Молодежная субкультура: не переступить черту [Электронный ресурс]. Режим доступа: https://rt-online.ru/p-rubr-obsh-21038/ 10. Подпрограмма «формирование системы комплексной реабилитации и абилитации инвалидов, в том числе детей-инвалидов» на 2019-2023 годы государственной программы республики Татарстан «социальная поддержка граждан республики Татарстан» на 2014-2025 годы (2021 год и плановый период на 2022-2023 годы) [Электронный ресурс]. – Режим доступа: http://zhit-vmeste.ru/normativnye-pravovye-akty-subektov-rf/?reg=347&id=210794 11. Griffith, K., Cooper, M., Ringlaben, R. A Three Dimensional Model for the Inclusion of Children with Disabilities // Electronic Journal for Inclusive Education.– 2002. – Vol.1. – № 6. – P.1-9. 12. Kristianus, K. The Development of Multicultural Education Model in West Kalimantan // Journal of Education, Teaching and Learning. – 2017. – Vol. 2. № 1. – P.149-152. URL: https://doi.org/10.26737/ jetl.v2i1.144 13. Kühne T. What is a Model? // Language Engineering for Model-Driven Software Development. – 2004. 14. Social exclusion and children – creating identity capital: some conceptual issues and practical solutions. URL: https://www.oecd.org/education/school/1856627.pdf

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BEHAVIOR OF PERSONALITY TYPES IN THE EDUCATIONAL PROCESS Bekmurzinova Alina (alina.bekmurzinova@mail.ru) L. N. Gumilyov Eurasian National University

Akhmadalieva Zulfizar (ahmadaliyeva22@gmail.com) International Islamic Academy of Uzbekistan

Kalisheva Alina (k.alinka27601@gmail.com) Abay Myrzakhmetov Kokshetau University

Ali Arshad (alishanarshad89@gmail.com) International High School of Medicine

Cherepkina Aleksandra (elvira.iskakova.02@bk.ru) International University of Kyrgyzstan

Ganiev Alizhan (alijangg51@gmail.com) Central Kazakhstan Academy

Ogay Aleksandr (alexmo_189@mail.ru) L. N. Gumilyov Eurasian National University

Each person has a certain temperament, character, attitudes, therefore, each person, according to his personal characteristics, can be attributed to one or another type of personality. Since the dawn of time, humans have drawn up schematics to describe and categorize our personalities. Psychological personality type affects motivation, teaching approach and relationships between teachers and students. The scientific work will identify the psychological types of individuals and their behavior, learning tactics, and the benefits of its use for teachers. Purpose of scientific work – determine the influence of personality types on the educational process. Project task – highlight and consider the most significant psychological types of individuals and their relationships, show the features of the behavior of these types in learning. Hypothesis – different personality types perceive information and learn in different ways.

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A personality psychotype is an innate mental structure that determines a specific type of information exchange between a person and the environment, which determines the specificity of behavioral response in interpersonal and social relations, the specificity of manifestation of social and mental well-being. The psychosocial type has a rather significant effect on behavior, the level of a person's activity in education. In the 1920s, Katharine Cook Briggs noticed Jung’s theory, who later co-authored a personality indicator still used today, the Myers-Briggs Type Indicator (MBTI). Briggs was a teacher with an avid interest in personality typing, having developed her own type theory before learning of Jung’s writings. Together with her daughter, Isabel Briggs Myers, they developed a convenient way to describe the order of each person’s Jungian preferences – this is how four-letter acronyms were born. The MBTI will describe five personality aspects that, when combined, define the personality type: Mind, Energy, Nature, Tactics and Identity.1 Based on the MBTI theory, there are 16 personality types that shape our behavior. Each of them is different from each other, on 4 scales, namely: Interaction with the world (Introverts/ Extroverts), Absorption of Information (N – Intuitives/ Sensors), Decision-Making (Feelers/ Thinkers), and the last one Organization (Judgers/ Perceivers). To understand the difference between them, all you have to do is take a quiz on the website, and read the information, which is very easy to do today. The MBTI theory is used in different spheres to help people to identify their behaviours and use it for different reasons. Hence, it would be highly efficient to direct this model to the educational process, too. To watch this process in reality, an experiment among the students of Kokshetau University named after Abay Myrzakhmetov, specialty «International Relations» has been conducted, by asking them to pass the test, and then observing their behavior. Fourteen people were interviewed, among whom it was found that the main contingent of students, are types of the same groups.

1– https://www.16personalities.com/articles/our-theory.

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Table 1: The psychotypes of the students of Kokshetau University named after Abay Myrzakhmetov1

№

The object of the experiment

Student

Psychotype scale

Behaviour

ENTP

• regardless of whether or not they are ready for class in advance, they are always ready to answer the question, often causing the instructor to fall into a stupor with their answers; • very avtive; • can discuss any topic, and take the side of the opposite opinion, even though they don’t support it at all, and win the argument; • excellent debaters and manipulators.

INTJ

• depend only on their own standards, which in the educational process undoubtedly brings them problems; • the only thing representatives of the type want is to achieve the goals they set for themselves; • titles have no meaning for them, so they cannot decide how to behave with others.

INTP

• the most contradictory type • can behave in different ways, depending on the situation in which they find themselves • give all their strength to prepare in one case, and to leave everything to chance in another; • often can’t decide what to do if the choice is between two interesting things, in which case they switch to a mystical third; • have a very sharp mind, which they use all the time from birth.

ENTJ

• decisive people who love momentum and accomplishment; • gather information to construct their creative visions but rarely hesitate for long before acting on them; • pretend not to notice what’s going on around them if they don’t like it; • often stand their ground and are very jealous of the achievements of others.

ESFJ

• the «consul»; • like to be in the center of social life, but do not attract attention on them; • slow thinkers, who pays attention only on their reputation. They also do not like talk about scientific theories.

ISTJ

• cannot spend time on laziness and procrastinating; • always ready for their classes, even though they don’t like the things they do; • their representative is a canon hard-working office agent; • would not sleep, if they would have things undone

1 – Created by the author. 19

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Additionally, the teacher’s personality we has been observed too. He is depended to another group called «Diplomats». As a professor he has very severe energy, using which he can achieve everything he wants. They use charisma, soft skills to take more than they can afford, and sometimes they use manipulating to affect others. So, how the information above mentioned can be applied to the education? There are some directions of the application of the MBTI theory to the teaching process. These directions are given in the figure 1.

Figure 1: Directions of the use of MBTI in the education2

It is obvious from the figure that the first advantage of the use of MBTI model in the education process is the fact that the teacher will be able to solve possible conflicts or different issues by knowing the students’ type of personality. To identify their psychotype, the teacher can use different methods. For instance, doing a research by giving the students special questions related to MBTI theory before the lessons start. The students should answer these questions without thinking, as the pure result depends on their first reaction to that question. Secondly, it is said that this model help the students to develop their learning skills. The reason why it is so, is that when they are aware of their psychotypes, they know their strength and weaknesses. It helps to understand the lessons better and have a consentration in the things they study. It helps the teachers, too, as it can be useful to act more careful and efficient when the teacher knows what his students feel. For example, the teacher can make some small groups of his students by their personality type and make them work together, as it is more productive to study with the students who are alike. 1 – Created by the author. 20

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Besides, the teacher also can use different methods of teaching for different students by taking into account their psychotype. For instance, extroverts quickly adapt in the educational process, they are ready to work in a team, which helps them to do and participate in team projects, can accept different points of view and lead others. Introverts prefer individual work or in a team of no more than three people, they are usually withdrawn and take more time to socialize. Sensors are practices, they know the world through experience, and you need a specific declaration of all processes. Intuits, on the contrary, adopt only theory, they are big dreamers and do not accept the fact that they do not agree with their vision. Logicians use their intelligence to solve problems and rely on analysis. Ethics feel confident when their work is appreciated and failures are understood. Rationals are born leaders, they feel confident in a single structure, their main task is the result. Irrational, on the contrary, they are indecisive and it is difficult for them to make a decision because they want to take into account all the options. Knowing all these facts will help the teacher to understand his students better and choose a right method of teaching for them. Thirdly, when the teacher knows his students’ personality type, it is easier to give them directions to choose the profession they are talanted in. The table below (Table 2) shows that very professions for the student, as the scientists state, which suits him/her ideally by his/her psychotype. It is certain that choosing a future profession is one of the hardest steps in every student’s life. But with the help of MBTI typology teachers will be able to help their students and give them right recommendations in this difficult choice. Table 2: Ideal professions for the students by their psychotypes1

№

Personality type

Scale

Ideal profession

ESTJ (Practical leader)

Chef, CEO, incurance agent, credit specialist, the school director

ISTJ (Pactical implementor)

Accounter, manager, logistics

ESTP (fast problem solving)

Contractor, investigator, financial consultant, sales manager, military officer

ISTP (technical specialist)

Carpenter, mechanic, computer engineer, analytics, policeman

ESFJ (caring for people)

Teacher, babysitter, nutritionist, cosmetologist, nurse

ISFJ (assistant)

Social worker, clerk, office work

ESFP (entertainer)

Holidays organizer, customer service, administrator, reception, bartender

ISFP (attentive artisan)

Veterinary technician, repair specialist, surveyor, plumber

7 8

Pragmatist

Educator

1– https://hurma.work/ru/blog/tipologiya-majers-briggs-chto-oczenivaet-i-kak-ispolzovat-hr-speczialistu/ 21

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№

Personality type

Scale

Ideal profession

ENTJ (manager)

Executive director, engineer, prosecutor, advocate, architect

INTJ (strategic executor)

Programmer, technical writer, surger, judge

ENTP (inventor)

City planner, entrepreneur, producer, real estate agent, journalist, correspondent

INTP (independent scientist)

Engineer-programmer, medical scientist, mathematician, psychiatrist

ENFJ (inspirational guides)

Non-commercial director, teacher, health educator, PR-specialist

INFJ (adviser)

School psychologist, writer, interior designer, pediatrician

ENFP (patron)

Healer, restaurant owner, kindergartener, guide

INFP (creative individualist)

Multiplier, psychologist, librarian, author, writer

Theorist

Empaths

It can be seen from the table that each psychotype has its own special features. Pragmatists, for instance, love the jobs with practical issues, while educators like the jobs where they can help other people. Theorists, however, are fan of the profession which afford them to try new innovational ideas and solutions, whilst empaths care about the jobs which help them make people’s lives better. In conclusion, the MBTI typology is one of the best instruments which can be efficient almost in every sphere, especially in education, if it is used properly. By applying this instrument to the educational sector both teachers and students would gain better productivity and knowledge skills.

References 1. Myers, I.B. and McCaulley, M., Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator, Palo Alto, CA, Consulting Psychologists Press, 1989. 2. https://www.16personalities.com/articles/our-theory 3. https://hurma.work/ru/blog/tipologiya-majers-briggs-chto-oczenivaet-i-kak-ispolzovat-hr-speczialistu/

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PRIORITY AREAS OF THE TOURISM DEVELOPMENT IN UZBEKISTAN AND THE PROCESS OF TRAINING QUALIFIED PERSONNEL FOR THE SPHERE Elena Golisheva (golisheva_elena@mail.ru) Nigora Bukharova (nigorabuharova@gmail.com) Tourism development institute (TDI), Tashkent city

Abstract The article contains information about development of tourism in Uzbekistan today: the significant potential for improvement, the amount of investment needed to promote this industry in Uzbekistan, government measures and law. The idea is to prove that tourism can and should be one of the prestige spheres of the economy. The authors brought to the reader’s attention the perspectives of the tourism sphere. Plans on sustainable tourism, the improvement of infrastructure. The main idea of the paper is to appoint the role of the education process on tourism. Reformation of the educational system and the process of training specialists oriented to the tourism sector. The creations of a new model of education, personnel training, improving of the training quality of employed in tourism field were also considered by the authors. Keywords: development, tourism, government, promotion, challenge, unemployment, labor market, infrastructure, opportunity, demand, change, lifelong education, reforms, curriculum, approach, training, professional development, educational environment.

According to the estimation of the World tourist organization, 100 tourists being in the town with developed tourist services, spend about 200 dollars, i.e. stay of one tourist in a city brings income of 2 dollars. For comparison, even for any developed country to receive such profit, it would be necessary to export to the world market about 1 ton or more of cotton. Also, the development of tourism helps to solve one more problem, the problem of unemployment. According to statistics, every 30 travellers visiting the country create 1 job in tourism and 2 jobs in tourism-related industries. Of course, tourism has a positive effect on the development of the periphery, i.e. rural areas. It gives an opportunity to sell the products of agriculture, local industry and crafts. Consequently, it is necessary to stimulate industries that do not require a lot of natural resources and at the same time bring a good income. For example, in all developed countries of the world, foreign exchange earnings from international tourism are greater than from the sale of a certain category of goods. The tourism industry in Uzbekistan has significant potential for development. It is associated with the presence of a large number of unique natural sites (lakes, mountain peaks, deserts), and the rich cultural and historical heritage. There are more than 7000 monuments of architecture and art of different epochs and civilizations on the territory of the country, many of which are included in the list of UNESCO cultural world heritage. Yes, but this potential is not used effectively, there are many errors, mistakes, and shortcomings. [6] In general, the recommendations of researchers in the field of tourism can be summarized in three main theses.

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First: the people who determine the policy of tourism industry development should take into account that not only tourism itself but also the things that work for tourism are profitable. The second: to improve the normative base for tourism aimed at the formation of favorable conditions for business entities in tourism. And the third: It is necessary to pay as much attention as possible to the quality of education, creation and promotion of new directions in order to promote the brand «Uzbekistan» in the world tourism market. A large amount of investment is needed to promote this industry in Uzbekistan. For today the contribution to tourism development is 3%. By 2025 the amount is planned to increase to 4.4%, and by 2030 to 19.7%. Many advertisements for sightseeing tours in Uzbekistan distort reality, and tourists arrive and realize that it is not what they expected. Our main disadvantage is that the Uzbek tour product is miss-sold. In order for people to come to our country, they must understand in advance what opportunities there are in Uzbekistan, what they can learn and how to spend their leisure time. It is also necessary to provide a certain quality of services that they expect. [2] But another very difficult problem is the presence of powerful competitors: China, only for the development of tourism infrastructure in Beijing in the next five to six years is planned to spend 9.8 billion dollars; India – in different states of the country are different types of tourism, the Ministry of India does not spare money for the advertising campaign – in 2018-2019 for this purpose will allocate 48 million dollars; South-East Asian countries, such as Malaysia and Singapore, are turning SEA into a single tourist destination, that is, create conditions such that tourists visiting one SEA country, have the opportunity to visit other countries in the region. But in order to be competitive, Central Asian countries can also move with a unified front because tourists themselves are becoming much more demanding and choosy. They increasingly want to combine in one tour cultural program, ecotourism, medical tourism and «wild» recreation. The main thing is to initiate the process and signal to investors and the government that tourism in Uzbekistan has a huge potential and is worthy of serious attention from the economic point of view. Of course, with necessary financial support, all these kinds of tourism will be developed in Uzbekistan itself, but think about how many opportunities cooperation opens, say, with Kazakhstan in this sector. «Great monuments of history, culture and architecture of Uzbekistan and the wild expanse of Western Altai are waiting for you!» It is necessary to develop a structure of unified standards for hotels, catering, and ecotourism, to create unified tourist centers, and to provide discounts. We can overcome the problems of service and lack of qualified personnel if the training process is well organized. The possibility of creating its own tourism development program in Uzbekistan is based on the fact that 40% of the world tourism market is interested in historical countries. Uzbekistan has a unique history capable of captivating the imagination of travelers. It in its turn allowed proclaiming tourism as the most prospective branch of the national economy. For effective use of all existing resources in the republic, there is an objective need to develop market relations in the industry, taking into account national values, traditions, history, customs and hospitality of the Uzbek people. After all, only through competition between tourist organizations and reasonable use of the above national resources can we reach a new level of competitive services, unique in its kind and unique to our region. This will increase the inflow of foreign tourists and accordingly foreign currency revenues to the republic. Forming a national model of tourism development should begin with the development of an economic model, which will contribute to the main goal of creating a new level of quality well-being of the population. It is important to train professionals to make changes in the field. The Ministry of Tourism and Sports presented the «Strategy of tourism development until 2030. One of the main directions in the «Tourism Development Strategy to 2030» was its great interest in a large flow of foreign tourists. But due to the crisis situation caused not only in tourism but in general in all sectors of the economy around the world due to the COVID-19 pandemic, it was necessary to make urgent adjustments to the strategy and continue to work on tourism development with this fact in mind. In this regard, the Ministry has decided to direct the vector of development with regard to attracting domestic tourists. It was decided to develop for the compatriots interesting, new routes and places of demonstration at prices acceptable to Uzbeks. [2] The market model of tourism development is based on changes in the structure of supply and demand for tourist services. In countries where the market model dominates, development is regulated through taxes and various regulations. 24

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The monetary model of development offers influence on the functioning of the economic system by means of financial regulation, through change of prices, tariffs and principles of crediting. That is, through financial and credit regulation economic growth is achieved. But here it is necessary to cancel, that the monitor model is the most effective in the presence of market relations, which cannot be fully stated in modern Uzbekistan. The transition from a centralized economic model to a market model, and then to a monetary-market model of development is a long and complicated process. At the initial stage of transition to the market it is necessary to stop the deepening crisis in domestic and international tourism of Uzbekistan. Stabilization of the tourism industry development is possible only with the stabilization of the entire economic system. At the second stage of tourism development, historical sites must be restored, taking into account the emerging market relations in the economy. The second stage is a transition to the market, there is privatization of tourist sites, release prices and tariffs, providing various benefits. At this stage, incentive mechanisms are formed, the regulatory framework for tourism development is created. The next stage must provide for the development of entrepreneurship, both in tourism and in the entire economic system. Expansion of the number of private, joint and joint-stock companies to serve tourists is carried out. The fourth stage should be the liberalization of prices and tariffs for tourist services. Depending on supply and demand, the market price will be set. Liberalization of prices will improve the quality of services. This will occur as a result of increased competition, which contributes to improving the quality of services. In the situation of Uzbekistan, it is necessary to stimulate the development of entrepreneurship in tourism and the creation of market relations based on competition between tourist organizations. In Uzbekistan today, to regulate the development of tourism, the Ministry of Tourism and Sports is engaged in creating a new economic model of tourism development in the country. The National Agency on preservation of cultural heritage of the country is created under the Ministry. In Uzbekistan cognitive tourism, i.e. visiting historical objects is mainly developed. However, the republic has all conditions for the development of ecological tourism, including its adventure types – «farthing», horse-riding and sports tourism, ecological adventure tours encouraging betting on the development of this branch of the tourism industry. Uzbekistan offers the guests a variety of tours: traveling across the scorching heat of sandy desert, skiing on the tops of mountains with eternal snow, hunting and fishing, hang gliding and mountain climbing. To ensure the development of various types of tourism and professional approach should make significant reforms to the educational system. It is necessary to create specialized schools, where educational programs would include subjects: History of the region, Architecture of the native land, Museum Studies, Hospitality Management, etc. The organization of the educational process should be inseparable from the production. Uzbekistan has all conditions for education and training of qualified personnel in tourism, hotel and restaurant business. There are 11 specialized colleges located in Tashkent, Samarkand, Bukhara, Khiva, as well as relevant departments at Tashkent State Economic University, Samarkand Institute of Economics and Service, Bukhara State University, Urgench State University. Under the Ministry of Tourism and Sports there is a Tourism Development Institute, a research institute for training guides, tour operators, hotel managers, international translators, hotel staff and other specialists. The Institute has a Scientific Council and conducts research work. The foundations of tourism pedagogy are embedded in such categories as: • Specialization and training in the tourism profession; • Professional development; • Training of educators for professional education of specialists in tourism; • Internship at a tourism enterprise; • Training of a particular profession in the field of tourism; • Content of training for a particular specialization; • Quality control of training and qualification requirements, state control; • Pedagogical system of the educational institution; • Reforming the educational system and the process of training specialists for the tourism sector to strengthen its competitiveness in the world labor market, etc. 25

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Professional training in higher educational institutions of Uzbekistan should take into account all directions of tourist activity, its peculiarities and changes in the era of globalization. The success of training a specialist for the tourism sector is closely connected with modern trends in the economy around the world and in Uzbekistan, taking into account the political, economic and social situation. [1] Directions of scientific research should be significantly supplemented in the field of economics, marketing and management of tourism. It is necessary to emphasize: Uzbekistan is a member of the United Nations World Tourism Organization [7], which actualizes the role of domestic specialists in the world network of research academies, institutes and tourism centers. In our opinion, many representatives of scientific community put some theoretical problems of tourism on the level of «world samples», and in a number of specific issues – first of all, we shall mention philosophy and anthropology of tourism, tourism place in global trends («synergy of cultures»), ecologyzation of consciousness of travelers, the problem of pilgrimage tourism, tourism as ant conflict factor (interethnic communication and legal protection of tourists) – differs initiative and stimulating priority. Thus, there will be an opportunity to stimulate the formation of national tourist organizations alternative to the existing ones. In addition, the republic’s tourism companies should enter the world market with new tourist products. The decree of the President of the Republic of Uzbekistan Shavkat Mirziyoyev set the tasks to develop infrastructure of the tourism industry, suggested the model for further development of the industry, as well as the task of entering the world tourism market. The Ministry of Tourism and Sports of the Republic of Uzbekistan solves the issues of implementing a unified policy in tourism, coordinating the activities of all types of tourism, developing the material and technical base and infrastructure, coordinating the training of highly qualified personnel.[2] In 2018, the International University of Tourism and Cultural Heritage «Silk Road» was opened in Samarkand – a leading educational and scientific center in the field of professional tourism education of international level. The university trains specialists in the areas: Logistics in Tourism, Smart Tourism, Management in Tourism, Applied Languages, etc. Thus, in 2019, the Institute of Tourism Development was established. The Institute is developing new programs to train qualified guides, tour operators, and hotel managers. The project is being promoted internationally, taking part in major international tourism fairs. At the UNWTO seminars on the Silk Road, Uzbekistan is identified as the geographical center of the international project. Active international activities of the Ministry of Tourism and sports were recognized at the 23rd General Assembly of the World Tourism Organization held in Madrid in 2021, where Uzbekistan was elected a member of the UNWTO Executive Council, and the next meeting of the Assembly will be held in Samarkand. As we know, the radical structural transformations of economies and societies are determined primarily by two trends: globalization and the information-technological revolution. New forms of work organization, a growing service sector, international competition, and an emerging global labor market are a logical consequence of these trends. This means that an acquired specialty is no longer a guarantee for a lifetime of professional activity. For the individual worker this means that he must be prepared to acquire higher qualifications and new specialties, as well as to continually continue his education. He must develop the abilities that will allow him to adapt quickly to the changing infrastructure and new requirements. For example, for workers in the tourism industry, along with knowledge of foreign languages, we are talking about the so-called «soft skills», i.e. flexibility, ability to work in a team, independence, ability to solve problems, endurance, mobility, as well as cultural and intercultural competence. Innovativeness of economic education programs, including in the process of training for the tourism industry, means the following. 1. The composition and content of the programs sufficiently reflect modern needs and features of market economy in Uzbekistan, take into account complex processes of formation and functioning of specialist market, problems of employment, increasing business activity, etc. 2. The programs have effective practical orientation. They are made in such a way as to help a modern entrepreneur, manager, financier to act successfully in market conditions, implement entrepreneurial projects, solve problems and make effective decisions that is to realize their abilities more fully and develop professionalism in chosen spheres of activity. When designing the content and methodology of training in a particular specialty, an objective requirement is undoubtedly the need of the labor market, but at the same time one should take into account 26

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the possibilities of the pedagogical process. This process can be viewed through the learning algorithm. Learning algorithms are a common element in the pedagogical process for all specialties. Consider the learning algorithm, which reflects inter-subject links of the studied disciplines in the specialty, the hierarchy of learning objectives in the context of academic disciplines, types, forms and means of their integrated implementation in the learning process. Moreover, the learning algorithm is also necessary because the issues of curriculum integration in the learning process are not specified. As a result, there is a situation in which you can only formally talk about an integral system of specialist’s knowledge, and in practice in the process of learning a student forms some amount of knowledge on the subjects of the curriculum. The place of learning algorithms in the pedagogical process of higher education institutions can be represented as follows. Learning algorithm defines a clear coordination of all interrelated elements of the pedagogical process, and serves as a source material for managing the learning process. Of course, learning algorithms can function effectively only with given didactic changes, and therefore it is constantly necessary to monitor their changes. The given requirements are fully confirmed in the sphere of tourism. The growth rate of the job market in this sphere has dramatically increased over the last pre-pandemic ten years, and the demand for professionally trained personnel far exceeds the supply. According to practitioners, the problem lies not in the lack of graduates of specialized educational institutions, but in the level of their preparedness, their overestimated self-esteem criteria and low labor motivation. [4] As the world experience shows, the educational sphere of the developed countries has become a strategic point of growth of the current century, and only advanced development of education forms the investment attractiveness of the country and provides its technological breakthrough. The progress of education is one of the decisive factors in the international positioning of the Republic of Uzbekistan. It is generally recognized that the XXI century is the century of globalization and vanishing borders, the century of information and communication technologies and the Internet, the century of evergrowing competition in the world and the global market. In these conditions only that state, which among the main priorities always remains the growth of investments and inputs into human capital, preparation of educated and intellectually developed generation, which in the modern world is the most important value and decisive power in achieving the goals of democratic development, modernization and renewal» can declare itself. Reliance on the education of society, on the quality of human capital will allow the republic to continue to maintain its place among the states capable of influencing global processes. However, the development of regional systems of professional tourism education in Uzbekistan is hampered by a number of contradictions: • between the globalization of economic development of countries in international relations and the localization of the national tourist market in terms of legislative and regulatory support of the sphere of tourism and tourism education, in particular; • between the unified requirements for the personnel of major tourist international corporations and inconsistency of standards of professional tourism education with these requirements; • between the professional and qualification structure of tourism workers in economically developed countries and in the Republic of Uzbekistan; • between the presence of a unified information base of the tourism market in foreign countries and in the Republic of Uzbekistan; • between technologies of professional tourism education in foreign countries and in the Republic of Uzbekistan; The Ministry of Tourism and Sports of the Republic of Uzbekistan together with the World Tourism Organization established a group to develop the national concept of «Sustainable Development of Tourism in Uzbekistan». This group consisted of highly qualified specialists from Uzbekistan, Great Britain, Ireland, USA and India under the leadership of Michael Joseph McNulty, the aim of the project is to attract more foreign tourists to the country, to turn the tourism business into one of the most profitable sectors of the economy, to develop modern forms of tourism, to improve professional training of personnel, to create a competitive tourist product for the tourism industry with the access to the world market. 27

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The structure of the open educational environment model is three-layered: it includes: learning environment, extracurricular environment, and language environment (see Figure 1). At the same time, the first layer, representing the learning environment, is the structure of the first plan; the other two are the background structures. All these structures are open. At the same time, the structure of the first plan is less open; it is more closed to the educational institution, its organizational structures, personnel, material and technical capabilities. [3, 399p] Interconnected components of the open educational environment are combined into four blocks: axiological-targeted, programmed-strategic, informational-educational, and technological. The names of the blocks make their composition clear.

Picture1. Model of open educational environment for professional tourism training in a separate region.

A tourism free zone is an area within the administrative boundaries of cities of the Republic of Uzbekistan with special legal regimes that provide incentives for tourism development, attracting foreign investment, advanced tourism technologies and management experience. Free economic zones are expected to attract foreign and domestic capital to create a developed tourism industry in Uzbekistan. In addition, free zones will promote tourism as a priority sector of the economy. 28

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tasks: • • • • •

In order to achieve the above-mentioned goals, the free economic zones should solve the following Improving the efficiency of tourism development of the republic, improving the organizational structure, economic mechanism of tourist activity management and on this basis creating a competitive tourist product; Ensuring favorable conditions for attracting foreign investments into the economy of Uzbekistan, development and promotion of investment projects in the tourism sector; Development of export potential of tourism enterprises, production of import-substituting products, creation of new jobs; Creation of modern tourism infrastructure and promotion of Uzbek tourism products in foreign tourism markets through the creation of new information systems and introduction of advanced technologies; Efficient use of tourist potential, development of new tourist zones, creation of national parks, museums, centers of development of folk crafts and trades, expansion of the trade network for the sale of souvenirs and tourist goods.

Improving the efficiency of tourists’ activity largely depends on the level of organization and the quality of services provided. In the national model of tourism development, improvement of quality of services largely depends on the level of personnel training. Without qualified specialists, no transformation will give the desired effect, because the intellectual level, after all, determines the competitiveness of the nation. Based on the above, we believe it is necessary to introduce a number of measures to improve education in tourism, starting with school education, training and retraining of professionals in the field of tourism, in short, the whole process of training is extremely important for the tourism industry in the development of tourism. In this regard, it is necessary to take the following effective measures to: • Increasing the prestige of tourism professions and encouraging young people in the first place to choose a career in tourism; • Inclusion of tourism-related subjects in the curricula of schools, higher and secondary educational institutions, as well as the creation of a network of specialized educational institutions capable of providing not only training but also tourism education on the basis of an internationally standardized curriculum which would also facilitate mutual recognition of diplomas and exchange of tourism personnel; • Promote, in accordance with the recommendations of UNESCO in this field, teacher training, a permanent educational process, and refresher courses and internships for all tourism personnel or teachers, whatever their level.

References 1. Law of the Republic of Uzbekistan «On Education» dated September 23, 2020 No.ZRU-637 2. Law of the Republic of Uzbekistan «On Tourism» dated July 18, 2019, No. ZRU-549 3. Sakun L.V. Theory and practice of training specialists in the field of tourism in the developed countries of the world, Monograph. – K., 2014. – 399 p. 4. Pukharev S. – Training of specialists in the field of tourism, Moscow, 2010. 5. State program for the development of tourism in Uzbekistan until 2030. 6. UNESCO Country Programming Document (UCPD) for the Republic of Uzbekistan, 2014-2017 7. Aims & Objective of UNWTO

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Virtual Reality in Education or virtual education Iskakova El’vira Azamatovna, Student of the Department of Economics and Management, Faculty of Humanities (elvira.iskakova.02@bk.ru, +996507323245) International University of Kyrgyzstan

Asserbekova Didara Saulebekovna, Student of the Department of International Relations, Faculty of International Relations (didaraasserbekova@gmail.com, +77029440073) L. N. Gumilyov Eurasian National University

Sultonkhodjayeva Mukhabbatkhan Zayniddin qizi, Student of Masters degree, Department of «Islamic economics and finance, ziyarah tourism», Speciality of «Islamic economics and finance» (ielts8owner@mail.ru,+998998914282) International Islamic Academy of Uzbekistan

Khakimzyanova Aigul Khodaibirdeqizi, Student of the department «Tourism, initial military training, physical culture and sports», Faculty of Economic Sciences (aigul_6_19@mail.ru, +77713777521) A.Myrzakhmetov Kokshetau University

Abstract the positive aspects of using virtual mobility, a kind of VR training are considered. The article is devoted to the study of virtual mobility as one of the forms of academic mobility. The article examines its possibilities and problems of implementation, the impact on the quality of education, the improvement of professional competencies of students, the competitiveness of university graduates. Keywords: virtual education, technology, VR training, academic mobility, virtual learning environment.

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Virtual Reality in Education or virtual education Virtual education is the process and result of the communicative interaction of subjects and objects in the virtual educational sphere. Virtual learning is available to anyone, and classes take place anywhere and at a time convenient for you. As a consequence, you choose the time of classes yourself. Learning using virtual reality technologies is a completely new level of the educational process. Learning with glasses makes it possible to fully immerse yourself in the learning process and not be distracted by external factors. Learning in this way is more understandable for the student, and more information is stored in memory. Virtual reality glasses, headphones and manipulators or hands are used for training. The cost of tuition is much lower than traditional university tuition. After graduation, each student receives knowledge that will be passed on to him by the best teachers. And most importantly, the student has the opportunity to experience the experience, i.e. really learn it. Positive aspects of using Virtual Learning Experience. A busy school day. The use of virtual learning is used to approach a scientific experiment. But it should be remembered about overwork and receive information dosed, for better assimilation of the material. Transmission of information. To assimilate certain knowledge, a picture is required. Therefore, in addition to transmitting information, they use a picture together with an audio recording. To dive into virtual reality, two main items are used: • •

helmet that immerses in virtual reality. The presence of a headset allows you to hear, see objects not only in front of you, but also to circle around yourself, and see everything as clearly as possible. The surrounding world is visible in 3D format. Glasses, completely immersed in the atmosphere, you will know the fascinating world and the subject, without being distracted by external factors.

Positive characteristics of using virtual education • •

Being at home, there is always an opportunity to learn new information in the format of virtual learning through a computer. Modern students are so used to gadgets that it is better for them to perceive all the information through a cell phone, computer or tablet.

Varieties of VR training Immersion completely into virtuality. Using technology with a computer will allow you to be in the place that you see in front of your eyes as much as possible. Everything that happens will seem real, and your actions will take place in reality with a submerged picture. Without immersion in virtual reality. Suitable for project work. After completing the work, you can get inside the project as much as possible, see all the shortcomings and correct them. The use of virtual technologies to supplement or deliver courses in higher education has challenged us to examine feature of 3D virtual instruction.The disadvantages of virtual learning, preventing the full transition to distance education, are different. Renée N. Jefferson, Liz W. Arnold as a result of a study conducted with 49 students of economic direction, they were recorded in (table 1) in seven categories. Seven categories that could be divided dichotomously into advantages and disadvantages: course content, feedback, communication, flexibility, motivation, relationships, and travel.

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Table 1. Examples of category descriptors for online learning environments

Category descriptor

Advantages

Disadvantages

Communication

Spend more time on difficult concepts

Easy to be misunderstood

Course content

Reinforcement of information

Teach self new information

Feedback

Ask questions 24/7

Delayed response to questions

Flexibility

Work at own pace

Time consuming

Motivation

Require more discipline

Emphasis on self-learning

Relationships

Global networking

Difficult forming relationships

Travel

Don’t have to leave home

Retrieving materials not online

Doan Thi Hue Dung from Hong Bang International University conducted research on how students perceived forced online learning during the COVID-19 pandemic. Among 205 student participants in the study, only 7 students had previous experience with online learning. The remaining 96% of the participants took online courses for the first time. The results of the survey reveal several critical disadvantages faced by the students while taking online courses, which are summarized in (table 2) below. Table 2. The disadvantages and obstacles experienced by the student

The difficulties and obstacles

Percentages

1. Extensive time staring at digital screens

93,6

2. Lack of body movements

91,1

3. Lack of conditions for developing social interaction skills

89,2

4. Fear of online assessment

80,2

5. Suffering from concentration loss

78,2

6. Lack of peer interaction in virtual classroom

75,6

7. Difficulties in hearing the voice of the instructors

72,3

8. Lack of time and condition to practice speaking with peers and teachers

66,8

9. Difficulties in acquiring the contents of the lessons 10. Lack of interaction with instructors 11. Difficulties in following the study schedules, lack of selfdiscipline

59 56,7 51

However, the quality of Wi-Fi connection is rather disparate, 11% has high-speed and stable connection, 69% has average speed connection, and 20% has poor connection. Since the quality of Wi-Fi connection does not level at all times, the students fear that online work and assessment might be lost halfway. They also fear that their poor IT skills can their performance at the final tests online. Many students during the interviews also shared their concerns about the shortage of opportunity for social exchange and interaction among students. Online interaction cannot completely replace the face-to-face one. Modern educational materials, both paper and digital, are often similar to the school textbooks we are familiar with. Most of the «innovative» manuals do not have visual enhancements or interactive features, leading students to be mostly bored. If at the same time the teacher cannot present the material in an interesting, unusual way, it is difficult for students to immerse themselves in the learning process: they do not perceive information or do not want to learn at all. Effective motivation of a student to study is one of the most effective ways to improve the quality of education. Virtual Reality Technologies (VR technologies) are capable of radically changing the idea of learning. 32

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The use of virtual reality technologies in teaching allows you to: • •

make educational materials understandable and interesting for students; achieve full immersion in the learning process through 3D visualization and gamification elements.

Of course, a lot depends on the peculiarities of perception: it is more familiar and easier for someone to perceive the text «from a sheet», i.e. from printed media. However, for those who perceive the media format more easily, VR technologies can make the learning process really exciting. For example, looking out the window, students would see the countries and events that the teacher tells about: the history of Kievan Rus, the formation of volcanoes, the migration of waterfowl. VR technologies create a virtual space that immerses students in the world of a topic, helping to concentrate on its study. Studying a chemical equation in a classroom equipped with VR technology, students get inside a chemical reaction by observing the connection of particles. For example, today, thanks to the possibilities of VR, American schoolchildren make regular bus trips to Mars – VR technologies transform the urban landscape outside the window into a Martian one. The use of virtual reality technologies in training allows: • • •

give the student a direct, not theoretical, experience; reduce the influence of distractions that hinder the perception of information; explain difficult-to-understand phenomena and objects.

Scientists around the world support the use of VR technologies for learning as contributing to the understanding and memorization of the material. Any skills are easier to master if you train in an interactive, three-dimensional environment. Note that VR technologies are not only screens and glasses designed for students to perceive information, it is also a multifunctional panel for teachers. The teacher receives a signal from the students' displays, launching materials and monitoring the progress of their study. It can also become part of a three-dimensional virtual reality to explain the processes taking place or draw students' attention to any details. From the article it can be concluded that virtual learning is a modern way of learning for modern times. You can study at a convenient time, combining with work. All information comes through your personal computer or virtual reality glasses directly, from which you can practice as much as you like. By choosing this method of development, you learn to solve existing issues independently without anyone's help. Learning is always interesting and exciting.

References 1. Mirjana Radović-Marković. «Advantages and disadvantages of e-learning in comparison to traditional forms of learning». Annals of the University of Petroşani, Economics, 10(2), 2010, 289-298 2. Guy Posey, Thomas Burgess, Marcus Eason, Yawna Jones. “The Advantages and Disadvantages of the Virtual Classroom and the Role of the Teacher”. Alabama A&M University, P.O. Box 429, Normal, AL 35762. 3. Cicek, I.; Bernik, A.; Tomicic, I. «Student Thoughts on Virtual Reality in Higher Education–A Survey Questionnaire». Information 2021, 12, 151. https://doi.org/10.3390/info12040151 4. http://www.aftabhussain.com/resources/3D%20in%20the%20classroom.pdf

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Modernization of education as an innovative process Ketevan Kobalia (k.kobalia@yahoo.com) Georgian state teaching university of physical education and sport, Tbilisi

Abstract The article discusses the scientific material on the process of modernization of the school education system. Today, general education institutions do not fully meet the modern demand of society – to raise an independent, creatively-thinking young generation. The effectiveness of the process of modernization of education depends mainly on the professional and psychological readiness of a teacher, his ability to welcome innovations and apply them in practice. This paper presents the stages of the structure of the innovative process, the features of introducing pedagogical innovations, and the stages for preparation of the future teacher for innovative activities. Keywords: modernization of the education system, innovative process, teacher training.

World practice has shown that the need for reforming school education in most countries was necessitated by the fact that the traditional purpose and goals of school education were less and less consistent with the most advanced educational expectations of society and the individual. Nowadays, scientists and practicing teachers pay great attention to education, since it is considered a true factor in the development of society. In order to succeed in this respect, it is necessary to find the key to a number of current theoretical and practical issues. These are, for example, updating the content and structure of school education, providing advanced training courses for pedagogical staff per modern requirements, developing a management structure, etc. The implementation of pre-determined tasks is actually the modernization, humanization, and democratization of the entire education system. Therefore, teacher education is a priority. From communicating a system of logically established knowledge over the centuries, the school is moving to a completely new model of understanding of socio-cultural heritage. There is a growing awareness that we must actively care about our future, be able to freely coordinate in unfamiliar environments and in non-standard situations. This, in turn, requires teachers to continue their education, to maintain appropriate thoughtfulness, to have more flexible and quick revising-rethinking skills, to refrain from traditional standards, to re-perceive the new unconventional as well as already familiar matters. The effectiveness of the process of modernization of education depends mainly on the professional and psychological readiness of teachers, their ability to assimilate innovations and apply them in practice, their responsibility towards educating students, and their aspiration to create favorable conditions for each student to ensure their self-development. Never before had such a profound need for continuous professional development arisen in the field of education. Training courses for improving 34

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qualification and other forms of vocational training are important sources of sharing knowledge about modern professional achievements in the field of education [4]. The acquisition of new knowledge in modern conditions is achieved together with teachers, students, parents, and education researchers. Thanks to the active efforts of teachers, this process acquires educational significance for everyone. It creates favorable conditions for students to self-realize their abilities, expands the educational space, which further ensures their preparation in accordance with the modern requirements of society. The logic behind the building of the content of vocational-pedagogical education dictates that we should follow not the contextual side of science, but rather the expected outcomes of teaching activities, which are expressed in competence-based terminology. There are three types of competencies [2]: • general cultural (required for any professional activity; related to personal achievements in our rapidly changing world); • general professional (describes the specifics of certain vocational activities – pedagogical, medical, engineering, etc.); • special (describes the specifics of a concrete subject area of professional activity). All three types of professional competence are important for successful pedagogical activities, however, the so-called basic teacher competencies are of great interest in this respect: • personal quality-associated competencies; • competencies in setting goals and objectives of pedagogical activity; • competencies motivated by educational (teaching) activities; • competencies in providing an information network for pedagogical activities; • competencies in designing pedagogical activities and decision-making processes; • competencies in organizing pedagogical activities. The structure of the innovation process has separate stages [3], namely: • the stage of generation and formulation of a new idea; • the stage of creation-innovation, which is then embodied in the form of an object, a spiritual or material product, a specimen; • then the stage of the practical application of new creations begins; this is the stage when they are expected to acquire a sustainable, guaranteed effect; • the next stage is the expansion-dissemination of innovations (the universal introduction); • this is followed by the phase of «dominance» in a particular area (it ends with the emergencegeneration of its more effective alternative or substitute); • then comes the stage of reducing-shrinking the scale of innovations use; they are replaced by a new product. Pedagogical innovations have their own specifics. The important thing is that the target of influence of innovations, the subject of their action – is the personality of a living and developing student. Therefore, any pedagogical innovation should be aimed at improving the development of this person. If the longestablished postulate – «Do not harm» is not observed, then the innovations in pedagogy cannot be assessed positively. The decision to introduce pedagogical innovations is the result of a deeply thoughtout, complex, multi-stage process. It includes several steps, namely: getting acquainted with the existing problem, analyzing it, figuring out the possibilities for solving it, choosing and determining the ways how to do it, approving and applying the decisions made. In this connection, it is believed to distinguish five main stages in the process of perceiving novelty [5]: acquaintance with the novelty, generation of interest, evaluation, approbation, final perception. The intensification of innovative processes is dictated not only by society or innovative experience but also by a significant change in the consciousness of the pedagogical community as a whole. The psychological readiness of teachers is a very important prerequisite for the systematic acceptance of innovations. The subjective factor plays a decisive role in the stage of the introduction and dissemination of innovations. Of great importance for preparing the teacher for innovative activities are the forms of organization of relevant researches. These can be as follows: systematic research; meetings for communication-dialogues or discussions, thematic or content-based groups, simulation-game or social-psychological (role-playing) 35

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debate groups. The intensification of innovative activities at school largely depends on the organization of higher pedagogical education; therefore, pedagogical innovations should be given special attention in both of them. This problem can be solved in different ways. A specific stage-by-stage preparation of the future teacher for innovative work has been developed [1]: • at the first stage, the teacher's creative individuality is developed; the ability to identify, analyze, and solve creative tasks is formed, as well as to develop general technologies for creative experiences; • the second stage envisages mastering the methodological foundations of scientific cognition, the introduction-acquisition of innovative pedagogy; it is also necessary to direct students not only to creative approaches through pedagogical experiences but also to provide them with special preparation for innovative activities; • in the third stage, the technology of innovative activities is mastered, for which purpose authordeveloped programs are created, further development of innovations is predicted, challenges of their introduction are discussed; • at the fourth stage, practical activities are implemented to introduce innovations into the education process, the results are analyzed, and an innovative position of the teacher is developed as a system of his views, perspectives, and attitudes towards innovations. In the process of professional training of a teacher, we must pay particular attention to the preconditions for the formation of his individual style, which must be based on natural features, human characteristics, as well as a solid, well-established system of means of his work, which is usually aimed at effective performance. The individual style of professional activity is determined by the innate characteristics of a person (the state of an individual organism, nervous system, and higher nervous system), as well as personal qualities that are developed and formed in the relationships the person has with the subjective and social environment. At certain stages of the pedagogical activity, a teacher develops a professional individuality. This happens quite late though. The following several personality traits are generally distinguished: uniqueness, integrity, independence, originality, creative activity. Individuality is formed as a result of a person's unique, inimitable uniqueness and the combination of life situations through which his talents, abilities, and capabilities are developed and realized. Thus, pedagogical innovation is the most important «mechanism» for the modernization of the education system, and its effectiveness depends on the level of teacher training. Pedagogical innovation is focused on the «final product» – to have a creative person; its main goal is the comprehensive development of the teacher and the student, the modernization of education in accordance with the modern requirements of society. The problem of innovations in the modernization of education is central today. Innovative movements, innovative activities are integral characteristics of the teacher’s creative activity, which develop his professional-pedagogical thinking and contribute to the development of professionally important qualities in the person.

References 1. Сластенин В.А., Подымова Л.С. Педагогика. Инновационная деятельность. Москва, 1997. 2. Старостина С.Е. Реализация ФГОС педагогического образования: проблемы и перспективы. «Образовательная среда как фактор повышения качества образования». Материалы международной научно-практической конференции, Чита, 10-11 ноября 2011. 3. Хуторской А.В. Педагогическая инноватика: методология, теория, практика. УНЦ ДО, Москва. 2005. 4. Kobalia K. The model of professionally valuable personality traits of a sports and physical education teacher. PhD diss. Ilia state university, Tbilisi, 2014. 5. Rogers, Everett M. Diffusion of innovations. 4th ed. New York: Free Press, 1995.

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BASIS OF EFFECTIVE DEVELOPMENT OF FUEL AND ENERGY COMPLEX OF THE KYRGYZ REPUBLIC Kramarenko Anna Igorevna (anyuta_kopytina@mail.ru) Zenina Elena Vyacheslavovna (lzenina@list.ru) Berdybekova Aidana Aibekovna (aberdybekova @mail.ru) Non-profit educational institution Educational and scientific production complex «International University of Kyrgyzstan» (NOU UNPK “MUK), Bishkek

Abstract The article considers the current state of the fuel and energy complex of the Kyrgyz Republic, problems, and prospects of development in modern conditions. Keywords: fuel and energy complex, energy, gross domestic product, resources, strategy.

The modern stage of the development of society is characterized by rapid changes in the global energy sector. Supply chains, value chains and the structure of world markets are changing due to depletion of readily available resources, price fluctuations, the emergence of new equipment and technologies for the extraction of previously inaccessible energy resources (shale oil and gas, bitumen sands, etc.), as well as influenced by technologies for more efficient and environmentally friendly use of natural resources (e.g. use of watercoal suspensions as fuel, clean coal combustion technology, etc.). Estimates of available stocks in different countries and in the world as a whole, which can be efficiently extracted, are changing. All this has a serious impact on the development of countries with significant energy resources specializing in their production. In the modern world, the energy sector transformation is an important source of competitiveness and has a serious impact on the development trajectory not only of individual regions, but also of the whole country and the world economy. Access to energy and electricity has always had a profound impact on the economy and a major change in the country’s development strategy. For example, the energy crisis in England in the 18th century caused by the depletion of forest resources, led to the transition to coal and the creation of conditions for industrialization. The global problem of energy shortages in the 1970s led to the forced transition of intensive energy conservation. [1] In the current context, not only individual countries, but in general the entire world economy is experiencing one of the global energy crises, the consequence of which was the need to abandon the extensive production and consumption of mineral energy resources, and the transition to a model of integrated intensive development of energy resources. The unprecedented rise in mineral energy prices (which more than tripled) from the late 1990s to the present time has led to the active development of hard-to-recover energy resources. This measure has also led to a significant reduction in resource reserves to date and the need to move to a new level of development in order to make greater use of renewable resources. [2] The fuel and energy complex plays a very important role in the economy of each country, including in the development of the Kyrgyz Republic. In addition to energy supply, the fuel and energy complex influences other significant factors that contribute to the development of the country’s economy and characterize its development.

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The fuel and energy complex, ensuring the formation of a significant part of the budget revenues, is the basis for economic development and a tool for conducting domestic and foreign policy. [3] The fuel and energy complex is one of the most important structural components of the economy of the Kyrgyz Republic, one of the key factors in the growth of labor productivity and life of the population. Kyrgyzstan possesses 2% of the energy resources of Central Asia, large coal reserves and 30% of hydropower resources. In general, the fuel and energy complex of Kyrgyzstan is represented by two main sectors: the fuel industry, i.e. the production of oil, gas, coal and the electric power industry. These industries are linked by a multisectoral system of fuel and energy production, which in turn provides for the following scheme: extraction, processing, distribution and consumption of energy resources. But at present, it is worth noting that in the Central Asia countries, there is an uneven distribution of fuel and energy resources. This fact was recorded after the collapse of the Soviet Union, when the Central Asian countries gained independence. As a result, there was an uneven distribution of the available fuel and energy resources, which led to the fact that countries can be divided into groups: energy surplus (Kazakhstan, Turkmenistan and Uzbekistan) and energy deficit. [3] The Kyrgyz Republic experiences shortage of energy resources, i.e., the fuel and energy resources that are mined and produced domestically do not cover the needs of the population, and accordingly the country is forced to import fuel and energy resources. In this regard, Kyrgyzstan currently imports hydrocarbon fuel, which occupies about 40% of the fuel and energy balance, and electricity from hydroelectric power plants covers 54% of the energy demand. [4] In addition, an important characteristic of the fuel and energy complex of the Kyrgyz Republic is not only that the country is energy deficient due to the uneven distribution of resources among the countries of Central Asia, but also there is an uneven distribution of energy resources within the country. This leads to the fact that there is a drawback, but it can be said that even a shortage of capacity and electricity in the northern part of the republic, for example, in Bishkek and the Chui region, where there is a large population, i.e. most of the energy consumers live, and there are practically no energy resources in this territory. The Kyrgyz Republic has large coal reserves. According to forecast estimates of deposits, in the country the volume of available deposits of stone and brown coal accounts for about half of all reserves of the Central Asian region. The first place in the fuel and energy complex of the country is occupied by the electric power industry in terms of production/production of fuel and energy resources in the country’s fuel and energy balance. Thus, the fuel and energy complex of the Kyrgyz Republic is mainly represented by the coal industry and energy, i.e. these industries occupy a significant place in the fuel and energy complex. The remaining sectors of the fuel and energy complex are poorly developed, oil, gas, and other fuel and energy resources (FER) are extracted in small quantities and, accordingly, imported from other countries. It is worth noting that in the fuel and energy complex there are a number of problems that impede the effective development of the complex. The fuel and energy complex is an important component of the whole country and plays a leading role in the economy of the Kyrgyz Republic. However, it is worth noting, in the fuel and energy complex of the Kyrgyz Republic, there are a number of problems that hinder the effective development of this complex, since the potential and capabilities of the fuel and energy complex of the Kyrgyz Republic are huge. At present, the fuel and energy complex does not cope with its public functions and does not ensure the country’s energy security (ES), as it is in a crisis state. Energy security is the minimum necessary condition for the functioning and strategic development not only of the fuel and energy sector, but also of the entire socio-economic policy of the state.

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Figure 1. GDP dynamics in current prices and energy intensity of GDP for 2014-2020 [5]

Figure 1 shows that over the past five years there has been a decrease in the energy intensity of GDP, while GDP itself is growing, a decrease in GDP is observed only in 2020, which is associated with the consequences of the lockdown in the country. Of course, it is important to note that GDP growth at current prices is also associated with inflation, but, nevertheless, there is a dynamics of GDP growth and a decrease in the energy intensity of GDP. Energy consumption (energy intensity) characterizes the share of costs of all energy resources in the production of a certain type of product. This shows that there is an improvement towards the efficient use of energy resources in the production of the Kyrgyz Republic. However, so far, there are minimal programs that improve energy efficiency. In this regard, our country often faces unforeseen demand for energy during the autumn-winter heating period, which negatively affects energy efficiency and there are shortages and fan unplanned blackouts, which as a result negatively affects GDP, more precisely, leads to its losses. The Kyrgyz Republic has a large stockpile of fuel and energy resources (FER), which are currently used inefficiently, and the country is forced to purchase FER to meet the domestic needs of the country, i.e. fuel and energy resources production/production in-house is not sufficient to meet the country’s FER needs. On average, the financial security of the Kyrgyz Republic due to the production/production of fuel and energy resources is about 60%, then the country is forced to import the remaining part of fuel and energy resources from other countries. This leads to weakening of the country’s economy and undermining energy security. In addition, it is important to note that the only type of fuel and energy resources to which the country can provide itself almost completely is electricity, although Kyrgyzstan has a large and diverse potential and other electric power resources (coal, hydropower resources, oil, gas, uranium, non-traditional energy sources). Electricity supply for 2014-2018 is about 100%. However, this fact also indicates the low efficiency of the fuel and energy complex development in the Kyrgyz Republic, since with significant reserves of various resources, the country produces only one type of fuel and energy resources in sufficient quantities. It is also a serious threat to the country’s energy security. The study makes it possible to draw the following theoretical conclusions and practical proposals aimed at further improving the efficiency of the formation and development of the fuel and energy complex of Kyrgyzstan. Projects that were put into operation in the years of the USSR significantly improved the efficiency of the functioning of the fuel and energy complex of the Kyrgyz Republic. However, after the collapse of the USSR, the fuel and energy complex was not ready for independent existence, because it had a number of problems that had to be solved in an accelerated manner. The main problems also remained – the difficult extraction of available resources, the lack of technical equipment, the deterioration of equipment and the need for financial support. These problems remain at present. 39

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The Kyrgyz Republic is energy deficient, since in the structure of the fuel and energy balance about 40% is imported hydrocarbon fuel. The Kyrgyz energy system is part of the ECO CA and operates in parallel with the energy systems of Uzbekistan, Kazakhstan and Tajikistan. At the same time, there are political challenges with the repeated statement of energy-sufficient countries to exit the parallel operation of energy systems in ECO CA. The flagship of the fuel and energy complex of the Kyrgyz Republic is hydropower. The Republic has a huge potential for hydropower resources, but in fact resources are used by no more than 10-12%. In addition, there are problems in the fuel and energy complex – these low electricity tariffs lead to the fact that the industry is becoming unprofitable, since the electricity production costs are not covered. There are also significant losses of electricity in the process of supplying the product. Another serious problem is the wear of equipment at hydroelectric power stations and energy distribution companies. It is simply necessary to build new hydroelectric power stations in the country, but their construction requires significant financial costs, which means it is simply necessary to attract foreign investment, which is also a serious problem. Energy companies work at a loss due to corruption schemes for the sale of energy and overstatement of costs due to unscrupulous management. The current situation in the coal sector also requires significant adjustments in order to increase the efficiency of the development of this sector and restore the extraction of previous volumes of coal. All this requires the allocation of financial resources or attracting investments in order to carry out the construction of thermal power plants, purchase new technological equipment, modernize the mechanization of facilities, etc. As for the oil industry of the Kyrgyz Republic, the available volumes of oil production do not satisfy the demand for oil in the domestic market of the country, and the corresponding shortage of hydrocarbons continues. However, it is worth noting that those volumes of production that currently belong to Kyrgyzstan contributed to the construction of oil infrastructure, that is, the construction of new oil refineries, which, unfortunately, are not working at full capacity for lack of crude oil. The gas industry in the Kyrgyz Republic is also at a low level of development. Our country is not able to meet the demand for gas in the domestic market, which means it is forced to import this type of energy resource. Based on the study, it can be concluded that the organizational principles of the fuel and energy complex development strategy in the Kyrgyz Republic should be: • increasing foreign exchange earnings from economically sound energy exports; • development of optimal regional balances of fuel and energy resources, ensuring efficient use of local energy resources; • reduction of the high level of energy intensity in the real sector and social sphere: energy saving in the real sector, in the service sector, in the population, which saves more than 30% of electricity (of total consumption), up to 25% – thermal energy and up to 40% – fuel, which in total amounts to about 1 billion som.; • improving the efficiency of the fuel and energy complex by replacing natural gas at the Bishkek CHPP with Kara-Kechinsky brown coal; • transition in the coal industry to the development of deposits by a cheaper open method, which allows to reduce the cost of coal production by 5-8%; • reduction of technical and commercial losses during transfer (transportation), distribution and consumption. Only by reducing losses and implementing energy conservation policies, energy efficiency can increase by 10-12%. Thus, to solve the problems, and there are many of them that impede the effective development of the fuel and energy complex of the Kyrgyz Republic, the Government can first of all begin with changing the legislative framework and translating into reality existing state programs aimed at improving the efficiency of the development of the fuel and energy complex of the Kyrgyz Republic. At the same time, without attracting a large number of investments and improving relations with neighboring countries in the energy region, it is impossible to improve the development efficiency of the fuel and energy complex of the Kyrgyz Republic. 40

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References 1. Belyaev L.S., Lagerev A.V., Posekalin V.V. and others. Energy of the XXI century: Development conditions, technologies, forecasts. Novosibirsk: Science, 2004. -158 pages. 2. Buryachok T.A. Electric power industry and environmental protection. The functioning of energy in the modern world. Kiev: Energy, 2010 3. Kapranova L. D., Pogodina T. V. Financial and economic support of innovative processes in the fuel and energy complex//Economics and management. 2014. №2. 4. Kramarenko, A.I. Trends in the development of the fuel and energy complex of the Kyrgyz Republic // Bulletin of the International University of Kyrgyzstan. – 2021. – № 2(43). – S. 224-230. 5. Industry of the Kyrgyz Republic 2016-2020. – B.: National Statue Kirg. Rep., 2021. – 330 pages.

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DISPLAY OF MYTHS IN KYRGYZ SMALL EPOS Kyshtoobaev Adilet Kantorbekovich (k.adilet2016@gmail.com) ERPS «International university of Kyrgyzstan», College «Taalim», city Bishkek, Kyrgyzstan

Abstract This article explores small epics and the display of myths in Kyrgyz small epics, the richness of the people’s worldview and artistic culture, the mentality of the Kyrgyz people. Small epics in the treasury of the heritage of the Kyrgyz people occupy their special, honorable and original place. Keywords: Epos, small epos, folk, legend, Kyrgyz, mentality.

The Kyrgyz epic is a professional type of oral folk musical and poetic creativity. In the epic, more fully and brighter than in other genres, the richness of the people’s attitude and artistic reflection of the surrounding reality was manifested. The epic captures the global categories of social being and consciousness: history, religion, material and artistic culture, the mentality of the Kyrgyz. The epic as an artistic chronicle of the people is realized in the work of professional storytellersimprovisers. The art of telling an epic, during which the narrator creates his own version based on genre canons, is the most complex and responsible in Kyrgyz folklore. «The Kyrgyz speak their own language,» wrote V. Radlov. «They know how to give their speech a certain amount of elegance, and even in the most ordinary conversation, when constructing phrases and periods, they often have a clear rhythmic meter, so that sentences follow each other in the form of verses and couplets and give the impression of a poem.» Further, the scientist emphasizes that listeners carefully and with pleasure follow the words of the narrator and know how to appreciate a successful speech. «It is clear that people who enjoy eloquence to such an extent look at rhythmic speech as the highest art in the world,» concludes V. Radlov. «Therefore, folk poetry among the Kyrgyz has reached a high degree of development.» The word epos (Greek «epos») appeared in Kyrgyz literary criticism in the 1920 and 1930 in connection with studies of oral folk art. It gradually replaced the zhomok (in Kyrgyz «жомок» – «fairy tale, legend»). This term in its broadest sense, modern art history unites all genre subtypes of epic creativity in Kyrgyzstan – from fairy tales to the world’s largest epic «Manas». In a more specific sense, it refers to musical and poetic narratives about outstanding events and people. The term «epos» also has a wide international circulation. In the oral folk art of the Kyrgyz, this term denotes epic songs of various themes that are not part of the monumental epic trilogy «Manas». The term «small epic» can be considered conditional, since the volume of epic songs assigned to this category reaches quite a significant size. The total number of small epics varies from 16 to 20, which is connected with the problem of their exact genre classification. The Kyrgyz epic as a whole is a multi-component phenomenon. This is a collection of many epic works with different content, volume and style. It consists of two large layers: a large 42

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and a small epic. Under the small epic is meant a set of numerous dastans and poems, which are many times smaller in volume than Manas. Comparing the large and small epics by the number of poetic lines, it is easy to notice a striking difference between them. So, if «Manas» in the version that was written down from the narrator Sayakbay Karalaev has more than 400 thousand lines, then most of the works of the small epic are «Er Teshtuk», «Er Tabyldy», «Er Soltonoy», «Joodarbeshim», Kedeikan, Zhanyl Myrza, Seyitbek, Zhanysh-Bayish, Kurmanbek, Kozhozhash, Sarynzhi-Bekoy, Olzhobai and Kishimzhan, Gulgaaki, Ak Moor – together they count 84319 poetic lines. It is known that epic poetry played a dominant role in the oral art of the Kyrgyz, and many genres of verbal art were strongly influenced by the epic tradition. In addition, the active existence of the heroic epic, which was also accompanied by the formation of new epic songs based on legends and traditions about historical events and personalities, continued until the middle of the 19th century. These reasons determine the complex genre nature of individual oral tales, conditionally classified as «small epics». In Kyrgyz folklore, a tradition has developed to subdivide «small epics» into the following genre groups: • epics of fabulous and mythological content, telling about the hero’s struggle with representatives of the natural world and monsters of other worlds («Kozhozhash», «Er Toshtyuk», «Zhoodarbeshim» and others); • heroic epics, telling about the hero's struggle with foreign invaders and internal enemies that threaten the independence of the Kyrgyz and their separate clans («Kurmanbek», «Zhanysh-Bayish», «Er Tabyldy», «Seyitbek», «Shyrdakbek», «Er Soltonoy», «Zhanyl Myrza», etc.); • epics of social and everyday content, reflecting the complex collisions of social relations and the age-old dreams of the people about a just social order («Kedeikan», «Mendirman», etc.); • epics of lyric-romantic content, the main theme of which is the tragic love of folk heroes («Olzhobai and Kishimzhan», «Sarinzhi-Bekoy», «Kulmurza and Aksatkyn», «Ak Moor», etc.) [1, p.443]. The most ancient epic songs, the origin of which is attributed to the era of the tribal system, are the epics «Kozhozhash» and «Er Toshtyuk». These epic tales retained traces of archaic mythological representations of the Kyrgyz in their composition, reflected the features of their worldview in the form of primary mythological representations, such as totemism, animism and fetishism. The theme of the epics «Kozhozhash» and «Er Teshtyuk» mainly reflects the interests of the tribal team, the main character in them is a lone hero who pursues the goal of preserving the family, opposing representatives of the natural world and the monsters of the lower world. The epos «Kozhozhash» has come down to us in three versions, recorded at different times from the storytellers S. Konokbaev (1923), A. Usenbaev (1938) and T. Zheentaev (1949). The story about the hunter Kozhozhash also existed in the form of oral prose traditions and legends [7, p.173]. However, the song-epic form of the story is more traditional, since the epic «Kozhozhash» was present in the active repertoire of many famous Kyrgyz storytellers. All three versions of this epic contain similar plot elements, the central conflict is the same in them, reflecting the confrontation between the hunter and the patroness of the wild mountain artiodactyls Surechki (Grey Goat). The version of the narrator A. Usenbaev is considered the most complete and highly artistic. This version contains the prehistory of the confrontation between Kozhozhash and Surechki. The epic says that Kozhozhash was a skilled and successful hunter, he managed to save his relatives from starvation during a long winter and the death of livestock. Many relatives believed in the luck of Kozhozhash so much that they practically stopped eating the meat of domestic animals, counting on prey from hunting. However, the mention of this fact contains not only praise for Kozhozhash, but also a hidden condemnation for such a predatory attitude towards the world of wildlife. In the mythology of the ancient Kyrgyz, there was a belief in the existence of guardian spirits of wild animals. One of these spirits is Kayberen, represented simultaneously as an anthropomorphic creature and as a sacred animal, a female mountain goat. The initial source of such an idea may be the belief in a totem animal, the patron and first ancestor of the tribal group. It is no coincidence that in one of the epithets of Surechki, a characteristic of her amazing fertility was expressed, in the epic she is called the mother of a thousand wild goats. A person can hunt her numerous offspring, he has the right to feed himself at the expense of the offspring of Surechki, but he must not cross that extreme line when hunting becomes not a trade for the survival of the family, but predatory extermination for the sake of passion or human 43

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self-interest. Kozhozhash has a dream, in which, after a successful hunt for wild goats, he finds himself on top of an impregnable rock. He is afraid and asks his wife to interpret the dream. She advises him not to go hunting again, as his life is in danger. However, the elders of the family interpret the dream differently, and Kozhozhash decides to continue hunting for the offspring of the Grey Goat. The confrontation between the hunter and the sacred animal intensifies after Kozhozhash completely exterminates the young offspring of Surechki. During one of the meetings, the Grey Goat asks Kozhozhash to let her husband, Alabash, alive. However, the hunter, who got excited, kills him too, thereby undermining the possibility of continuing the Surechki family. It is noteworthy that the epic depicts a tense dispute between the hunter and the animal, which testifies to the absolute faith in the special qualities of the sacred animal, capable of talking to a person and expressing its feelings. Surechki vows to take revenge on Kozhozhash for the destruction of his offspring and the hunter swears that he will not calm down until he catches his opponent. In the end, Surechki manages to lure the hunter to the slope of an impregnable rock and leave him there to die of hunger and cold. Unable to bear the suffering, Kozhozhash rushes down from the cliff and dies. As can be seen from the content of the epic, the hero pays for his unbridled desire to prove his superiority over the patroness of wild mountain animals. In this central theme, one can see an echo of the totem beliefs of the ancient Kyrgyz. Most likely, the idea of the inevitability of human retribution for violating the totem taboo is expressed in the epic. The ancient worldview considered a person in close connection with the natural world around him, tried to justify the necessity of the natural needs of a person, limiting his activities in relation to the wild world with sacred prohibitions. The plot of the epic «Kozhozhash» contains deep folk wisdom, which remains relevant in the modern era of global environmental disasters. The ancient idea of the unity of man with the natural world acquires a new sound today and can contribute to the formation of a new ecological consciousness. The most characteristic features of the «small epic» of heroic content are manifested in the epic song «Kurmanbek». This epic song is represented by four versions (M. Musulmankulov, T. Kalenderov, S. Dyikanbaev, K. Akiev), among which the version recorded from the famous Kyrgyz akyn Kalyk Akiev is considered the most recognized artistically. Kurmanbek, who showed his heroic qualities in his youth, openly declares the need for active opposition to the oppressors of the Kalmaks. In his appeal to his combatants, the choro sounds a call to devote his life to the liberation of the people from the oppression of an external enemy. The military prowess and fearlessness of the hero make his name known not only among the Kipchak clan, to which he belongs, but also among the entire Kyrgyz people, who see him as their intercessor from the enslavers. But the father of the hero does not want to come to terms with the idea that fame has overshadowed his name. At the most crucial moment, he takes the heroic horse from Kurmanbek. Kurmanbek mounts another horse that does not have such fighting qualities. Not believing in the ability to defeat numerous enemies, his associates leave the hero. Left alone, surrounded on all sides, Kurmanbek shows miracles of courage, but cannot defeat his enemies. The final scenes of the epic, which tell about the mortal wound of the hero, his death alone, are full of tragedy and pain. Kurmanbek’s only consolation is his friend Akkan, to whom he entrusts the fate of his son. Among the epic songs about folk heroes, the legend of the warrior maiden Zhanyl Myrza is distinguished by its special color. The time of formation of this epic story is also associated with the historical stage of the 16th -18th centuries. However, analysis of the plot of this song allows us to assume that the time of its occurrence refers to the end of this period. An indirect confirmation of this can be the fact that characters of the historical and genealogical legends of the Kyrgyz, dating back to the time of the final stage of opposition to the Kalmyk expansion, are named as characters in the epic. Two versions of this epic song are known, recorded from the words of famous akyns Togolok Moldo and A. Chorobaev [2, p.51]. The third version is represented by the record of the famous collector and researcher of Kyrgyz folklore Y. Abdrakhmanov, who perfectly studied the style of folk heroic songs. The maiden-warrior Zhanyl is presented in the epic as a representative of the Kyrgyz clan Noigut. Thanks to her courage and military prowess, she successfully repels the attempts of external enemies and other powerful Kyrgyz clans to turn her relatives into tributaries. The fame of Zhanyl’s beauty and courage spreads far beyond the borders of her native land. In order to marry her and subdue the Noiguts, several Kyrgyz khans – Uchuk, Tulkyu and Kudayar – are wooing her. Having shown frivolity and disrespect for the warrior maiden, they die at her hands. Zhanyl does not forgive them verbal insults and ridicule. However, 44

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the consequences of the death of the noble Kyrgyz khans could not but affect the life of her relatives and her personal fate. Zhanyl is condemned by the Kyrgyz clans united against her. In order to avoid the complete extermination of the Noigut family, she is forced to accept the conditions of a shameful marriage for her. She is given out as a weak old man of completely humble origins. However, life in captivity does not last long. During one of the feasts, military competitions are arranged in which she is asked to take part. She again puts on her military armor and her former courage and determination return to her. Having won the competition, Zhanyl returns to his native land, where he continues to fight for his people. This epic song reflects one of the features of the Kyrgyz culture associated with the definition of a woman's place in the Kyrgyz society. The epic does not condemn Zhanyl for the steadfast warriors of valor and courage that were necessary to protect their native land from enemies. In the nomadic mentality since ancient times, there has been respect for women who are able to record the best heroic quality. It is no coincidence that the Kyrgyz people shared similar qualities of Manas’s wife, Kanykei, who was able to defend the interests of the people after death to enrich himself and beyond the power of enemies to destroy his young son. The last genre group of small epics is represented by epic and songs of lyric-romantic content. The formation of these songs was influenced by the changed social conditions of life, which aroused interest in the sphere of a person's personal life, determined the importance of ethical problems and the need for their coverage in verbal poetic art. Another factor that influenced their design as a special genre group can be recognized as the expansion of intercultural ties between the Kyrgyz and their neighbors in the region, in whose verbal creativity this form of lyric-romantic dastans has deep traditional roots. At the same time, the Kyrgyz epic songs «Sarinzhi-Bekoy», «Olzhobai and Kishimzhan», «Aksatkyn and Kulmurza» have their own national roots, as they are based on a long tradition of epic poetry of the previous period. In these epic songs, changes in the traditional narrative scheme are clearly visible. A significant place in them is given to the dialogic form of organizing the narration, with the help of which it is possible to more deeply reveal the world of the characters' inner experiences. Small epics are characterized by a variety of genre forms of epic poetry, a wealth of poetic and stylistic devices developed over the centuries by numerous generations of storytellers and akyn singers. The epic tradition of the Kyrgyz turned out to be so active and productive that it was able to encompass a reflection of the most diverse ideas and events of folk life. This reveals one of the specific features of the Kyrgyz folk culture, which included a huge layer of folk memory in the form of an epic narrative.

References 1. Anthology of Kyrgyz poetry / Per. from Kyrgyz; Compiled by: K. Rakhmatullin, T. Sydykbekov; Ed. coll.: M. Bogdanova. – M., 1957. – 443 p. 2. Janyl Myrza: The Legend of the Heroic Girl/ Translated by I. Volobueva. – F., 1958. – 51 p. 3. Karaeva Z.K. Saikal: Kyrgyz’s Female Warrior. – B.: Turar, 2019. – 18 p. 4. Kydyrbaeva R. Folk – poetic traditions in the epic «Zhanyl Myrza». Frunze: Ilim. 1960. 178 p. 5. Kydyrbaeva R.Z. K probleme tradisionnogo i individualnogo v epose «Manas» [Text] R.Z. Kydysrbaeva. – Frunze: Ilim, 1967. – 40 p. 6. Lipes R.C. «Zavoevannaya jenshina» v turko-mongolskom epose [Text] / R.C. Lipes // V kn.: Folklor i istoricheskaya etnografiya. – M.: Nauka, 1983. – 261 p. 7. Legend about the hunter Kodzhodzhash / Narrator S. Karalaev; Tran. from the Kyrg. S. Somova. – Frunze, 1958 – 173 p.

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THE SIGNIFICANCE OF THE COURSE OF THE HISTORY OF THE FAMINE IN 1921–1922 IN KAZAKHSTAN

(for the younger generation of the sovereign state on the eve of the thirtieth anniversary of its formation)

Baurzhan Mussaev, Candidate of historical sciences, PhD, associate professor of the Department of Jurisprudence, Faculty of Economics and Law (bamus76@mail.ru) Aktobe Regional University named after K. Zhubanov, Aktobe, Kazakhstan

Abstract A historiographical, socio-economic, review of the processes of the first quarter of the twentieth century showed that the problem of hunger in the 20s in Kazakhstan did not have a special, generalizing study from the perspective of modern scientific knowledge of a sovereign state. Since the totalitarian system ideologized historical science in Kazakhstan, hid «white spots» or did not give an opportunity to illuminate an objective picture of the dramatic events of the history of our country. The causes, nature, scale and sociodemographic consequences of hunger and the effectiveness of organized events were not disclosed. And that is why we have set tasks adequate to the modern requirements of scientific knowledge. In the course of the study, we highlighted the political, socio-economic, natural and climatic situation of the early 20s [Picture 1. Map of the 1921-1922 famine in Kazakhstan]. Keywords: hunger, population, causes of hunger, natural conditions, state system, lifestyle, destruction, historical process, the socio-political, economic processes.

Introduction The causes of hunger were highlighted fully, objectively and completely, the scale and loss of population were outlined. Based on the analysis of sources, organizational measures are described, which were often declarative in nature. Historical facts are often contradictory, based on the subjective views and attitudes of statisticians, economists, representatives of government structures both at the local level and Central authorities. In eliminating the consequences of famine and preventing further catastrophe, the role of individuals, selforganization, and the desire for survival of individual groups of the population played a role. Due to ethnic characteristics and lifestyle dependent on natural conditions, the Kazakh people suffered more than other ethnic groups that inhabited the territory of the republic at that time. In order to preserve itself as a system, any society depends on what it receives in the order of interchange with the surrounding systems and, therefore, self-sufficiency in relation to the environment means stability of the interchange relationship and the ability to control the interchange in the interests of its functioning. The distribution of access to material resources, being connected with the system of division of labor through the ecological aspect of society, requires solving the issues of territorial placement of various subgroups of the population, as well as securing various economic interests for them [1]. 46

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Discussions Our study reflects the results of the author's research in the following chronology: • The socio-political and economic situation of the first half of the 20s of the twentieth century is analyzed, the main causes of hunger are clarified. • The nature and extent of hunger are revealed. The socio-economic and demographic consequences of hunger are revealed. • An objective assessment of the activities of the authorities, their relationship with the Center and the periphery in the arrangement of state structures, in the elimination of the consequences of hunger is given. • For the first time, hunger, its scale, causes, and nature have been analyzed from a scientific standpoint. The food problem, coupled with the formation of a new state system, is attributed to global problems of world development. Without its solution, without eliminating its causes, it is impossible to ensure the harmonious and humanistic development of mankind. Exactly one hundred years later, Kazakhstan again adopts a new model of the state, at first glance, not adequate to the ideas of the indigenous nation, the intelligentsia. The social system according to M. Weber [2] consists of four main subsystems, without which it is impossible to preserve and reproduce the desired sample of the system itself. Thus, we have identified the normative order of the problem. The behavior of the system, society depends on the background of the process. The catastrophe caused by the famine is due to the previous conditions in which our republic found itself. Cognitive imbalance – a perceived gap between the expectations of the young Soviet state and the real opportunities in which the Republic of KASSR was located, did not give the disadvantaged population the expected results. In the end, these situations led to a social explosion. This postulate has become the leading idea of this study . The appeal to the problem of the famine of 1921-1922 seems relevant because the newly formed Bolshevik Soviet state, without taking into account the general patterns of interaction of natural, climatic and socio-economic factors, reorganized the life support system of the Kazakh people under the slogan of class struggle. The beginning of the twentieth century was a turning point in the life of the Kazakh people. The transformation of Kazakhstan into a province of the Russian Empire, the mass resettlement of peasants, was accompanied by the eviction of Kazakhs from fertile lands, which led to the destruction of the cattle breeding economy. Such natural phenomena as jute, drought, repeated every ten years, coincided with the period of formation of Soviet power in Kazakhstan (1917-1920). The civil war and devastation have exacerbated the socio-political situation in the region and the situation related to hunger. These events have left a deep mark on the national history. Scientific understanding and analysis of this period would help the next generation to learn from the negative consequences that led to the death of a huge number of people. The events of the famine put the Kazakh people in danger of extinction. The issue of survival and preservation of the Kazakh people as an ethnic group was acute. The relevance of the study is determined by the weak knowledge and lack of elaboration of this problem. The purpose of this study was a complete, integral and in-depth coverage of the causes, scale and consequences of famine in the 1921-1922-ies in the socio-political life of the people from a modern perspective[3]. The outgoing twentieth century brought huge shocks to the world. The year 1917 defined the boundary in the mass consciousness, beyond which the usual order of life, traditions of behavior, thinking, including scientific, remained. The crisis of science and the paradigm shift marked the beginning of the twentieth century. Its completion brings a new paradigm, the rejection of entrenched schemes in the study of the historical process, resulting from the «only possible» Marxist-Leninist methodological approach [4].

Research methodology The way out of the methodological crisis is proposed on the basis of new paradigms: the first is the comprehension of the past and present through the formulation of new problems, which requires new methodological knowledge at a critical break in history; the second is the introduction into scientific circulation of the entire complex of sources, based on the idea of a historical source as a result of human 47

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activity. In this regard, M. Koigeldiev's research [5] makes it possible to study the epoch, in particular, the history of Kazakhstan in the early 20s of the twentieth century through the results of the activities of outstanding personalities. This source, born in modern times, allows us to better understand both time itself and the actors of history. In the study of the problem of hunger, we present documents of the Soviet period in two groups: documents of political parties and public organizations;documents of state institutions and enterprises. We base the classification of sources on the principle of «man-society-state». For the twentieth century brought global changes in the very source base of historical science [5.ibis]. In a number of such sources of modern times, we can name the works of A.N. Alekseenko, N.V. Alekseenko. In his writings, A.N. Alekseenko provided information about the losses among the Kazakh population during the famine of 1921-1922 (414 thousand people or 18.5% of the indigenous population of the republic). The calculations of the number of victims were carried out according to the following methodology: the changes in the age structure of the population in the period between the 1920 census and the statistical data for 1924 were taken as a basis. The essence of the problem is to trace how many people from each age category lived from 1920 to 1924. And for this, two tables of the age structure of the population were compiled, for 1920 according to the scheme (0-4, 5-9, 10-14, etc. years), for 1924, taking into account a 4-year break (4-8, 9-13, etc. years). According to these tables, a reconciliation was carried out by age groups to find out the decrease in the number of people in each age group, taking into account natural mortality and fertility after 1920[6]. The authors also talk about a reduction in the number of farms by 19.4%, the number of cattle by 46.5% and the number of tithes of the allotment by 53.3% [6,ibis.7]. Among the dissertations and monographs describing the problems of hunger, one can single out the works of Alekseenko A.N., Alekseenko N.V., Kozybayev M.K. [7 ibis], Romanov Yu.I., Galiev A.B[8], Kozina V.M., Zhumasultanov T.Zh., Ibraev A.T., Mikhailov V.F. [9],, Karzhaubaeva A.I[10], Abylkhozhin J.B. [11], Alekseenko A.N., Alekseenko N.V. [6 ibis], Mamyrkhanova A.M.[12], Zhakupova G.T. [13], Tatimova M.B. [14], Sdykova M.N., [15], Prokopenko L.A. [16], Atusheva S.B.[17], Medeubaeva E.I. [18].

Results Based on the analysis of the above sources and the historical understanding of the problem of hunger from a modern perspective, our study systematically presents the results of the author's research over the past decade: • the socio-political, economic processes of the first half of the 20s were studied on the basis of a new methodological approach, new realities and the role of the state of Kazakhstan in the historical arena of modernity; • based on previously classified archival documents and sources, the nature and extent of famine in 5 provinces of the KASSR, including 20 districts and 21 counties, were investigated; • the consequences of the famine in 1921-1922 were specifically identified commensurate with its scale; • analyzed the activities of the authorities to eliminate the consequences of hunger [19,20,21].

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Picture 1. Map of the 1921-1922 famine in Kazakhstan

References 1. History of the Kazakh SSR. From ancient times to the present day. Volume 4/ Edited by Nusupbekov A.N. – Alma-Ata: Nauka, 1977. – 640 с История Казахской ССР. С древнейших времен до наших дней. Т.4/ Под ред.Нусупбекова А.Н.– Алма-Ата: Наука, 1977. – 640 с. 2. Parsons T. Systems of Modern Societies. – Moscow: Aspect Press, 1997. -270 с Парсонс Т. Системы современных обществ. – Москва: Аспект Пресс, 1997. -270 с. 3. B.Mussaev/The causes of the famine of 1921-22ies of XXth century in Kazakhstan/2015.France/ Paris/Monographs 4. Koigeldiev M., Omarbekov T. What do the history lessons say.?Almaty, 1993 . 208р. Койгельдиев М., Омарбеков Т. Тарих тағылымы не дейді .?Алматы, 1993 . 208 б 5. Omarbekov T. The tragedy of Kazakhstan in the 20-30's: textbook. – Almaty, Sanat, 1997-320p/ Омарбеков Т. 20-30 жылдардағы Қазақстан қасіреті: көмекші оқу құралы. – Алматы, Санат, 1997-320 б.; Омарбеков T. Tрагедия Казахстана в 20-30 – е годы: учебное пособие. – Алматы, Санат, 1997-320 С.; Omarbekov T. The Truth about Hunger.//Journal Akikat. № 5. 1997. 24-25 p. Омарбеков Т.О. Ашаршылык акикаты. // Акикат. № 5. 1997. 24-25 б. 6. Алексеенко Н.В. Статические источники по демографии Казахстана. – Усть-Каменогорск: ОАО Шығыс Баспа, 1995. – 113 с./ Алексеенко А. Н. Сельское население Казахстана 19201990 гг. – Алматы: Ғылым, 1993. -125 с.; 7. Kozybaev M.K. Kazakhstan at the Turn of the Century: Reflections and Searches:– Vol.1.Almaty:Ғylym, 200. – 420 с Козыбаев М.К. Казахстан на рубеже веков: размышления и поиски:– Т.1.Алматы:Ғылым, 200. – 420 с . 49

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8. Галиев А. Б. Социально-демографические процессы в многонациональном Казахстане 19171991 гг.: автореферат. … док. ист. наук:.07.00.02. – Алматы: 1994.– 51 с.; 9. Михайлов В.Ф.Великий джут. – Астана: Аударма, 2002. – 341 с.; 10. Каржаубаева А.И. Роль миграционныхпроцессов в формировании современного населения Западного Казахстана (конец XIXXXвв.): автореферат... канд. ист. наук: .07.00.02. – Уральск: 2003.; 11. Абылхожин Ж.Б.Очерки социально-экономической истории Казахстана. XX век. – Алматы: Туран, 1997. – 360 с. 12. Мамырханова А.М. Казахское население между переписями 1897-1926 гг.: автореферат.... канд. ист. наук:.07.00.02.– Алматы, – 1996 13. Жакупова Г. Т. Разрушение аграрной традиционной структуры в Казахстане (1920годы):автореферат... канд. ист. наук:.07.00.02.– Алматы, – 1999 14. Татимов М.Б. Халыкнама немесе сан мен сана. – Алматы: Жазушы, 1992. – 184 б. 15. Сдыков М.Н. Население Западного Казахстана: история формирования и развития (18971989 гг.). – Алматы: Гылым, 1995. – 216 с. 16. Прокопенко Л.Н. Влияние тоталитаризма на традиционную деревню Казахстана (началаXX в. – 1936 г.).: автореферат. … канд. ист. наук:.07.00.02.– Караганда, 1999. 17. Атушева С.Б. Джуты в Казахстане в конце XIX – начале XX в: автореферат…канд.ист. наук:.07.00.02.– Алматы, 2000 18. Медеубаев Е.И. Политика «военного коммунизма» в Казахстане (1918-1921 гг.): автореферат… канд. ист. наук:.07.00.02.– Алматы, 1999. 19. Report on the activities of the Kazakh (CEC) Central Executive Committee and the people's commissariats of the KAzSSR during the period from the 3rd to the 4th Congress of Soviets of the KAzSSR, October 1922 – December 1923. – Orenburg:Kazgosizdat, 1923. (с.6-7) Отчет о деятельности КазЦИК и народных комиссариатов КАССР за время с3 по 4 Съезд Советов КССР, октябрь 1922 г. – декабрь 1923 гг. – Оренбург:Казгосиздат, 1923. (с.6-7). 20. Polyakov Y.A. Transition to the NEP and the Soviet Peasantry. – Moscow: Nauka,1967.-511 p. (c.287) Поляков Ю.А. Переход к НЭПу и советское крестьянство. – Москва: Наука,1967.-511 с. (c.287)]. 21. Baurzhan Mussaev.Humanitarian catastrophe – famine in the 20s of the twentieth century in Kazakhstan ( Гуманитарная катастрофа – голод в 20х годах ХХ века в Казахстане) Editions du JIPTO, 2021. – 137 p. ISBN 978-2-35175-071-1© Académie Internationale CONCORDЕ, 2021© Mussaev B., 2021.Recommended for publication by the International Academy of Concord (IAC)

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Particular problems of education as one of the indicators of a complex of general problems Rysbergenov Mussa (rysbergenov.mussa@gmail.com) L. N. Gumilyov Eurasian National University, Nur-Sultan, Kazakhstan

Shuleka Yuliya (ms.lanacox@gmail.com) Abay Myrzakhmetov Kokshetau University, Kokshetau, Kazakhstan

Abstract This article examines one of the problems - the insufficient amount of practical knowledge and skills in the modern education system. It analyzes the modern educational system, the role of universities and the country in the life of the individual and society as a whole. The article concludes that the problems of education can be solved. Keywords: education, practical skills, modernity, society.

When we talk about education in this article, we start from three sequential, linear thoughts: 1. Education is upbringing. 2. Education is such within the framework of what reality it functions. 3. Education and values in the life of society. Education which includes its practical component is in some way a workshop within the production cycle. It participates in the production of well-bred and educated people, as well as qualified specialists. It is in this order that education is valuable and can be considered the asset of society. For morality comes from upbringing, learning comes from morality, science comes from learning, and well-being comes from science. This is how Al-Farabi laconically spoke about this issue: «Knowledge without upbringing is the worst enemy of mankind». All human achievements should serve to raise the human spirit and part of this process is practical education. In this sense, practical education contributes to the formation of a person as worthy by raising a qualified specialist in a field. Even Aristotle defined the axiom of human nature: man is a social animal and the rise of man is exclusively in the connection «man and society.» A person by himself cannot be assessed in any way, his qualities are determined in his activities within society. In turn, the goal of society is to ensure viability through the reproduction of creative values and applied skills. That is, society educates a person for its own good. Upbringing is the essence of education. A person as a reliable family man, a person as a law-abiding citizen, a person as a capable worker – all these parts of one product are made and implemented in different workshops of the same cycle. The product is a well-mannered, educated, and qualified person; workshop – institutions of society; production cycle – upbringing. Country is at the head of this system. The purpose of the production process is well-being of the society and passing through this cycle gives a person an opportunity to become an exemplary and worthy person. Summing up, we can say that education is part of a person’s upbringing. Because the formation of a person is closely related to the employment of socially useful work. And to prepare a kind of moral ground necessary for labor, then to teach labor in a specialty is a duty that should be assigned to the education system. If that is the case, that’s a problem of another level.

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When a person is faced with a practical reality, he may not be ready for this, he may get lost in himself, lose himself and the situation, lose control. Practical life affects us in a completely different way, it shocks us, leads us into a stupor, confuses, demoralizes, and one cannot be mentally prepared for this. For some reason, life always refutes our ideas about it, at least in moments when we start real practice. Many people have experienced this kind of cognitive dissonance in their lives. Why do we think so? Regarding archeology, as a specialty closely related to practical experience, and onto which human life can be projected better than others, the following pattern can be formulated: «Knowing about an expedition and being on an expedition are two different feelings.» Literally – feelings. The fact that the student arrived on the expedition does not differ the essence of knowledge from the theoretical knowledge he was given. However, since a person is a creature of flesh and blood, that is – sensual, a person can be effective only when his insides adapt to practical reality. Thus, if we talk about the archaeological expedition, it is described within the walls of the school department and in textbooks same way as is in the actual field. But it «turns out to be different» in terms of feelings when the student is in reality and is receiving a flow of feelings. This is where the problem of the transition from the process of theoretical knowledge to practical knowledge occurs – they conflict in the transition from one to another. Why? Because in the beginning, practical activity always puts pressure on a person. For example, here is a student in the field practice, what stress factors, which he previously only heard about and could guess, begin to influence him in reality? Most importantly, limited resources just like elsewhere. Firstly, adaptation to other living conditions and self-control outside the zone of habitual life activity, the convenience and entertainment are limited, which would, under normal conditions, minimize internal fatigue. Secondly, a person must be ready to quickly delve into and assimilate information. In this case the stock of patience and a positive attitude about their abilities are limited. Thirdly, concern about selfrealization, that is, whether he will be successful in practical work, will limit his self-confidence in case of frequent failures. Fourth, moral responsibility for property and for a historical monument; in this case, the stock of critical errors and the resource of trust are small. Fifth, not everything always goes as it should or as each person would want to. At some point and to a certain degree, there is always a lack of time, a lack of supervisors’ somewhat different approach, a lack of needed resources: not everything is available in the required quantity and quality. The conflict does not arise from the fact that theoretical knowledge gives erroneous ideas. It’s all about human nature. Again, since we are creatures of flesh and blood, in addition to the factor of theoretical knowledge, the psychological factor also affects our formation as a specialist. This factor makes itself recognized when we move from the stage of cognition to the stage of applying knowledge. We are not robotic technology which from the first seconds can perform what is written in its program. In technology, all mechanisms are initially sharpened for its purpose. A person, on the other hand, must accustom himself to adapting himself to his activities. If in the process of cognition, we write a «program» into our mind, then in the process of practice we learn to write down the necessary actions at the bodily level, that is, we adapt ourselves. Having a hands-on experience, that is, observing certain actions, listening to the words of more experienced teachers, doing this or that work with our own hands, being in the actual flow of the process, making decisions from less significant to more significant, all this absorbs the necessary skills into our blood and brings our thinking and decision-making to a more perfect, reflexive level. Again, if we connect the above with archaeological practice, then we can confidently say that reading about the monument and seeing it in photographs is reinforced and improved by the practical knowledge that you get in direct interaction with this monument. In practice, the information received, firstly, pleases you because what you read or see on the pages of the book coincides with what you see in reality and you get to see the original source yourself (and what pleases is remembered better); secondly, practical interaction confirms the theory, and, in addition, the information coming from practice absorbs into our minds like vitamins that feed our body through the blood. Whereas, with no practice, we could understand information only at the level of words in your head. This is what was meant by comparing a person with the program and mechanism of technology. If the «body» of technology, the installation and structure are programmed for certain tasks, the nature of man should be improved within the framework of its specialty. This is what it means educating a person as a capable specialist. 52

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In this sense, theoretical knowledge is not yet a skill. But theoretical knowledge determines and verifies what exactly we should do and how we should do it correctly. If theoretical knowledge teaches what to do and how to do it, then in what conditions this will happen is a subject beyond the competence of theory. As already mentioned, we gain practical knowledge within the framework of the existing reality. The acquisition of practical knowledge requires a lot from each individual person. To a certain extent, individual qualities determine the level of involvement in practical activities. But when we talk about education, we are talking about the average value of its quality, which on its part will create favorable conditions so that, within these conditions, the greatest potential of as many students as possible is revealed. In this part, we would like to touch upon a problem that concerns any young specialist who has just graduated from a higher educational institution. Of course, this is not enough practice to start a fullfledged career. Undoubtedly, the acuteness of this problem comes from the employer, who does not want to hire «youngsters», since despite the existing theoretical knowledge, the new employee will have to be trained almost from scratch (to obtain practical knowledge), which, of course, private employers are not interested in. Therefore, a problem arises in which young people lose interest in following the initially set goals. In our opinion, in the modern education system there are not enough connections with potential employers or places where students would be sent to obtain practical knowledge. The students themselves could, if they wish, insist on going through practice in places that are more interesting to them where they could learn the necessary things with interest, consider all the pros and cons of work, and find out their potential. It seems to us that to visit the environment where future specialists could work in the future, to absorb the experience that is so highly valued in the modern world, is a very important part of the learning process. Some organizations offer additional training when applying for a job. Undoubtedly, this is good, but I think that it is the task of higher educational institutions to perform these functions, and the state that stands behind the universities. This branch of thinking leads us to a question of why universities can rely on the «additional education» of a student by private organizations and why the state does not invest enough in the full knowledge of its own specialists? Failures in education concern not only the practical part, but also the theoretical one as not all students enter the desired majors for the sake of receiving scholarship in unpopular majors or just obtaining a diploma. This situation is not beneficial for both students and employers as jobs that accept underqualified employees fill up very quickly. This leads to the growth of unemployed population. In this regard, another question arises: what reality has the state created and what are its interests in doing so? Education is a whole system, which, in turn, is built into a general system called the life of society. If at the beginning we considered education within the semantic system, talked about it as an institution of society, now we will talk about it as part of the process of the life of society which is controlled and coordinated by the government. We think that the government should express the interests of the majority. Otherwise, within the framework of the current situation, it feels like for a person everything in this world is foreign. The government is like a strict parent who knows only exploitation from which you want to break away, be independent and safe from its policies towards your well-being. But can the government afford to neglect its main resource – the people? When the state is a structure that ensures the fulfillment of the interests of the majority, then each person will steadily see himself in the life of society, and not only in the narrow sense of his own success. He will have the opportunity to realize himself anywhere, to apply himself in any field. He will not be thrown to survive; he will not be thrown over the rails to find his own way. As already mentioned in the beginning, a person reaches the peak of his value only in the assessment of his activity in relation to society, and not when it not only benefits himself as it is so common nowadays. Such a potential of a person can be best revealed with the model of life order in which the public good, social consolidation come to the fore. The great thinker of the Kazakh nation, Abai Kunanbaev, in his poem «Be choosy in your path» (1894), expresses the idea that every person is a brick for this world and this world is like some kind of large structure in which a person must find his place and fit in: 53

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Be selective in your way. If you are talented, be proud Be a building block Contribute to the wall that is being constructed. Unfortunately, we, the students of this group, live in a reality where we clearly understand that nothing significant can be changed by attempts only within the walls of the university. The best methods and thoughts are paralyzed if they are not combined with actual conditions. Our real life shows us that if the soil is poisonous, then no matter what seed we bring out and sow, it is doomed to perish. Based on the realities of our life, we can say that the problems of education are unsolvable only within the field of education. Such changes will take a lot of time and effort and the fruits of long-term changes are not fully felt within the framework of our lives alone. As a result, without aiming at political heights, we would like to propose a way to solve this problem at the level of education. We believe that the best option would be the widespread introduction of the practice of joint work between universities and businesses. For example, the cooperation of an educational institution with Western companies that employ specialists with different approaches for whom it will be easier to establish a connection and transfer the necessary knowledge to the student; conducting practice under the direct supervision of that generation of specialists who are already rooted in their specialties to move forward within the framework of the continuity of generations. Thus, if we proceed from reality, when the state does not act as a catalyst in the development of education, it can move in these two directions: a slow, progressive movement through the efforts of generations that will transfer motivation, convey proven incentives and meanings, gradually improving the entire process – here the semantic basis of the future specialist is more valuable, his attachment to his country from the very beginning; and connection with foreign thought and experience – applied knowledge and skills are more valued here which can give new inspiration to a future specialist.

References https://timesinternational.net/theoretical-learning/ https://www.tandfonline.com/doi/full/10.1080/03043797.2019.1677559

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COMPETENCE OF HIGHER SCHOOL TEACHER IN DISTANCE LEARNING CONDITIONS Tassimova A.A. PhD, Candidate of Pedagogical Sciences of the Russian Federation, RK, Professor, Corresponding Member of the International Academy of Concord of France. Department of Pedagogy and Psychology ( tasimova49@mail.ru) West Kazakhstan Innovative Technological University

Abstract This article examines the professional competence of a university teacher. The author noted that it as a combination of mental and personal (human) qualities and such a mental and personal (mental) state, which allows you to act independently and responsibly. It is also defined by the author as the ability and ability to perform certain work functions. Types of professional competence include special competence – the possession of joint professional activity at a sufficiently high level, the ability to design their further professional development. It also includes social competence, mastery of joint professional activity, cooperation, communication techniques accepted in the given profession, social responsibility for the results of one’s work. Distance learning in higher education has made some adjustments to the notion of competence of a university teacher, which should be mastered by them in their further work to achieve the results of student learning Keywords: competence, educational process, information technology, subjective factors, professional tasks, necessary results, performance indicator.

Introduction The problem of professional competence today is in the focus of attention of a changing society focused on professional and cultural improvement of the individual, increasing its social mobility[1]. The concept of competence is often mistakenly identified with the stereotype of a «professional» that has become widespread, generated by a cliched consciousness, who is interested only in practical expediency and abstracts from the socio-moral aspects of his activity. But genuine competence does not fit into the limited framework of narrowly understood professionalism. It finds its expression in the optimal integration of the individual with society, the practical realization of his professional and cultural potential, the constant development of which is achieved in the process of continuous improvement and self-improvement in various forms of adult education. Exercising its sociomethodological function, adult education contributes to the development of a culture of self-awareness of the individual, its communicative properties, improvement and self-improvement of the individual as a subject of his own and social development. In turn, the realization of these opportunities requires an increase in the competence of teachers themselves – heads of training sessions with adult students. In a changing society, the growing gap between the increasing public need to increase the socio-professional mobility of the individual, the improvement of the socio-orienting functions of the adult education system and the lagging socio-cultural

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level of pedagogical competence of a significant part of teachers is constantly making itself felt. They lack the ability to navigate a wide range of contradictory life problems integrated into the educational process and requiring democratization and humanization of pedagogical communication[2]. In overcoming this gap, improving the ability of an adult teacher to constructively and productively interact with students as equal partners in the educational process, create conditions for them to comprehend individual and public social, professional experience, adequate orientation in the rapidly changing world can play a positive role.

Figure 1. Pedagogical competence

Discussions Pedagogical competence presupposes such a level of socio-pedagogical consciousness of teachers when they see in students not only a professional called upon to solve a range of special, production tasks, but also a member of society, a subject of society involved in a variety of interpersonal, social relations. The competence of a teacher can no longer be limited to professional training. It requires the ability to synthesize, to comprehend the social, humanitarian aspects of special disciplines, the interaction of general and professional in the development of personality. As a result, the perception of adult education as a way of socio-cultural development of personality is gradually growing. At the same time, although slowly, the number of teachers focusing on independent analytical and critical understanding of modern socio-cultural processes in society is increasing[3]. Almost half of the teachers surveyed are concerned about the decline in the prestige of education observed in society. A significant part of the respondents (75%) are alarmed by the belittling of the values of morality, morality, denial of moral restrictions during economic transformations, disrespect for the law. 56

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In the new economic paradigm, the ability of the economy to effective qualitative and structural transformations is considered in direct relation to intangible forms of wealth and industries that shape a person and his abilities. One of the significant branches of the social sphere that forms and improves the qualitative parameters of a person is the sphere of education[4]. Transformational processes in the economic system also affected the field of education and turned it into an independent subject of market relations. The established market of educational services requires appropriate socio-economic, psychological, pedagogical, managerial innovations in the field of education. Integration processes are primarily dictated by the transition of the educational system to the European model. A successful transition to the integration of education is expected through the informatization of the entire educational system, in particular: – using the possibilities of new information technology, methods and means of computer science for developing learning, intensification of all levels of the educational process; • intellectualization of the student’s and learner’s activities on the basis of new information technologies, which supports the integration trends of the process of cognition of the laws of subject areas and the environment (social, environmental, informational); • informatization creates prerequisites for the widespread introduction of psychological and pedagogical developments into practice; • improving the management mechanisms of the education system; • improvement of methodology and strategy for the selection of content, methods and organizational forms of training; • creation of methodological training systems focused on the development of skills to acquire knowledge independently. Kazakhstan is currently going through a period of delayed modernization (or modernization in pursuit). Many sociologists and social theorists convincingly prove that the theories of linear, irrevocable and progressive development of all countries and peoples according to the Eurocentric model are refuted by the course of human history. For human history has ceased to be a natural-historical process and is becoming a socio-historical process. Nowadays, subjective factors such as science and education are gaining a decisive role, that is, the ability of social actors (ranging from ordinary citizens to national governments and international acts) to respond to internal and external challenges. What are the social challenges of the current Kazakh society? First of all, this is not the demand for certified specialists in the labor market. According to the Employers’ conference, there are six specialists with higher education per worker. Whereas in world practice there is one engineer for five workers. In order to overcome the above-mentioned social situations, the Confederation of Employers of the Republic of Kazakhstan proposed to combine the efforts of the members of the confederation to build a socially oriented highly developed economy and lobby interests in Parliament, the Government and other state structures of the republic. Without state regulation of the interests of employers, trade unions and ordinary citizens, it seems impossible to move to a qualitatively new level of social and labor relations. Unlike highly developed European countries, Kazakhstan has not yet formed a civil society, and the role of the state remains crucial in all social and economic transformations. Thus, modernization in our country takes place through mobilization measures, appeals, whereas Western European modernization was stimulated «from the bowels» of society itself. The process of democratization of Kazakhstan’s society, denationalization of the economy, the approval of new forms of ownership, the development of individual initiative are at the stage of development. In today’s interconnected and interdependent world, the ability to find your own, original historical trajectory becomes a key resource. Copying even the best examples of the Western model is not a strong strategy today. This will be possible if the country has a large range of high technologies that are at the world level and that could serve as a locomotive for the entire economy. Their use requires a developed information and economic infrastructure and personnel that allow transferring high technologies from one to another. The system of training, retraining and advanced training of pedagogical personnel in the Republic of Kazakhstan pays close attention to the problems of competence[5]. According to scientists from the near abroad Yu.V.Frolov, D.A. Makhotin, the category of competence is considered as a situational category, which is expressed in readiness to carry out any activity in specific professional (problematic) situations. 57

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In the studies of foreign scientists, this category is considered as «decent efficiency», a complex indicator of human capital, signaling the willingness of an individual to do the maximum possible with minimal effort (Thomas Gilbert). According to S. Widdet, S. Holliford, competence is the ability of an individual to solve professional tasks and obtain the necessary results (the criterion of what should be done). Thus, the category competence in the studies of N.V.Drozdova and N.V.Lobanov is interpreted in the following hierarchical model:

Figure 2. Personal competencies

Competence is the range of powers delegated to the subject (official, group, management body)[6,7] • experience, information resource, knowledge in a certain subject area that the subject possesses • activity indicator. • the ability of a person to follow certain standards of behavior (a criterion of how the work, activity should be performed) Based on the above concepts , a fragment of an approximate model of the competencies of the head of an educational institution can be designated in the following interpretation: Table 1. A fragment of an approximate model of the competencies of the head of an educational institution

Competence

Behavior Indicators

Impact and influence

Establishes trust in relation to self, engages parents, students, and students to achieve OP goals, adjusts language to the audience, uses concrete examples, nonverbal communication, and humor.

Development of others

Uses innovative programs and teaching methods, modifies curricula and methods in accordance with the learning objectives of the student believes in the potential of students (has positive expectations), focused on humanistic learning

Interpersonal understanding

Seeks to understand students’ values, needs, and levels of prior learning, students work to establish trust and understanding in the study group, understands the moods and feelings of others, and understands nonverbal communication

Personal effectiveness

Accurate self-assessment, lessons from mistakes, genuine enjoyment of teaching, interested in and enjoys communicating with others (affiliation), has positive expectations of others, initially likes people

Self-confidence

Takes responsibility for himself (does not blame others for failures), has the ability to explain negative events, expresses confidence in his own abilities, asks questions, makes suggestions

Self-control

Does not allow emotions to interfere with work, reacts constructively to crisis situations, stress-resistant

Orientation on the consumer of educational services

Finds out the hidden needs of students, students parents and works to meet them, attentive to requests, complaints, equally accessible to average and best students, students works to make learning materials understandable to students, confident that students, students are capable of change

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Conclusion Thus, the professional competence of a teacher is a combination of mental and personal (human) qualities and a mental and personal (mental) state that allows you to act independently and responsibly. This is the ability and ability to perform certain labor functions. Types of professional competence include special competence – knowledge of joint professional activity at a sufficiently high level, the ability to design their further professional development. It also includes social competence – ownership of joint professional activities, cooperation, communication techniques adopted in this profession, social responsibility for the results of their work. Personal competence of a teacher is the possession of techniques of personal self-expression, self-development and self-determination, means of resisting professional deformations of personality (professional risks). Individual competence of the teacher is the possession of techniques of self-realization and development of individuality within the profession, readiness for professional self-preservation, noncommitment to professional aging (stagnation), the ability to rationally organize their work. During the study of competence issues, the works of a number of scientists studying the professional competencies of university teachers in general, such as I.A.Zimnaya, N.V.Kuzmina, G.I.Gaponov, O.S.Efimov, were studied. Our research was also based on the works of A.A.Andreev, E.S.Polat[8,9,10.]. The professional competencies that a university teacher should have in the traditional form of training (general professional competencies) and in the online form (special professional competencies) are different [11,12,13]. Table 2.General and special professional competencies

1. Possession of the subject, a professional in his field; General professional competencies:

2. The presence of high moral qualities; 3. Possession of competent speech, the ability to clearly present the material; 4. The ability to clearly plan and organize activities. 1. The ability to hold the audience’s attention without personal contact:

Special professional competencies:

2. Ability to work in front of the camera: 3. Willingness to support the online course (willingness to develop and use control and measuring materials (tests) and communication tools of the course, various online technologies for organizing classes and independent work of students. Results

The general quarantine measures called in early 2020 in connection with the Coranovirus pandemic in the country, and in general around the world, brought online learning closer to the daily learning process. There was a crisis situation when adapting the traditional educational process to online learning, because it required special professional competencies from university teachers. And in this regard, MERI (Modern Education and Research Institute) has taken a number of operational measures to overcome these crisis situations, including us MERI members and teachers of universities of the Commonwealth countries in online webinars, lectures by experts on online training, advanced training courses for 72 hours in 2020-2021, which significantly reoriented us to online teaching and training of university students. For example: as a member of the (Modern Education and Research Institute) of the Institute of Education and Research in Brussels, I took international advanced training courses online in Brussels (Belgium): «Introducing innovations into the educational process» 72 academic hours online. From April 16, 2020 – May 7, 2020 Brussels; • «Transferring to online teaching challenges, solutions, best pedagogical practices» (72 academic hours) November 19-December 24, 2020.Central Kazakhstan Academy. Brussels, Belgium. Modern Education and research Institute; • «Modernization of the professional activity of a university teacher» «Ann Sullivan» advanced training program in online format was held from 06 to 28 July 2021 for 72 hours Brussels, Belgium. Modern Education and research. 59

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References 1. Ryabov V.V., Frolov Yu.V. Designing criteria for the quality of training and retraining of specialists. // Collection of articles of the XI Symposium «Qualimetry in education: methodology, methodology, practice» Moscow. March 16-17, 2006 2. Buldakov S.K., Subetto A.I. Philosophy and methodology of education. St. Petersburg, 2002 – 408 p. 3. Subetto A.I. Foundations of social quality management of education, St. Petersburg – Orenburg, 2004, 60 pages 4. Qualimetry in education: methodology, methodology, practice. «Formation of key social competencies at different levels of the educational system». Moscow. 2006. 82 p 5. Kiselev A.V. Socio-pedagogical prerequisites for the formation of pedagogical competence among novice teachers in educational institutions // Proceedings of the Kaliningrad Border Institute of the FSB of Russia: a scientific collection. Kaliningrad: In the center of the FSB of Russia, 2010. – Vol. 3. – P. 112-117. 0,42 p. L.) 6. Korneeva I. G., Galeeva N. L. What to teach a scientist (experience in managing the development of professional competence of the Deputy Director of OIA 2-3 stops in the southern district of Moscow) // SS, Managing school No. 20, 2006 – http://upr.1september.ru 7. Andreev A.A. Distance learning in Russia:retrospective and trends.2013.from 85. 8. Borisova L.V. The problem of training teachers to work in the information and educational environment of distance learning with a remote contingent of university students// Vector of Science of Togliatti State University TSU.2011.No.4 (7) from 45-47 9. Zimnaya I.A. Key competencies – a new paradigm of the result of education// Theory of innovation and experimental activity.2009.No.2.from 7-14 10. Polat E.S. Methodology for determining the effectiveness of distance learning // Open education.2005.No.3 from 71-76 11. Kuzmina N.V. Ability, giftedness, talent of a teacher.L.Knowledge.1985 p. 32 12. Efimova O.S.,Nesterova A.V. Professional competencies of a university teacher// Pedagogy and psychology of education.2013.No.4.from 3-39 13. Gaponova G.I. Improving the professional competence of a higher school teacher as a means of realizing a potential resource of the educational environment of the university// Theory and practice of social development.2012.No.7 with 102-105.

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The importance of national and international assistance to children with autism spectrum disorder in the global world Tassimova Aislu Akhmadievna, (PhD), Professor, graduate of the Bolashak program in 2014, corresponding member of the International Concord Academy of France, «Best University Teacher» 2015 of Kazakhstan (tasimova49@mail.ru) West Kazakhstan innovative technological university, Department of pedagogy and psychology, Uralsk city

Mussaev Baurzhan Alpysbayevich, candidate of historical sciences, Associate Professor of the Department of Jurisprudence of the Faculty of Economics and Law (bamus76@mail.ru) Aktobe Regional University named after K. Zhubanov, Republic of Kazakhstan

Abstract This article is devoted to the problems of the disease of the century – a disorder of the autistic spectrum of children, autism.In her analytical research, the author pays special attention to the organization of early diagnosis,treatment and rehabilitation of children in Kazakhstan,since the situation in this matter does not correspond to the state’s obligations under international conventions and agreements on the rights of children with disabilities suffering from ASD. The authosr also draws the attention of the world community to the provision of methodological assistance in the rehabilitation and treatment in the leading clinics of developed countries of children suffering from ASD in Kazakhstan, to support the protection of the rights of disabled children deprived of speech and social contacts, to train their parents in the upbringing and socialization of children as equal members of society in this global world. Keywords: global world, treatment methods, autism spectrum disorder, disabled children, disease.

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Introduction In the global world, any disease, any infection has no national or regional borders, because this catastrophe covers everyone without exception, therefore, as part of this global world, we must develop protective, rehabilitation mechanisms and choose advanced treatment methods tested in developed countries, in the name of saving the human potential of the country.

Purpose and objectives Our research is caused by the fact that Kazakhstan, with its thriving economy, with international relations in many industries, has not yet recognized the importance of providing assistance and providing the necessary modern medicines and medicines to children suffering from autism spectrum disorder and providing the necessary conditions for disabled children in granting them the rights to treatment and rehabilitation, because these provisions are one of the points of the main international agreements and recommendations, which should be followed. Children suffer, especially since they have no speech, and parents wander around the world in search of determining the diagnosis, then treatment and rehabilitation of children (ASD) with autism spectrum disorder. In Kazakhstan, children become disabled because there is no equipment and specialists(HEALTH18: 41 19.11.2020 (updated 13: 07 20.11.2020) If you do not conduct newborn screening and monitoring of infant development, children may die – and such cases already exist in the country-or they become deeply disabled from hereditary metabolic diseases and genetic diseases, said the Ombudsman Aruzhan Sain (ALMATY, Nov 19-Sputnik). Commissioner for Children’s Rights Aruzhan Sain said that in Kazakhstan, children become disabled because perinatal centers lack the necessary equipment, do not conduct screenings, there are no specialists and there is no control over the development of young children. According to her, in 1993, children with cerebral palsy in Kazakhstan were 23 per 100 thousand, in 2016 – already 83 per 100 thousand. The same situation is observed for other types of disabilities.

Discussions We tried to analyze the publications of the periodical press, radio and television broadcasts over the past 5 years and came to the conclusion that parents and public associations, private centers created on the initiative of parents of sick children are still trying to bring this disease to the attention of the state, to reach out to state structures: the ministries of Health, Education and the Ministry of Labor and Social Protection of the population about the development of unified recommendations and decisions on providing appropriate assistance to children with disabilities suffering from attic spectrum disorder, but alas, they have not yet been heard. Why? How is this so? In Kazakhstan, there are many times more children with autism than statistics show, according to scientists at Nazarbayev University, who conducted a large-scale study to help doctors correctly diagnose and help such children develop and rehabilitate. This research project was led by Assistant Professor of the Nazarbayev University Michelle Somerton together with the members of the research project. The study found that the official statistics in Kazakhstan do not reflect the real number of children with autism. This is because the diagnostic process is largely subjective and relies on the personal observations of doctors, who themselves need more specific training and more modern research. M. Somerton conducted a survey and an anonymous survey of practicing doctors, psychologists, psychiatrists, speech therapists, pediatricians and family doctors. Most often, for parents of such children, they become the first point of contact in the diagnostic process, conducted confidential interviews with 26 specialists involved in the diagnostic process in four regions of Kazakhstan. She argued that research every year gives a clearer understanding of the nature of autism, the criteria for diagnosis also change. Therefore, it is extremely important to provide Kazakhstan specialists involved in the diagnosis of autism with the latest data. This is important because autism in children is not always associated with developmental delays. With proper work, such children can in many cases live a relatively typical life.( tengrinews.kz.Meyirim Smayyl, correspondent-editor.November 30, 2020). «There is a high need for training in Kazakhstan, new diagnostic models and updated knowledge about the manifestation and etiology of the disorder are needed. Training should include internationally recognized 62

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objective measures for screening and diagnosis, rather than existing protocols that only include subjective measures and rely very heavily on the judgment of a subject matter specialist,» Dr Somerton added. She explained that medical professionals ‘ judgments are always influenced by their training, attitudes, and beliefs, and if they don’t match current research, there may be a problem.(https://tengrinews.kz/kazakhstan_news/ detey-autizmom-kazahstane-bolshe-pokazyivaet-statistika-421451/) Kazakhstan needs to solve a number of serious problems with the identification and rehabilitation of children with autism, according to the head of the project «Zhas Urpak» Zhuldyz Satimova. According to many experts, in the country there is a multiple discrepancy between the official data on the number of children with autism, with the data of official statistics. So, if, according to the Republican Psychological, Medical and Pedagogical Commission, in 2018 there were 3 thousand 820 children with autism in Kazakhstan, then experts spoke of at least 10-fold excess of this indicator in reality. They refer to the World Health Organization’s estimate that one in 160 children worldwide has autism. According to the US Centers for Disease Control and Prevention, ASD (autism spectrum disorders) is diagnosed in every 60 children in the world. Based on these calculations, there should currently be at least 30 thousand children with ASD in Kazakhstan – it is only a matter of time before the official data and expert calculations differ and what Kazakhstan needs to do to identify and effectively rehabilitate these children in a timely manner. And children grow up without expecting positive changes from the state to help them.(DmitriyPokidaev:https://kursiv. kz/news/obschestvo/2020-03/pochemukazakhstanu-nelzya-ignorirovat-problemu-autizma) To the question – « What is the current situation with the diagnosis and rehabilitation of children with autism in our country?»– Zhas Urpak project manager Zhuldyz Satimova replied that we have specialists in the country, but, unfortunately, there are only a few of them. It is not known how well they are trained in various diagnostics» Diagnosis of ADOS is a tool that is the world’s gold standard for the diagnosis of autism. Therefore, many cases of autism are not detected or are detected at a later stage, although early diagnosis is very important for the success of rehabilitation(ADOS is a follow-up scale for the diagnosis of autism spectrum disorder. ADOS is a standardized diagnostic test for autism spectrum disorder (ASD) that was published by Western Psychological Services (WPS) in 2000 and is now available in 15 different languages.). Many studies confirm that the earlier the correction process begins, the more chances a child has for maximum rehabilitation. There is also confusion about diagnoses: doctors use diagnoses that do not exist in the international medical diagnostic guidelines DSM5 or MKB-11. Sometimes children are assigned «autistic traits, «or» autistic manifestations, «or» Asperger’s syndrome, « or other diagnoses that doctors say sound milder. This confuses parents and prevents them from choosing the right rehabilitation route. To the journalists ‘ question «Why are hundreds, maybe thousands of children deprived of full-fledged early rehabilitation in Kazakhstan?» the answer was that people do not know or have vague superficial ideas about what autism is. It’s not their fault. Until we faced the disease ourselves, we didn’t know much either. The answers show that the number of children with autism is either not kept at all, or is poorly maintained, or-what is especially sad – the subject matter itself is not understood. Early rehabilitation is based on early diagnosis. In Kazakhstan, there are problems with early diagnosis and there are several reasons for this, the first of which is a lack of public awareness. The more information about the early signs of autism is known, the more likely it is that parents will notice them and turn to specialists. Second – there is no screening by pediatricians and other pediatric doctors for early detection of children at risk. The third is the lack of qualification of many doctors in the diagnosis of autism. Every year there are more and more private centers for the rehabilitation of children with ASD. Autism rehabilitation is an expensive process that involves specialists from different disciplines. Not every parent can afford the necessary amount of remedial classes, and the state almost does not help. President of Kazakhstan K.Tokayev signed a decree on further measures of Kazakhstan in the field of human rights– human rights in relation to citizens with disabilities. For a long time, people with disabilities were simply recipients of social assistance, social services from the state, but all over the world, especially our country has ratified the Convention on the Rights of People with Disabilities (https://informburo.kz/novosti/tokaev-podpisal-ukaz-o-dalnejshih-merah-kazahstana-v-oblasti-pravcheloveka) (On February 20, 2015, the First President of the Republic of Kazakhstan N. Nazarbayev signed the Law of the Republic of Kazakhstan «On Ratification of the Convention on the Rights of Persons with Dis63

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abilities». The Convention on the Rights of Persons with Disabilities was adopted by the United Nations General Assembly on 13 December 2006). We are saying that people with disabilities should play an equal role alongside other citizens(https://24. kz/ru/news/social/item/479514-novyj-ukaz-prezidenta-rk-mnenie-eksperta).As I understand it, in Soviet times there was no such diagnosis. Now there are more children with autism, it is also called the disease of the century.

Results and Findings 1 Methodology and methods of research, methods of diagnosis of autism in post-Soviet countries through the eyes of parents of sick children

Autism spectrum disorder — mental, not acquired. But I have heard of cases where some children have it after vaccinations; many refuse them, because there can be sad consequences. No one knows the exact causes of autism. They are said to be divided into exogenous and endogenous. Exogenous — external factors, such as climate, ecology. Endogenous — internal, for example, severe pregnancy, childbirth and heredity. To notice the signs of autism is one thing, the second problem is to find a qualified specialist who will calmly present information about the diagnosis. An essay by one of the parents of a child with signs of autism reads as follows « Faina Ranevskaya has a good phrase: «The truth should be served as a coat is served, and not thrown in the face like a wet towel.» Our doctors, unfortunately, are not familiar with ethics. I was just told that we have autism, that’s all. That sounds scary. They don’t really explain anything, and if they tell you more, it’s not exactly in rainbow colors. They say that he will be backward, a vegetable, disabled, unable to communicate with the world. If they had explained everything to me in time, maybe I would not have lost so much time, I would have moved to Astana earlier. There are few opportunities for such children in Karaganda. Our doctors like to heal with pills. And how do they work? They slow down the child’s nervous system, he just becomes passive. Two years ago, we were prescribed one medicine – a small bottle with a volume of several milliliters, it cost at that time 16 thousand tenge. And this medicine is very rare, like other medications for the brain. We found it, started taking it, and went wild regression – the child became unmanageable, wild. I had to stop the treatment. It turns out, 16 thousand tenge for nothing. We took various medications, in courses and in fractions, but nothing helped us as much as behavioral therapy. We studied for four months. In such a short period of development, there was more than in all seven years. In centers with such therapy, they teach everything: from how to hold a spoon, go to the toilet and get dressed, to preparing for school». Kira (28 years old) and Matvey (8 years old) https://www.the-village-kz.com/village/children/children-experience/2903-ainalaiyn8.-The village Kazakhstan, August 13, 2018. A number of studies have shown that the frequency of autism does not depend on national, racial, geographical and many other factors, which emphasizes not the local, but the universal, global nature of this severe mental disorder. It is necessary, however, to specifically focus on two points that in the early (70 – 80 years of the XX century) works were noted even at the level of diagnostic criteria. For a long time, it was believed that autistic children are born more often in families with a high intellectual and social level. This opinion was formed at the early stages of the development of assistance to autistic children, when even among specialists (primarily child psychiatrists), the level of awareness about child autism was insufficient, the very concept of «child autism» was available only to a few, and such a diagnosis was generally considered casuistry, «the lot of the chosen». Imagine that a parent is informed that their child has deep mental retardation or malignant, nuclear schizophrenia, that he is «untrained» and that there are no prospects for intellectual, speech, personal, or social development. Who will take this for granted and follow the advice to hand over the child to the system of social protection institutions, and who will have the courage to doubt the diagnosis and continue to fight for the future of their child? The answer is clear, just as it is clear why parents with a higher social and intellectual level sooner or later managed to get to the correct diagnosis – «early childhood autism syndrome» – so it sounded in the ICD-9. In the ICD-9, all mental disorders are divided into four groups: 1) organic psychoses; 2) other psychoses; 3) neuroses, personality disorders (psychopathies) and other non-psychotic disorders; 4) oligophrenia. 64

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Gradually, information about autism spread more widely both among specialists and among the population; there were fewer and fewer erroneous diagnoses; the term «non-learning ability» was officially rejected; more and more rights appeared among citizens (remember the history of Russia over the past 15 years). The experience of the Dobro Society shows that if in the 70s and 80s there were many doctors and candidates of science, prominent figures of science and art, high – ranking officials among parents, now all layers of society are represented among parents. Similar trends have been observed abroad. In some works on the problem of autism, published in the 70s and earlier, it was pointed out that autistic children in the family are most often the first. These data were not quite correct, since it was not taken into account whether there are other children in the family – from the second or third births. A subsequent study of this issue, conducted more closely, showed that very often, if the first child was autistic, the family (even in conditions of high social security) does not decide to give birth to a second child because of the severe life problems that arose in connection with the first autistic child ( «genetic stoppind»). When studying some communities where it is customary for traditional or religious reasons to have as many children as given by nature, it is shown that children with autism are born both second and third.Another important aspect of epidemiology is the generally accepted fact that boys are 4-5 times more likely to have autism than girls. According to C. Gillberg (1989),among children with severe autistic disorders, boys and girls are found approximately equally, while with mild disorders, the ratio of boys and girls is much higher than 5:1. (Epidemiology of childhood autism.( Morozov S. A., Children’s autism and the basics of its correction, 2002).

Results and Findings 2 The causes of autism and generally accepted concepts about this disease in post-Soviet countries

Autism spectrum disorder is a common developmental disorder that can occur in a child in early infancy or childhood. It is primarily associated with problems of communication with other people. The reasons may be problems of intrauterine development, physiological stress, genetic load, or a strong stress factor in the general weakness of the child. That is, we are talking about such a strong stress, in which the instinctive defense mechanism is triggered, and the protective function of the body changes dramatically. If a healthy child is interested in something new, then for an autistic child it is a strong shock, from which he tries to isolate himself in every possible way. With such a violation, the child ceases to master the outside world, reacts negatively to the people around him and even to his parents. Only orderly, repetitive actions give him peace of mind. Also, an autistic person has difficulty understanding the social context of the situation, and has difficulty in emotionally empathizing with other people, even those close to them. If we talk about the difference between autism and other developmental disorders, it can be noted that autism is not a genetic disorder, as in the case of Down syndrome, and therefore can be corrected. Cases of overcoming autism have been reported. Autistic children may experience problems in coordination, but are amenable to developing skills through training, in contrast to the situation with Cerebral Palsy. It is important to note that regardless of what difficulties in the development of the child faced, others, in one way or another, are responsible for his development, active inclusion in social life. Developing inclusive, legal, and empathy programs can affect our children’s future.(Elizaveta Makeeva is a social psychologist.https://www.the-village-kz.com/village/ children/children-experience/2903-ainalaiyn-8). Organic damage to the central nervous system is considered in connection with the etiology of autism for more than 50years, since the publication of S. S. Mnukhin’s article « On neurotic and psychopathic personality changes due to alimentary exhaustion in children «(1947); this work became the basis for the emergence of the concept of»organic autism». As experience shows, the majority of children with a diagnosis of «childhood autism» with careful examination almost always show signs of organic damage to the central nervous system: disorders of muscle tone (both hypo – and-much less often-by the hypertensive type), erased signs of cerebral palsy, non-rough phenomena of hydrocephalus or hypertension syndrome, other signs of perinatal encephalopathy. The origin and qualification of many (if not most) of these violations are difficult to establish. The neuroregulation of CNS functions normally carried out by opioid peptides, 65

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such as enkephalins and endorphins, could be intensified to such an extent that normal processes in the CNS would be deeply damaged. Such a high intensity of opioid activity (and endorphins and enkephalins are found primarily in the limbic system, hypothalamus, and pituitary gland) could lead to various disorders of a large number of CNS functions: perception, cognitive functions, emotions, mood, and behavior. The same mechanisms can lead to a violation of the higher cortical functions and the appearance of many symptoms characteristic of autism. The nature of these effects can be read in detail in the book «Autism: metabolic disorders and their correction» (1999).

Results and Findings 3 Attractiveness and reliability of the methodology and methods of Turkish medicine in the diagnosis and rehabilitation of childhood autism

Beat Autism Now (DAN!) is a project of the Autism Research Institute, founded in the 1960s by Dr. Bernard Rimland. DAN! The doctors were trained in the «DAN! Protocol,» an approach to treating autism that starts with the idea that autism is a biomedical disease. In particular, DAN! doctors believed that autism was a disorder caused by a combination of a reduced immune response, external toxins from vaccines and other sources, and problems caused by certain foods.DAN! The protocol was founded in 1995 and during its brief heyday was well-regarded by a group of autistic parents and researchers who firmly believed in the possibility that autism could be cured with biomedical interventions ranging from nutritional therapy to the removal of heavy metals from the body (chelation) to hyperbaric oxygen treatment. «Traditional medicine has largely failed to treat autistic people. Recently, the Autism Research Institute-Autism Now! (DAN!) initiatives that have successfully advanced the medical treatment of autism to the point that some children largely recover and can lead somewhat normal lives. Changing the diet and gastrointestinal system is the most important part of this integrative therapy « – noted in the recommendations of diets for children with autism spectrum disorder DIET FOR CHILDREN WITH AUTISM by Prof. Dr. Ahmet Aydin (besahmet@yahoo.com) Research by Dr. Necip Cem KINACI MD President & Medical Director of Autism Medical Institute has shown promising results when using (hyperbaric oxygen therapy HBO)to reduce the inflammatory symptoms associated with autism in the brain and gastrointestinal tract, and to actually heal these damaged systems. INDICATIONS: PDD autism spectrum disorders, Lyme disease, Viral overload, low immune system delivered by the doctor to my 5-year-old grandson after our wanderings over the past three years, payments of fabulous funds from the family budget in rehabilitation centers in Russia and unsuccessful treatments of children’s doctors in the region, finally gave hope for the future of the child. We have lost years that need to be replenished, but alas, there is absolutely no help from the state and the executive bodies of the municipality, as they get off with those tiny funds allocated for the maintenance of disabled children and advise you to get psychotropic drugs prescribed in the protocol of the republican health care of 2015. Based on our experience,analysis of the history of many parents of post-Soviet countries,we came to the conclusion that it is time to protect the rights of children suffering from autism spectrum disorder in Kazakhstan. In the implementation of this humane mission, We very much hope for the help of developed countries, participants of this symposium, because the road map and methods of rehabilitation are written down, and there is no one to carry them out, and solid funds are required, not on the shoulder of a young family raising two children.

Summary: As already noted, autism is more common than isolated deafness and blindness combined, but statistics on the frequency of occurrence are ambiguous. There are reasons for this: • insufficient qualitative certainty of diagnostic criteria; • differences in the assessment of the age limits of the syndrome (in Russia – almost no older than 15years, in Western Europe, the United States and Japan – no age restrictions); 66

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•

differences in understanding the causes of childhood autism, the mechanisms of its development, and the very essence of autism. In the classic Russian and foreign studies, the frequency of childhood autism is usually estimated as 4-6 cases per 10 thousand newborns. In practice, however, there are a large number of children whose symptoms do not strictly meet the medical criteria, but, nevertheless, the autistic syndrome is the leading one in the clinical picture and the correction methods used in autism are the only possible ones. The famous English psychologist L.Wing developed other clinical and psychological diagnostic criteria, the use of which showed that autism occurs with a frequency of 15-25 cases per 10 thousand newborns.

But unfortunately, Kazakhstan doctors are still guided by the RCRP (Republican Center for Health Development of the Ministry of Health of the Republic of Kazakhstan ) Version: Clinical protocols of the Ministry of Health of the Republic of Kazakhstan-2015.ICD Categories: Atypical Autism (F84. 1), Childhood Autism (F84. 0)Sections of medicine: Pediatrics, Psychiatry, Protocol users: emergency physician, paramedic, child psychiatrists, child psychotherapists, general practitioner, pediatrician, where medical treatment is provided:they are the main ones.For example, the following neuroleptic drugs are prescribed in this protocol. Neuroleptic drugs-designed to stabilize the mental state, eliminate psychopathological disorders and relieve motor arousal. The range of drugs is small due to age restrictions (clozapine, haloperidol, trifluoperazine, levomepromazine, chlorpromazine). A separate subgroup consists of long-acting neuroleptics intended for medical control of the mental state in outpatient settings (haloperidol – adecanoate,flufenazine). The appointment of atypical neuroleptics of the last generation is possible in the case of proven (at a meeting of the HCC) ineffectiveness of standard therapy and with the written consent of the child’s legal representatives. Additional medicines (Table 3 and 5): M-N-Cholinolytics-trihexyphenidyl-is intended for the correction of extrapyramidal side effects that are likely to occur during therapy with neuroleptics. Antidepressants-designed to relieve concomitant depressive symptoms (amitriptyline, sertraline, fluvoxamine), neuroleptics-designed to correct behavioral disorders (chlorprotixen, thioridazine) Tranquilizers-designed to eliminate anxiety disorders and relieve motor arousal (diazepam, phenazepam, clonazepam)Normotimic drugs-are intended for mood stabilization, drug control of violations of biological rhythms (carbamazepine, valproic acid, lamotrigine).

References 1. Gordon, J.-S. (2013). Is Inclusive Education a Human Right? // Journal of Law, Medicine and Ethics. Vol. Human Rights and Disability. Р. 754‒767. 2. Encyclopedia of Autism Spectrum Disorders / Ed. F.Volkmar. – N.Y.: Springer, 2013-2016. 3. Morozov S. A. Assistance to persons with autistic spectrum disorders Abroad. URL:http://centrrazvitia.ucoz.ru/publ/pomoshh_licam_s_rasstrojstvami_autisticheskogo_spektra_za_rubezhom/7-1-0-81 4. Morozov S. A. «Autism: metabolic disorders and their correction» (1999).Morozov S. A. CHILDREN’S AUTISM AND THE BASICS OF ITS CORRECTION 5. SPEAK UP– System for Protection and Empowerment of Autistic Child as victim of abuse or Unintentional Perpetrator (2013-2015) http://www.autismeurope.org/activities/projects/speak-up-2.html 6. Centers for Disease Control and Prevention (CDC). Mental health in the USA: parents ‘ report on diagnosed autism in children aged 4-17 years-USA, 2003-2004. Morb Mortal Wkly Rep. (2006) 55: 481-6. – PubMed 7. K. Z. Saduakasova, L. Z. Yensebaeva AUTISM. HISTORY OF DEVELOPMENT. THE SITUATION IN KAZAKHSTAN page 176 «Bulletin of Kaz NMU» https://kaznmu.kz/press 67

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ANALYSIS OF HUMAN RESOURCE MANAGEMENT IN THE HEALTHCARE SYSTEM OF THE REPUBLIC OF KAZAKHSTAN Vikulenko Y.R., Supervisor of studies: head of the department «Economics and Management» Smagulova Karakoz, student of gr. GMUSS-21-01 Central Kazakhstani Academy, Karagandy Kazakhstan Sahoo Sunil, Medical Business student of 9 semester International High School of Medicine, Bishkek, Kyrgyzstan/ India

Abstract Relevance of the research. One of the priorities of institutional and structural reforms implemented by Kazakhstan in the years of its independence is the formation of system conditions for the development and growth of the country’s human capital. The issue of human capital development has always been in the focus of both conceptual documents determining the development strategy of the state and society, and real actions taken by the political leadership of the country. Human capital is one of the modern world trends. Human capital is the main economic resource of the XXI century, increasing the GDP of the country, which has turned into the main productive and social factor of economic development of the Republic of Kazakhstan. The purpose of the study of environmental impact on human resource management is to analyze the formation and development of human resources by highly qualified specialists and staff, capable of meeting the objectives and activities aimed at further improving the health care system in the Republic of Kazakhstan to ensure a high level of quality of medical services.

Introduction An important direction of effective management of human capital as a basis for the development of the national economy are the tasks of qualitative growth of human capital, acting as a driving force of modernization processes. For this purpose, educational programs are developed and updated, the task of which is to train specialists on the basis of advanced knowledge and practices. In addition, attention is paid to the development of the scientific sphere as a transfer of new technologies in all significant areas and sectors. Human capital is becoming the most important factor of the country's economic growth, the basis for its sustainable development, and the creation of a «smart economy. The need to create effective systems to ensure the high quality of human resources is that: • the more people are included in professional activities, the more they accumulate life and professional experience, the less time they need to qualitatively solve professional tasks, the more value they represent; • it is the most complex object of social management; • professionalization of activities requires great capital intensity for the formation of professionals; • high efficiency of professionals' activity in the organization is achieved by creation of rational management of their opportunities. 68

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The year 2020 was a watershed year in all spheres of life. The coronavirus infection that caused the pandemic has changed the way people live. It showed that health is the greatest value that requires constant attention, care, and strengthening. Governments of all countries have united in the fight against COVID19. Extensive work has been done in Kazakhstan to support and rehabilitate the health sector. The COVID-19 pandemic is a global challenge to health, social and economic systems. Although many countries are facing a second wave of infection, governments around the world have accelerated their medium– and long-term national strategies to stimulate economic recovery from the COVID-19 pandemic. These activities include responding to environmental challenges to green economic recovery. One of the nation's public policies is to improve the quality of health care services and develop a hightech health care system. Quality includes the provision of appropriate and cost-effective medical services, and depends on many factors, among which one important role is played by the level of professionalism and motivation of health professionals to improve it. Modern policy of health workforce development in many countries is based on shared responsibility of both government and society, including professional medical associations. The government tries to regulate, define, meet the real needs in the health workforce, as well as to support, direct and control the activities in the field of education and training of personnel and their effective use by the society. The policy aims to meet the need for a qualified and experienced health workforce in accordance with the development of medical science and technology. The COVID-19 pandemic, which emerged in early 2020, against the background of existing problems in the industry, has put an additional burden not only for Kazakhstan's health care system, but also for the health care system on a global scale. In the created conditions of rapidly increasing demand for medical care and a shortage of health workers in the health care system, some countries were on the verge of a crisis. In order to preserve continuity in the provision of life-saving medical care and to channel free human resources to combat disease, it is necessary to train specialists, to retrain existing personnel, and to mobilize health workers.

Main part As in many countries, the COVID-19 pandemic had a negative impact on the economies of Eastern Europe, the Caucasus and Central Asia, whose governments' response has been to mitigate the impact of the pandemic on the health system and to support affected businesses and workers. As part of the response, most EECCA countries have also implemented measures that can contribute to environmental goals. Nevertheless, much remains to be done to ensure that recovery plans accelerate the transition to a green economy, thereby increasing resilience to external shocks. Everyone has felt how important a country's social subsystems are, especially in the case of a pandemic. Almost all countries are seriously reviewing their models of health care development and the quality of financing of various health care programs. As a result, the priority of affordable and efficient health care has become a central part of national efforts. Kazakhstan is seriously planning to re-equip medical facilities and build new modern medical centers in all major cities and regions, as the accessibility and efficiency of health care is a top priority for each country. All these priorities are based primarily on economic and budgetary opportunities, so building a diversified economy is a project of continuation of the reforms that were outlined in the previous decades – this includes a departure from oil dependence, building a non-oil economy. It is very important to focus on attracting investment. It is no coincidence that the priority of developing active economic trade diplomacy, in particular, at the meeting of the Supreme Economic Council on reforms recently heard the approaches to attracting investment, Kazakhstan is focused on regional leadership. Management of human resources in health care organizations is a complex process, carrying out which it is necessary to take into account also internal specifics of work of medical organization, to choose decisions according to current staff situation, to provide organization with specialists, to organize rational use of personnel potential of organization, as well as to control professional development of medical workers. Human resources of a medical organization, i.e. its employees, are in constant motion (hiring, personnel transfer, temporary disability, referral for advanced training, dismissal, etc.). The staff composition of 69

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the enterprise is heterogeneous and is grouped by education, length of service, qualifications, age category, positions held. The following measures are provided for staffing medical organizations with qualified human resources: • Increasing the number of grants for the training of medical workers; • Introduction of a system of insurance for the professional liability of doctors; • Gradual increase in the wages of medical workers, to the level of more than two and a half times higher than the average wage in the economy by 2023. So, as of 01.01.2021 the number of doctors of all specialties in the Republic of Kazakhstan amounted to 76443 thousand people, which is 12588 thousand people more than in 2010 (Picture 1) [1].

Figure 1. The number of doctors of all specialties in the Republic of Kazakhstan for the period from 2020-2020, thousand people Note. Compiled by the author on the basis of the source: [Electronic resource]. Access mode: www.stat.gov.kz for 2010-2020.

From 1 January 2021 the salaries of 247,000 medical workers were increased, doctors by 30 per cent and nurses by 20 per cent. Thus, in 2023 the average salary of doctors will be about 561 thousand tenge, nurses – 210 thousand tenge. A compulsory social health insurance system has been in place since 1 January 2020. Thanks to the implementation of the MHI system the cost of a package of medical services per person has increased threefold from 55,000 tenge to 154,000 tenge. At the same time, funding will increase in 2020: • Consultative and diagnostic services by 3.4 times; • Computer diagnostics by a factor of 2 • Magnetic resonance imaging (2.6 times) • high-tech medical services by 16%. The success of healthcare depends on the competitiveness of its components: the medical service offered to consumers and medical organizations, as well as the level of professionalism of medical workers. Therefore, the author proposed to determine the factors that influence the indicator «Health care costs, including staffing» using the correlation and regression analysis. In this regard, it was proposed to determine the factors that have an impact on the indicator «Health care costs, including staffing», million tenge. To do this we will use the correlation and regression analysis. Let us hypothesize that there is a relationship between the indicator under consideration and the following factors: • The number of doctors of all specialties, thousand people; • the number of nurses, thousand people; • the number of hospital organizations, units; • the number of hospital beds, thousands of units; • Number of beds for sick children, thousand units. The statistical data used for the analysis for the period from 2010 till 2020 is presented in Table 1 [1]. 70

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Table 1. Dynamics of the considered indicators for 2010-2020

Year

Expenditure on health care, including staffing, million tenge

Number of physicians of all specializations, thousand persons

Number of mid-level medical personnel, thousand persons

Number of hospital organizations, units

Number of hospital beds, thousand persons

Number of beds for sick children, thousand persons

2010

876,1

63,8

143,8

998,0

119,0

20,5

2011

955,9

62,2

159,9

1009,0

117,7

20,1

2012

1165,6

64,4

168,7

990,0

113,0

19,2

2013

1281,5

66,0

169,6

995,0

107,5

18,3

2014

1433,1

68,9

160,1

911,0

105,2

18,6

2015

1484,8

69,7

163,9

901,0

102,5

18,6

2016

1761,5

74,6

170,8

877,0

100,1

18,6

2017

1852,9

72,1

175,2

853,0

99,5

18,2

2018

1985,4

72,9

175,7

788,0

98,4

18,6

2019

1986,7

74,0

179,8

749,0

96,3

19,4

2020

2019,8

76,4

185,7

773,0

127,4

20,8

Note. Compiled by the author on the basis of the source: Official resource: Bureau of National Statistics of the Agency for Strategic Planning and Reforms of the Republic of Kazakhstan for 2010-2020. Access mode: https://www.stat.gov.kz

The results of the regression analysis applied to the growth rates of the initial data show that a statistically significant and reliable relationship is observed between the total expenditures on health care, the number of doctors of all specialties and the number of nursing staff (Table 2). Table 2. Growth rates of the considered indicators for 2011-2020

Year

Growth rate of expenditures on health care, including staffing, %

Growth rate in the number of doctors of all specialties, %

2011

9,1085

-2,5078

2012

21,9374

2013

Rate of growth of the number of paramedical personnel, %

Growth rate of the number of hospital organizations, %

Rate of growth of the number of hospital beds, %

Growth rate of beds for sick children, %

11,1961

1,1022

-1,0924

-1,9512

3,5370

5,5034

-1,8831

-3,9932

-4,4776

9,9434

2,4845

0,5335

0,5051

-4,8673

-4,6875

2014

11,8299

4,3939

-5,6014

-8,4422

-2,1395

1,6393

2015

3,6076

1,1611

2,3735

-1,0977

-2,5665

0,0000

2016

18,6355

7,0301

4,2099

-2,6637

-2,3415

0,0000

2017

5,1888

-3,3512

2,5761

-2,7366

-0,5994

-2,1505

2018

7,1510

1,1096

0,2854

-7,6202

-1,1055

2,1978

2019

0,0655

1,5089

2,3335

-4,9492

-2,1341

4,3011

2020

1,0166

1,0324

1,0328

1,0320

1,3229

1,0721

Note – Compiled by the author on the basis of calculations made

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Figure 2. Dynamics of the growth rate of the considered indicators for the period from 2011-2020, % Note. Compiled by the author on the basis of calculations made

The results of the least squares approximation of the data are presented in Table 3. Table 3. results of the estimation of the equation of the growth rate of total health care expenditures

0,721

0,520

Adjusted R2

0,350

Fisher's test

3,245 (

)

variables Growth rate of total health care expenditures, % - dependent variable Constant

50,130*

Regression coefficients Growth rate of the number of doctors of all specialties, %

1,652*

Growth rate of the number of nursing staff, %

0,679***

Note. Compiled by the author on the basis of calculations made

The analysis of the parameters of the equation of the paired linear regression allows us to draw the following conclusions: • A 1% increase in the rate of physicians of all specialties would increase the rate of increase in total health care expenditures by an average of 1.652%. 72

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•

A 1% increase in the number of nurses would increase the growth rate of total health care expenditures by 0.679% on average.

The activity in the field of health care assumes that the human resources have a high level of special education, so medical organizations employ specialists with secondary, higher, postgraduate and/or additional medical or other professional education necessary to perform the declared works (services) and a specialist certificate (for specialists with medical education), and a low percentage (0.1%) of employees without basic general education who are engaged in the maintenance of a medical organization [2]. It should be noted that against the background of the reduction of medical organizations the number of patients' applications for medical care, on the contrary, tends to grow steadily.

Figure 3. Dynamics of health indicators for the period from 2010-2020 Note. Compiled by the author on the basis of the source: [Electronic resource]. Access mode: www.stat.gov.kz for 2010-2020.

According to WHO, by 2035, the globalized global health workforce deficit will be about 13 million health workers worldwide. Factors that ensure effective planning of human resources: • availability of reliable information on the situation in the labor market (data on the number of working, non-working professionals, data on the number of schoolchildren with inclinations to medical specialties, information on the need for personnel, etc.); • adequate forecast of the health of the population; • clearly articulated qualification characteristics of specialists needed in the future; • qualitative understanding and interaction of organizations that train future specialists (universities, research institutes, colleges), medical organizations and structures that carry out planning of human resources for health care. Human resource management systems in Kazakhstan are changing rapidly – constant innovations in the system of labor relations, changes in the economic environment and changes in human resource strategies of companies, respectively, the attitude to HR qualifications is changing. Given the importance of the work being done on planning and forecasting of human resources, the «Strategic Development Plan of the Republic of Kazakhstan until 2025» was approved, which strengthened the role of the regions in the work of forecasting and planning, increasing the level of employment of the regions [3]. It is proposed to improve the quality of medical care as follows (Figure 4). 73

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Figure 4. Activities aimed at the development of human capital

In order to forecast and plan human resources, the main problems of state personnel policy in health care were identified: • Lack of motivational incentives to work; • low salaries; • insufficient social protection of health workers led to a decrease in the inflow of young personnel into the health sector and the «aging» of medical personnel. The situation with the attraction and retention of personnel in rural areas is quite serious; • insufficient technical equipment of workplaces is problematic; • weak support from the managerial staff; • outdated principles of work of personnel services; • unattractive social infrastructure of rural settlements; • uneven distribution of HRH in the republic depends on the degree of infrastructure development of the region, on the geographical location and economic development [4]. Thus, as an important object of human resource management in health care organizations is the result of labor activity of human resources, which determines the effectiveness of the health care system.

References 1. Bureau of National Statistics of the Agency for Strategic Planning and Reforms of the Republic of Kazakhstan for 2010-2020. [Electronic resource]. – Access mode: www.stat.gov.kz for 2010-2020. 2. Ayypkhanova A.T., Nurgalieva Zh.T., Shorina A.B., Ospanov D.M., Yelyubaev A.S. Methodological recommendations of the MH RK «Methodology of statistical evaluation of medical organization activity». – Nur-Sultan, 2019. 3. Draft State Program for Improving Public Health for 2020-2025 – Nur-Sultan, 2019. – 38с. [Electronic resource]. – Access mode: http://www.rcrz.kz/ 4. Sectoral Qualifications Framework «Human Resource Management». Nur-Sultan, 2019. – с.106

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Strategy of geo-economics development of the Kyrgyz Republic and Chinese People’s Republic at the global economic arena Zenina Elena Vyacheslavovna (Lzenina@list.ru) Non-Profit Educational Institution. Educational Scientific and Production Complex «International University of Kyrgyzstan» (NPEI ESPC IUK), Bishkek, Kyrgyz Republic

Berdibaeva Kaken Tolebaevna (kaken59@mail.ru) Kyrgyz Economic University (KEU) named after M. Ryskulov, Bishkek, Kyrgyz Republic

Kramarenko Anna Igorevna (anyuta_kopytina@mail.ru) Non-Profit Educational Institution. Educational Scientific and Production Complex «International University of Kyrgyzstan» (NPEI ESPC IUK), Bishkek, Kyrgyz Republic

Abstract This article discusses the strategy of geo-economics as a vital system of relations between the Kyrgyz and Chinese People’s Republics, through the integration processes of interaction between states in the Eurasian Economic Union and the Shanghai Cooperation Organization, in order to promote real projects for the benefit of the two states. Keywords: geo-economics, state, migration, resources, projects, integration.

Current geo-economic configurations indicate that despite the importance of cooperation within the framework of the Eurasian Economic Union (EAEU hereinafter) for the sake of national interests Kyrgyzstan should consider alternative access to the global economic space. In this regard, the answer could be the acceleration of cooperation of the Kyrgyz Republic (hereinafter referred to as the KR) with the People’s Republic of China (hereinafter referred to as the PRC) in the field of geo-economic development, which should be reflected not only in the new National Strategy for Sustainable Development of the KR, but also in real actions. In general, «geoeconomics» can be defined as a system of relations formed between economic entities and between states in order to accelerate development and strengthen competitive positions through the achievement of overall synergies arising from the harmonization of economic interests in the effective use of external environment factors and internal potential, including through the creation of various forms and levels of integration interaction [1]. Almost all leading political scientists and economists unanimously note that in its Central Asian policy, the PRC is extremely cautious about political measures. Moreover, China is probably the only global player today that declares and, most importantly, so far strictly adheres to the principles of non-interference in the internal affairs of other countries. Talking about prospects, of course, we cannot rule out a scenario in which China will be the key person ensuring security in the region, within the framework of the Shanghai Cooperation

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Organization (SCO further in the text). If we talk about stabilizing the situation economically, of course our eastern neighbor will play a key role in this. The analysis of the events on the territory of the Central Asian states (Central Asia hereinafter) shows the degree of increase of dissatisfaction with the policy of Chinese Transnational Companies by the population of the countries of the region [2]. Naturally, the form of PRC’s presence in Central Asia is evolving, as is the positioning of the Chinese themselves here. Recent years in the KR have shown an increase in the number of Chinese labor migrants associated with the implementation of joint projects [3]. In other words, as it expands its participation in the Central Asian economy, the PRC is gradually becoming the dominant power. As practice shows, when China implements major projects in foreign countries, it is generally not too eager to share its own technology. But when it comes to the agricultural sector, China will undoubtedly be forced to transfer technology and, moreover, share experience. This is due to the fact that in any project there is an exchange according to different formulas: resources in exchange for credit, raw materials in exchange for technology, etc. In this case, the countries of the region, of course, do not benefit too much from the scheme – resources in exchange for credit or finance, and therefore it is necessary to adopt the useful experience of China in those areas in which it excels. Everyone was interested in the question of whether the Customs Union (CU) is an opportunity for China to increase the market for its goods produced in Kyrgyzstan (a country with a relatively cheap labor force)? Indeed, from the very beginning of its functioning, the CU and then the EAEU provoked a mixed reaction from China. Initially, China’s expert community sounded the alarm about the negative impact of the emerging customs union of Russia, Kazakhstan and Belarus on China’s export opportunities. Entire battles broke out over Russia’s intentions to restrain China’s westward expansion through the Central Asian countries. It went so far that prominent Chinese analysts and public figures openly called on the remaining Central Asian countries, and primarily Kyrgyzstan, to refuse to join the CU. At present, the functioning of the common customs borders of the five countries opens up new opportunities for China to speed up the delivery of its goods to Europe. After all, to get to markets in Eastern Europe, goods from China need to go through complex customs procedures only on the border with Kazakhstan, and then directly to Europe through Russia and Belarus. In other words, even here the Chinese authorities were able to find and turn «a challenge into an opportunity. There were many questions regarding the inflow of investments from China into Kyrgyzstan after Kyrgyzstan’s accession to the CU and then to the EAEU. In general, it is difficult to overestimate the importance of Central Asia in Chinese diplomacy. There are several areas in which the Kyrgyz Republic occupies a key place in China’s foreign policy strategy. With China strategically encircled by unfriendly powers, which form a semicircle, Central Asia has consistently been China’s strategic rear. Moreover, given the permanent relevance and explosiveness of the situation in Xinjiang, it is important for Beijing to have a stable periphery from which to avoid feeding the anti-Chinese movement in Xinjiang. With the growing competition for access to energy resources, as well as increasing politico-military tensions in the world, the risks to the uninterrupted supply of raw materials via maritime communications to China have increased. At the same time, there is a continuous growth of international traffic between the regions of Europe and Asia, where China is the main exporter of products. This requires the Chinese leadership to create a comprehensive transcontinental communication corridor that would involve the use of all modes of land transport. Given this circumstance, the PRC authorities pay great attention to the formation of rail, road and pipeline transport in the direction of the EU states through the territory of the Central Asian republics. PRC’s active actions in creating transport corridors and its proposed large-scale projects can bring great economic dividends to the Central Asian states. Here the Central Asian states have every chance of becoming the main transit-transport corridor between China and Europe. On this basis, an important goal of the Kyrgyz Republic’s transport policy should be to increase the level of integration of its own transport system with the global transport network. As the results of the SCO Summit in Dushanbe showed, the prospects for the Chinese Silk Road revival project are quite extensive. 76

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«The Republic of Kazakhstan, the Kyrgyz Republic, the Islamic Republic of Pakistan, the Russian Federation, the Republic of Tajikistan and the Republic of Uzbekistan, while affirming support for China’s One Zone, One Road initiative (OZOR), noting the ongoing work on joint implementation of this project, including efforts to link the construction of the Eurasian Economic Union and the OZOR.» [4] It also draws attention to the fact that Moscow, in general, supports Beijing’s geo-economic project, unequivocally noting that it will not be possible to implement it without Russia’s participation. This proposal was overdue for quite a long time, because having become a global trading power, China sooner or later had to outline its own vision of the formation of economic relations in neighboring regions. The Chinese initiative, as we know, is primarily aimed at expanding transport and logistics links between China and all members of the Silk Road Economic Belt. And, in terms of economic attractiveness and subsequent deepening of trade and economic relations with China and becoming a bridge between entire regions and continents, this project is certainly interesting for the Central Asian countries. Today we are witnessing a complete refutation of the thesis of the famous American expert Zbigniew Brzezinski, who claimed that: «China is not a world power, but a regional power» [5]. It is safe to say that China has finally emerged as a global power and, accordingly, Chinese policy is also acquiring the features characteristic of this status. At the same time, the renewal of power in China and Kyrgyzstan at this stage should be seen as an excellent moment for synchronous development – the acceleration of cooperation and the advancement of real projects that could serve the interests of both countries.

References 1. Tolstikov D.A. Geoeconomics – textbook. Omsk: Omsk State Technical University, 2019. 108 c. 2. Akylbekov, T.A., Makiev, A.T. Migration processes in the social development of Kyrgyzstan // Bulletin of Moscow Financial and Legal University, No. 1, January 2019. c. 119-125. 3. Nurdinova, K.Kh., Dzhanibekova, V.B. To the question of Chinese migration, security problems // Actual problems of our time: science and society, No. 2, Feb 2018. p. 19-22. 4. // http://rus.sectsco.org/economy/: [сайт]. [2021]. URL: file:/C:/Users/user/Downloads/ 5. [2021]. URL: https:/royallib.com/read/bgezinskiy_zbignev/velikaya_shahmatnaya_doska. html#636985

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MEASURES TO REDUCE RISK OF RADON TOXICITY IN THE CONSTRUCTION OF BUILDINGS AND STRUCTURES Zhumagulova R.E., candidate of technical sciences, associate professor of IEC Zharaspaeva G.Zh., candidate of technical sciences, associate professor of IEC KazGASA, Almaty, Kazakhstan

Abstract The article is based on the synthesis of domestic and foreign data, shows the main sources and ways of radon in buildings, formulated the basic principles of their anti-radon protection, classifies methods and means of protection, outlines recommendations for their practical implementation in the design and construction of buildings. Keywords: radon, protection, safety, ventilation, civil engineering, activity

According to the sanitary rules «Sanitary and epidemiological requirements for ensuring radiation safety», when selecting sites for the construction, residential houses and social and residential buildings are assigned to the areas with a gamma background not exceeding 0.3 μSv/h, and with the density of the radon flux from the surface of the soil is not more than 80 (mBq/cm2). According to p. 320 – in the building design a radon protection system (monolithic concrete pillow, improved insulation of the basement floor, etc.) is provided for the construction of a building on site with a radon flux density of more than 80 (MBq / cm2) [1]. The purpose of anti-radon protection of buildings is to ensure compliance with the requirements of p. 4 subpar. 29 of the hygienic standards «Sanitary and Epidemiological Requirements for Ensuring Radiation Safety» and Order No. 155 of the Minister of the National Economy of the Republic of Kazakhstan of February 27, 2017, according to which the average annual equivalent equilibrium volumetric activity of radon isotopes in indoor air should not exceed 100 Bq / m3. In order to ensure the environmental safety of construction and increase the efficiency of the use of territories, more and more attention is paid to natural radioactivity. According to numerous studies of domestic and foreign scientists, the main radiation background on the planet is created by natural radiation sources, in particular, radon, which constitutes a significant (up to 60% or more) part of the total radiation dose. The average world dose of irradiation of people due to all natural radiation sources is about 2.4 mSv / year with a typical dose range of 1.0-13 mSv / year. The following values of effective doses characterize the relative degree of radiation safety of the population from natural radiation sources: at a dose of less than 2 mSv / year, it is considered that the irradiation does not exceed the average dose values from natural radiation sources; from 2 to 5 mSv / year – the irradiation refers to increased; more than 5 mSv / year – to a high level [2]. The main contribution to the irradiation of the population by natural sources of radiation is made by the short-lived isotopes progeny in indoor air (60-70%) and external irradiation (20-30%), while the remaining ones account for up to 10% of total doses. In 1988 the Congress of the World Health Organization and the International Agency for Research on Cancer, on the basis of nu78

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merous studies, recognized that the intake of radon into the human body is dangerous and can provoke lung cancer. Taking into account the fact that on average the urban resident spends almost 80% of the time indoors, there is a need to pay serious attention to the problem of protecting the health of the population from radon exposure in buildings. When solving tasks of anti-radon protection of buildings, radon sources are objects from which radon directly enters the premises regardless of the nature of its appearance in these objects. The presence of radon in the air of a room may be due to its intake from the following sources: • soils under the building; • fencing structures made with the use of building materials from rocks; • outside air; • water from the building water supply system; • fuel burned in the building. Mechanisms and ways of radon entering the building. The average world values of volumetric activity (concentration) of radon in the outside air at a height of 1 m from the surface of the earth are from 7 to 12 Bq / m3 (background value). In areas with saturated radon soils, this value can reach 50 Bq / m3. There are areas where the radon activity in the outdoor air reaches 150 or more Bq / m3. With the construction of the building site area is isolated from the surrounding space, therefore radon released from the underlying ground under the building can not be freely dispersed in the atmosphere, penetrates the building, and its concentration in the air of the premises becomes higher than in the outside air. The inflow of soil radon into the premises is conditioned by its convective (along with air) transport through cracks, cracks, cavities and openings in the enclosing structures of the building, as well as diffusion transfer through the enclosing structures. The main ways of radon entering the building are shown in Fig. 1.

Figure 1. The main ways of radon entering the building

1 – isolation from the materials of enclosing structures, 2 – seams and joints between elements of enclosing structures, 3 – cracks and voids in the enclosing structures, 4 – openings for building utilities in the underground part of the building and basement floor. It is necessary to understand that the measures for anti-radon protection of the building, carried out at the stages of its design and construction, are more effective and require fewer expenses than measures to reduce radon in the already constructed building. 79

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At present, there are no normalized methods for calculating the required parameters and determining the optimal type of anti-radon protection. The procedure for this choice is heuristic and in each case is based on the analysis and qualitative assessment of a number of circumstances. The effectiveness of a solution of anti-radon protection depends on how in each specific case these circumstances and the types of technical solutions used combine. The most effective combination of several technical solutions of anti-radon protection in one construction. When choosing technical solutions for anti-radon protection, it is recommended to consider the following factors and circumstances: The intensity of radon emissions in the construction site. The higher the intensity of radon emissions from the ground at the construction site and the lower the allowable radon content in the building’s premises, the higher the effectiveness of anti-radon protection. Depth of the building. The greater the depth of the building, the higher the probability of increased radon supply through the floor and the basement walls. Characteristics of the geological section. In the case where the upper layers of the geological section are composed of dense, low gas permeability rocks, their removal during excavation can lead to an increase in radon load on the underground part of the building. Ground water level. With a high level of groundwater and the need for a drainage system, it, having the properties of a collector of soil gas, can have both a positive and negative impact on the radon situation at the base of the building. The purpose of the premises of the basement floor and the characteristics of its ventilation system. At the device of poorly ventilated cellars and undergrounds the radon-insulating ability of their floor and overlapping should be raised. The layout of the openings for input-output of utility communications in the underground enclosing structures of the building. The dispersal and large number of such openings increases the likelihood of radon penetrating them through the building. Quality of construction works. The radon-insulating ability of the enclosing structures depends critically on the quality of the construction work. The use of poor-quality materials and the violation of their technology can lead to zero effectiveness of anti-radon protection [3].

Recommendations for design Ventilation of premises – The possibility of reducing the concentration of radon in indoor air due to their ventilation by external air is limited by the maximum permissible (or economically justified) magnitude of the air exchange rate. Therefore, ventilation should be considered only as an auxiliary tool, complementary to other solutions. The intensification of ventilation leads to an increase in energy consumption for heating the building. The best is a well-balanced system of supply and exhaust ventilation, providing the hygienic reasons for the air exchange in the rooms and the minimum pressure difference between the basement and upper rooms. Impregnation – The sealing impregnating compound is a suspension or emulsion on bitumen, latex, polymer, etc. basis. Impregnations are recommended to reduce the radon permeability of finely dispersed materials such as clay and sand in unexploited subterranean buildings with a slight deeper penetration. Coating – Coatings can be used in the insulation device on the outer or inner surface of the enclosing structure, as well as between its elements. Membrane – Radon-insulating membranes are used in the construction of foundation slabs, walls and floors of cellars of monolithic reinforced concrete or prefabricated reinforced concrete elements to prevent radon transport through pores, cracks, joints and air cavities in these structures. When the membrane is installed, it is important to ensure its continuity within the protected area of the structure and the possibility of elastoplastic deformation during the movements of the supporting structure. Barrier – The anti-radon barrier is made in the form of a solid, monolithic reinforced concrete slab, which can serve as the foundation of the house, the floor or the ceiling of the basement. The effectiveness of 80

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the barrier is greatly enhanced by creating the possibility for a free exit (natural drawing) of radon from the ground beneath the building to the surrounding space. For this purpose, a device is recommended under the barrier of the radon collector in the form of a layer of coarse-grained, freely conductive gas of piling and a pipe serving for the discharge of radon from the piling into the atmosphere (Fig. 2). Depending on the area of the house, pipes in the gravel layer can be laid along the axes of the protected area or along the foundations.

Figure 2. Radon collector, membrane, barrier

Depression of the soil base – The greatest effect of anti-radon protection of the building is achieved with a depression (creating a low pressure zone) of the basement floor basement. Depression is provided when the radon collector is supplemented with a special system of forced exhaust ventilation, which is completely unrelated to the ventilation of the premises. When using forced drawing, the effective operation of the protection system is ensured by installing one underground pipe at a rate of 100-120 Bq / m3 of protected area and using a low-pressure fan with a capacity of 150 to 250 Bq / m3. Fans should have a sealed enclosure and be located in the vertical part of the pipes as close as possible to the point of release of soil gas into the atmosphere [4,5]. It is recommended to mount the fan with removable fasteners and flexible hermetic connection of the housing with the pipe. Installation of fans in the basement and other premises of the building, except for the attic, is not allowed. The soil is ventilated due to a natural stack effect and wind interaction with the exhaust pipe on the roof of the building. If the activity of radon in the building exceeds the permissible levels, an exhaust fan located in the attic can easily be installed on the existing air duct system in the building. If the results of the study show that in an erected building an elevated level of radon is unlikely, or it will be decided not to install a soil ventilation system, then after installing the pipes to connect the air ducts to the foundation plate, their necks are carefully sealed. In this case, it is desirable that the construction of the building allows, if necessary, quickly and economically to install the entire system of exhaust or discharge ducts. 81

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One of the most effective is the method of removing radon from under the floors of the first floor. Air from under the slabs is diverted by means of special ventilation ducts outside the buildings. At the same time, depending on the construction of the building, various air discharge schemes are used (by placement of ventilation ducts and air ducts). Reducing the concentration of radon in buildings allows the use of radon wells. The radon well is a well dug to a depth of 4 m at a distance of 10-60 m from the house. A powerful fan is installed in the well, which removes radon from the soil outside. Radon wells can reduce the level of radon concentration by 92% within 60 m from the well provided high soil permeability. Reducing the concentration of radon allows the application of the radon-collecting system under the foundation and the sealing of the foundation and overlap. The principle of the radon-collecting system is as follows. In the space under the foundation with the help of a centrifugal fan, air pressure is reduced compared to the rooms. At the same time radon released from the soil is released into the atmosphere. The commissioning of the radon-collecting system, consisting of five air intakes, allows reducing radon concentrations in the premises of the first floor by 10 or more times.

Conclusions In the presence of high radon concentrations in soils in order to exclude or limit radon intake from the technical underground, cellar or basement of the building, special anti-radon measures are necessary, including: • ventilation of basement premises; • screening of the basement using special materials (impregnation, coating); • application of radon-insulating membranes and anti-radon barriers; • organization of radon collectors; • creation of a zone of low pressure (depression) of the ground basement of the basement floor; • sealing joints, joints and openings; • application of radon suppression systems; • sealing cracks, cracks, communication openings of floor slabs of the first floor with the use of selfadhesive, plastic, elastic, foaming, etc. materials; • the device of special vapor barrier insulation above the basement, etc. The above examples clearly demonstrate that the use of these or those measures effectively reduces the radon and thoron content in indoor air. The choice of concrete measures is largely determined by the amount of funding for repair and construction and ventilation.

References 1. Method for measuring the concentration of radon. Appendix No. 3 to the order of the Chairman of the Committee of the State Sanitary and Epidemiological Supervision of September 8, 2011 No. 194 «On Approval of the Methodological Recommendations for Radiation Hygiene». 2. Methods for measuring the gamma background of the territory and premises. Appendix No. 4 to the order of the Chairman of the Committee of the State Sanitary and Epidemiological Supervision of September 8, 2011 No. 194 «On approval of the» Methodological recommendations on radiation hygiene» «Radiation and hygienic examination of the territory and residential and public buildings»; 3. Sanitary rules «Sanitary and epidemiological requirements for buildings and facilities for industrial purposes» Order of the Minister of National Economy of the Republic of Kazakhstan from February 28, 2018 No. 174; 4. Hygienic standards «Sanitary and epidemiological requirements for ensuring radiation safety» Order of the Minister of National Economy of the Republic of Kazakhstan of February 27, 2017, No. 155; 5. Sanitary rules «Sanitary-epidemiological requirements for ensuring radiation safety». Minister of National Economy of the Republic of Kazakhstan dated March 27, 2018, No. 261. 82

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Dmitry Lepeshev, PhD Professor Sh. Ualikhanov Kokshetau University Academician of the Academy of Pedagogical Sciences of Kazakhstan

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Yulia Matskevich, PhD Research Manager Brunel University London

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Elena Shumilova, PhD Professor Kuban State University

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