The Scientific Journal of the Modern Education & Research Institute, Issue 14/2020, 15.09.2020 by Modern Education and Research Institute

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

15 September 2020 Brussels, Belgium

Scientific Journal

of the Modern Education

& Research Institute

ISSN 2506-8040

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

In cooperation with our members:

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

We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world. David Warlick

Technology is aimed at improving the quality of learning in general and learning outcomes of each student in particular. Technology makes it possible to cater to individual learning and relevant to students’ needs. Higher education institutions are integrating technology into their administrative processes, as well as into teaching at a much slower pace than other industries, yet with higher expectations. There are a number of reasons for this. 1. Integration of digital technologies is quite a recent phenomenon. Creating theory and concepts around this process takes time. 2. Different technologies provide different opportunities. Take for example computer-based student assessment; electronic textbooks; computer simulators; gamification; flipped classrooms; mass open online courses; collaborative distant learning environments; learning management systems. 3. Educators use those technologies to varying degrees partly because of the nature and context of the courses they deliver, and partly because of their views on education in general and their own role in the education process. Educational technologies are also constantly changing to better meet continuous emerging needs. 4. Most studies conducted over the past two decades are case studies that examine how and to what extent a particular technology or learning environment has been used to support specific courses. In other words, such studies may be ambiguous and inconclusive. Despite governments and institutions adopting unified educational policies and mechanisms, integration of technology still depends on many factors. These factors may vary from country to country, from region to region, and from institution to institution because of the different tools and methodologies used. Nevertheless, a number of success indicators can be identified that go beyond the specific conditions of application. One of the leading think tanks, the Online Learning Consortium, formerly known as the Sloan Consortium, has identified «five pillars of quality online learning,» or «five building blocks for successful online learning.» Those indicators are: • learning efficiency, • access, • scale, • teacher satisfaction, • student satisfaction.

Ekaterina Tsaranok

Director Modern Education & Research Institute

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

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

CONTENT 1.

Israil Mukaddas, Teshabaeva Dilfuza, Alimova Sabina LINGUISTIC AND STYLISTIC FEATURES OF THE UZBEKISTAN NEWSPAPER «LADY» Uzbek State University of World Languages, Tashkent, Uzbekistan; Journalism & Mass Communications University of Uzbekistan, Tashkent, Uzbekistan......................... 9

2. Israil Mukaddas BORROWED SPECIAL VOCABULARY AS THE MOST TYPICAL SOURCE OF EXPRESSIVENESS IN NEWSPAPERS’ LANGUAGE OF EARLY XXI CENTURY Uzbek State University of World Languages, Tashkent, Uzbekistan......................................................... 14 3. Israil Shukhrat, Israil Mukaddas DISTANCE LEARNING IN THE PANDEMIC PERIOD: ADVANTAGES AND DISADVANTAGES Uzbek State University of World Languages, Tashkent, Uzbekistan........................................................ 19 4. 5.

Kalandarishvili Maia, Eka Ninoshvili, Tamar Tukhashvili The role of training in changing public attitudes towards the Students with Special Educational Needs Sn. Andrews Georgian University, Tbilisi, Georgia; D. Uznadze Psychological-Counseling Center, Irvine, United States of America.................................. 25 Kovalyova Olena FORMS AND METHODS OF POLICE TRAINING IN THE FIELD OF PREVENTING AND COUNTERING DOMESTIC VIOLENCE: EXPERIENCE OF UKRAINE Odessa State University of Internal Affairs, Odessa, Ukraine................................................................... 30

6. Lepeshev Dmitry, Viktoria Zakhlebayeva SOCIAL AND PEDAGOGICAL FUNCTIONS OF THE ORGANISER OF YOUTH WORK Kokshetau Abai Myrzakhmetov University, Kokshetau, Kazakhstan....................................................... 35 7. Milevica Inga ONE POSSIBILITY TO STUDY NATIONAL VALUES IN AUDIOVISUAL TRANSLATION RESEARCH Alberta College, Riga, Latvia.......................................................................................................................... 39 8. Titareva Tatjana Gender as an influencing factor for women's representation in the position of the head of higher education institutions in Latvia RISEBA University of Applied Sciences (RISEBA), Riga, LATVIA; James Madison University, Harrisonburg, VA, United States of America............................................... 42 9.

Turarbekova Laura PRELIMINARY RECOMMENDATIONS FOLLOWING THE PROJECT «MULTI-FACETED STUDY OF THE HISTORY, PROBLEMS AND PROSPECTS OF IMPLEMENTATION OF INTERNATIONAL EDUCATIONAL PROJECTS IN THE REPUBLIC OF KAZAKHSTAN» Al-Farabi Kazakh National University, Almaty, Kazakhstan..................................................................... 47 7

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10. Umirbaeva Zoya, G.N. Egizbayeva Delphinium biternatum Huth. growing on the ridge of Zailiysky Alatau onthomorphogenesis Caspian State University of Technologies and Engineering named after Sh.Yesenov, Aktau, Kazakhstan................................................................................................ 51 11. Yuldasheva Shakhlo, Shakhista Buranova, Mukhabbat Khudayarova SOME IMPORTANT ISSUES IN TEACHING UZBEK LANGUAGE IN TURKISH CLASSES Nukus State Pedagogical Institute named after Ajiniyaz, Nukus, Uzbekistan......................................... 55 12.

Zhumagulova Natalya, Аkhriyeva Lyubov, Zhumagulova Yekaterina IMPLEMENTATION OF DISTANCE LEARNING IN KAZAKHSTAN Abay Myrzakhmetov Kokshetau University, Kokshetau, Kazakhstan; Shokan Ualikhanov Kokshetau University, Kokshetau, Kazakhstan........................................................ 63

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

LINGUISTIC AND STYLISTIC FEATURES OF THE UZBEKISTAN NEWSPAPER «LADY» Israil Mukaddas Irgashevna, Doctor of Philosophy, professor (israil19mukaddas@gmail.com). Teshabaeva Dilfuza Muminovna, Doctor of Philology, professor (dilfuza_bonu@mail.ru) Uzbek State University of World Languages (UzSUWL), faculty of International Journalism, Tashkent, Uzbekistan Alimova Sabina Tuygunovna (sana.alimova@gmail.com) Journalism & Mass Communications University of Uzbekistan (JMCUUz), faculty of Print Media Journalism, Tashkent, Uzbekistan.

Israil Mukaddas Irgashevna

Teshabaeva Dilfuza MuminovnaU

Alimova Sabina Tuygunovna

Abstract The problem of language in women’s print media has been studied in detail in scientific works and articles by Russian, Western and Uzbek researchers, journalists, and specialists in the humanities. Finding solution to the issues of the language of newspaper as special form of social interaction is relevant, since the «theoretical development» of this area of the media remains insufficient. In general, the issues of modern language of the media have been studied by such researchers as V.I.Konkov, A.N. Potsar, S.I. Smetanina, V.G. Kostomarov, E.S. Kubryakova, L.V. Tsurikova, D.S. Sadullaev. G.Ya. Solganik, M.N. Volodin, D.M. Teshabayeva, G.Kh. Bakiyeva, M.I. Israil, L.I. Toshmukhamedova, S.Kh. Shamaksudova. The article examines the genre, linguistic and stylistic features of women’s press on the example of the Uzbek newspaper «Lady», world trends in the development of women’s journalism today in order to clearly understand the mutual influence of these factors on the formation of the specialized language of women’s printed publications. Keywords: genre specificity, women’s journalism, women’s printed publications, information genre, linguistic and stylistic features, special vocabulary, artistic and journalistic genre, newspaper language. 9

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«Lady» is a weekly newspaper. Produced under the founding of LLC TC «Erudite» in April 2, 2002. Newspaper format – A4. Circulation – 19250 thousand copies. The motto of the newspaper is «Warmth and joy in every home». In the newspaper you can find materials on such topics as sports, beauty, health, gardening, science and show business, as well as a TV program, advertising block and crosswords, advice from doctors, psychologists, forensic experts, stylists, beauticians. The materials are written in artistic, journalistic and informational genres. According to the rules, informational genres include note, report, interview, reportage and article. The most widespread genre of information in the Lady newspaper is a note. For example, here is a note with the following headline: «Japan sent a dog that flew in without permission» [2, p. 3]. The post tells how the dog made a flight from Hong Kong to Japan in its owner's suitcase. The pet climbed into the bag when the owner was packing for the trip. The note, as it should, answers the main questions and thus becomes accessible and understandable. The note complies with all the rules, it answers the main questions, it is simple and concise. Moreover, the title itself corresponds to the main text of the note, which gives the reader an idea of what exactly will be discussed. Interviews also are a striking information genre on the pages of the Lady newspaper. Interview is a conversation between a journalist and one or more persons of public interest. The proof of this can be the following material: an interview with an Uzbek writer Vika Osadchenko: «Так, словно я прочитана вразброс…» [2, p. 7]. The interview is timed to coincide with the release of a new book by the young poetess. Here is an excerpt from the text: «– Are you trying to convey anything to the reader with your poetry? – Trying nothing. If I wanted to say something to strangers, I would do it in prose, or better – in journalism. In general, you need to move away from the idea that a poem or even a poet should convey something to the reader. You should not impose educational functions on art, they can only be a secondary effect. While I am writing, I have no time to think about the reader, and even more so about how to convey something to him.» At the beginning of the material, the author says that he wants to communicate with the heroine about her work and the release of her new book. Indeed, the author keeps his word and conducts the interview exactly as promised. For example, one of the last questions to the heroine: «– You are one of the best modern poetesses in Uzbekistan. Recognition warms, or as in Pasternak: «The goal of creativity is dedication, not hype, not success ...». Perhaps, in our time, it is ugly to be inconspicuous? – Am I the best or not – again, a controversial statement, time will tell. Recognition inspires gratitude, but its scale is small. I don’t have enough stadium listeners, so we will look at things soberly». It is very important that there are no digressions in the dialogue, as is the case in most cases, and the whole conversation concerns one area of the interviewee. On the other hand, the reader may get bored with repetitive questions from the author. But in my opinion, with regards to this case, this is the right strategy, since the interview was planned on the occasion of the release of the book, thus it should be aimed at the creativity of the hero. Matching the title to the text is obvious And, perhaps, the most popular, but at the same time one of the most difficult information genres is the article. As we remember, it should be developed, with weighty arguments, facts, opinions of eyewitnesses, etc. An example of a successful article, I think, can be considered an article entitled «Lessons from Themis for a mother with a baby» [2, p. 7]. It talks about how to prepare for motherhood, who can help and how, and what the expectant mother is entitled to. The author reinforces each of his words with existing laws, regulations, various other documents, thus the reader has confidence in the author and in what he is talking about. For example: «For a working expectant mother, the main fear is how this news will be treated at work. Many are beginning to worry that the management will not be happy with this news. Be that as it may, know that the law (and labor law in particular) is on your side. First, nobody has the right to fire you! Termination of an employment contract with pregnant women and women with children under the age of three is not allowed on the initiative of the employer, except in cases of complete liquidation of the enterprise, when the termination of the employment contract is allowed with mandatory employment. 10

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Your wages cannot be reduced due to pregnancy or children. If you are in a position and are trying to get a job, then you also need to know that in case of refusal, the employer is obliged to inform you of his reasons in writing. In addition, the refusal to hire a pregnant woman or a woman who has a child under the age of three years can be appealed against in court (Articles 78 and 224 of the Labor Code of the Republic of Uzbekistan). And also, pregnant women and women with children under three years of age are hired without preliminary testing (Article 84 of the Labor Code). « There is no need to doubt the words of the author, since if you wish, you can find the appropriate document yourself and check everything you have said yourself. The author also gives advice to already established mothers, which is also very interesting, because many mothers may not know about such moments. In the newspaper «Lady» the most widespread artistic and journalistic genre is the essay. In the essay, the fact, the event is not only reproduced, but also serves as a reason for the author's reflections, generalizations, and posing any problems. The author's «I» of the essay carries deep content, carries out a great psychological load, determines the style and tonality of the work. A good example of an essay is the material under the title: «Love of a poet and his muse» [2, p. 16]. This essay tells about the famous writer Aibek and his beloved woman Zarifa Saidnasyrova. This essay belongs primarily to the category of historical essay, as it tells about a famous historical figure. For example, an excerpt: «Zarifa Saidnasyrova wrote a book «Oybegim mening» («My Aybek»), the very title of which shows all her love for her husband. It is impossible to translate this phrase into Russian, because the Uzbek name «Oybegim» has an affix of belonging to the first person, which is not in Russian. This work is a kind of declaration of love by Zarifa to her husband. Indeed, unlike Aibek, Zarifa-opa did not show her feelings. She did not see the book in finished form, it was published after her death. « Here the author recalls the touching moments of the writer's wife. The author also reminds us of how Zarifa herself recalls some moments of her life. For example: «The poet Cholpan was once a guest of my father,» recalls Zarifa-opa. – Then I saw him for the first time. Tall, broad-shouldered, he was dressed in a Fergana chapan, and on his head was a fur hat. My father showed me a painting depicting the mausoleum of Ahmad Yassaviy and told about my passion for painting. – Great job, the girl must study in Germany, she must be sent there, – said Cholpan. – This is my dream, – said my father with a smile ...». Reading such an essay, the reader gets the feeling that he is personally present at this. This is the essence of the essay – to transfer the reader to the place and time about which he talks. The author talks about the difficult moments of the life of the writer and his life, as a result of which, the reader begins to empathize. For example, the following passage: «These days we sold all our valuables, exchanged gold earrings for 16 cans of linseed oil. We did everything then to survive. It was in such a difficult situation that Aybek finished his novel «Navoi». I can say with confidence that this essay has the right to be called an essay. The subject of the image is clearly expressed in it, it is artistic, it is documentary. The title is a bit simple, but in general, there is no urgent need to replace it. Another artistic and journalistic genre can be found on the pages of the newspaper «Lady» – everyday history. Everyday stories describe some episodes from people's lives, their actions, various situations, collisions, i.e. everything that can be designated as «human being». Everyday stories are created using the artistic method, that is, the author's fantasy plays the main role in the birth of such texts. An example of everyday history can serve as a story under the title: «Shy» [2, p. 13]. Here is an excerpt from the material: «I will tell you an interesting story. A tall young man with a bundle in his hand was walking along one of the streets of our city. He walked and looked around suspiciously. His strange behavior attracted the attention of a police officer. Surrounded by a crowd of curious people, the guy refused to show the contents of the mysterious package. Already at the police station, where he, the suspicious, was escorted, he said that he was going to the Park of Culture and Rest on a date with his girlfriend, and in a bundle, there were ordinary fresh flowers. To the question: «Why did you hide them, why didn't you carry them openly?» – he replied: «I am ashamed to walk along the street with flowers somehow awkwardly.» Shy ... Sometimes a young man does not hesitate to invite an unfamiliar girl to dance, where he will run up and even shuffle his foot, but he is ashamed to thank her for the dance. Another modern knight is shy to intercede for a girl. Once I saw the following scene: in the evening a young couple was walking down the 11

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street, and a citizen was walking towards them, suspiciously staggering, who, having equalized with this couple, insulted the girl. Previously, for this they threw down a glove and challenged him to a duel, but our young man, apparently, hesitated to make a challenge, only said: «Come on, Lenochka, don't mess with him, you'd better get out of here as soon as possible.» But Lena had a good command of sambo techniques ... Some of our Romeos became shy, very shy ». In this material, you can see how the author analyzes modern people, gives examples that he himself witnesses. In my opinion, this is the real life story. But I didn't really like the title. It's too abstract. After reading it, it becomes unclear what will be discussed further, you need to read at least the first lines in order to understand, and this is already a kind of obstacle for the reader. So, after analyzing the newspaper «Lady», we can say the following: in this edition mainly materials of informational and artistic and journalistic genres. Very often you can observe the inconsistency of the title, style and text of materials. The authors choose too abstract titles for their materials, which do not reveal the essence of the material, or at least do not hint to the reader what will be discussed. After all, the heading is a very important part of the text, it depends on it whether the reader will read the material or not. And just the authors of the publication «Lady» are at risk of being unheard because of such a defect. If we follow the classification of V.M. Yampolskaya, [7, pp. 15-25], then in terms of the scale of distribution «Lady» is a republican publication; by the nature of the publisher – private; by orientation towards certain readers' interests, it is massively popular. The analysis of the language of the weekly publication «Lady» showed that the prevailing functional styles of the language are journalistic with elements of officially business, popular science and colloquial, as well as artistic. Since «Lady» is a newspaper, a greater place is occupied by the genre of chronicles (news, notes, announcements), journalistic essays on various events in the country and abroad. The chronicle genre is characterized by the use of adverbs, verbs of the future, present and past tense and specialized vocabulary, for example, «The list of drugs has been updated...», «A common intellectual property market is being created», «The Belgian Defense Ministry is creating a female special forces» [2, p. 5]. In the second place in terms of frequency of use from the category of journalistic style is the interview genre. Based on genre characteristics, there are elements of a conversational style in the interview, the level of which depends on the vocabulary of the interviewed person. Much attention is paid to sections «health» and «legislation», therefore in «Lady» there is a lot of medical and legal vocabulary. In some issues, the publication pays great attention to the publication of public bills related to the status of women, as well as news in general in the legislation of Uzbekistan. Therefore, in the newspaper «Lady» more than in other publications there is an official business style: «According to Appendix No. 1 to the Resolution of the Cabinet of Ministers of the Republic of Uzbekistan dated 12.24.2015 No. 370 «Traffic Rules», clause 12, the driver is prohibited ...», «In accordance with Article 272 of the Tax Code of the Republic ...», «The document approved the Program ... It contains a set of measures aimed at...» [2, p. 4-5, 8-9], «The Presidential Decree of 14.11.2018« UP-5577 «On additional measures to improve state regulation in the field of construction» was adopted, «By the Decree of the President of 14.11.2018, No. PP-4016, the Agreement on the formation and development of the intellectual property market of states – participants of the Commonwealth of Independent States » [2, pp. 4-5]. As you can see from the examples above, the formal business style is the style of international treaties, state acts, legal laws, regulations, statutes, instructions, official correspondence, business papers, and so on. t is characterized by such qualities as brevity, compact presentation, economical use of language means; the use of clichés and stationery; wide use of terminology, names (legal, diplomatic, military, administrative, etc.); the presence of a special stock of vocabulary and phraseology (official, clerical), the inclusion in the text of compound words, abbreviations, numbers; frequent use of verbal nouns, canceled prepositions (on the basis, in relation, in accordance with, in the case, in force, for purposes, within, at the expense, along the line, etc.), complex conjunctions (due to the fact that, in view of the fact that , due to the fact that, due to the fact that, etc.), as well as various stable phrases that serve to connect parts of a complex sentence (in case...; on the basis that...; for the reason that...; with by the condition that...; in such a way that...; the circumstance that...; the fact that... etc.); almost complete absence of emotionally expressive speech means, established expressions; weak individualization of style. In the newspaper «Lady» proper names occupy a large place – names and surnames of guests, heroes of articles and essays, interviewed; geographical names (countries, cities, regions, names of lakes and rivers, 12

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resorts); names of brands, brands of clothing and cosmetics. The last category is not so often used due to the fact that there is practically no direct advertising and few articles about fashion and beauty in «Lady». Since «Lady» is a weekly newspaper, it covers a wide range of topics, makes extensive use of special vocabulary from such areas as medicine, jurisprudence, legislation, tourism. As the analysis of the language of the newspaper «Lady» has shown, in this edition there are all styles of speech (scientific, artistic, official business, colloquial), but journalistic prevails. In general, the modern women's press reflects the change in the role of women, her active involvement in social activities, her desire to reveal her inner potential, to realize herself as a person in relationships, in the family and in her professional career. The creation and transmission of values, ideas, ideas and knowledge about society in publications for women occurs with the help of certain speech means, which form the image of a woman in the magazine, which is then reproduced by the audience in everyday life.

References 1. Kubryakova Ye.S., Surikova L.V. Verbalnaya deyatelnost SMI kak osobiy vid diskursivnoy deyatelnosti. // Yazik SMI kak obyekt mejdissiplinarnogo issledovaniya. Part 2. – Moscow.: Moscow State University, 2004. 2. Ledi. // 2016-2020 (newspaper). 3. Sadullaev D.S. Yazik i stil sredstv masыovoy informasii.-Tashkent: Zarkalam, 2002. 4. Searlej. R. Speechacts: an essay in the philosophy of language. – Cambridge, 1969. 5. Solganik G.Ya. O yazike i stile gazeti. // Yazik SMI kak obyekt mejdissiplinarnogo issledovaniya. // Editor M.N.Volodina. Part 1. – Moscow, 2003. 6. Teshabayeva D.M., Bakiyeva G.Kh., Israil M.I., Tashmukhamedova L.I., Nuritdinova M.Ch. Medialingvistika va takhrir. III volume. –Tashkent, Uzbekistan, 2019.– 550 p. 7. Yampolskaya P.M. Jenskaya pressa i yeye tipologicheskiye osobennosti. // Vestnik MGU. Series 10 «Jurnalistika» –Moscow, 1995. – №1. 8. Yazik SMI kak obyekt mejdissiplinarnogo issledovaniya. Tutorial. Part 2. – Moscow: Moscow State University, 2004. 9. Zdravomislova O., Kigay N. Jenskaya tema v sredstvax massovoy informasii. – Moscow: Association of Journalists, 2002.

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

BORROWED SPECIAL VOCABULARYAS THE MOST TYPICAL SOURCE OF EXPRESSIVENESS IN NEWSPAPERS’ LANGUAGE OF EARLY XXI CENTURYA Israil Mukaddas Irgashevna, Doctor of Philosophy, professor (israil19mukaddas@gmail.com). Uzbek State University of World Languages (UzSUWL), faculty of International Journalism, Tashkent, Uzbekistan

Abstract The article is devoted to the analysis of borrowed special vocabulary, which in the newspaper text, as a rule, acquires positive or negative shade, that is, often gives a «qualitative» effect. The material of the study was the Republican Newspapers «Business Bulletin of the East», «Youth of Uzbekistan» and the Russian newspaper «Trud-7» of 2005 year. Objective is to identify the features of borrowed special vocabulary as the most typical source of expressiveness of the newspaper. The use of borrowed special vocabulary in all newspaper genres gives narrative vitality, reliability, laconism of expression. At the same time we have to understand the regularities of the influence of social transformations in society on the development of vocabulary due to foreign special vocabulary, their functioning on the pages of newspapers of the beginning of XXI century. Keywords: Specialized vocabulary, determinologization, metaphorization, positiveaction vocabulary, negativeity vocabulary, expressive language, newspapers’ language.

Mastering foreign language vocabulary material and incorporating it into a new language system is a sign of the inner strength of the Russian language, its flexibility and ability to meet the continuously growing socio-economic and cultural needs of people. One of the reasons for the use of special vocabulary of foreign origin in the newspaper’s language is the need to highlight foreign concepts and ideas. It is rarely possible and successful to invent your own names of other people’s concepts. In most cases the borrowing of words was caused by the emergence of new concepts for the designation of which the Russian language did not have the corresponding lexical and word-formative resources. The word when changing from one language to another sometimes changes its meaning. Some borrowed words in recent years have radically changed their meaning and stylistic coloring. Let us analyze the lexical meaning of the word pluralism. Here is how it is defined in dictionaries: «Pluralism (latin pluralis – plural) – 1) The philosophical idealistic doctrine, stating (as opposed to monism) that the world is based on a set of independent spiritual entities; 2) One of the main ideas in modern bourgeois and reformist theories of social order is that social and political life is supposedly a competition of many social groups and parties and other organizations representing them» [10, p. 27]. Now this word is used in a set of completely different shades of meaning, which for the most part sum up to the following: diversity, a multitude of opinions. 14

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Borrowed words «business» and «businessman» are also popular on the pages of newspapers. The Russian noun corresponds to the English, and therefore, the respectful western word businessman, literally translated into Russian, sounds somewhat ambiguous – seller. Respectable businessman in Russian corresponds to the business. There are judgmental and scornful notes of meaning. As G.Ya.Solganik would say, they are socially evaluative, and with a minus sign. Yes, and in the explanatory dictionaries of the Russian language, this word was no better explained: «Businessman — in capitalist countries — businessman, entrepreneur.» So the language reflects the dissimilarity of Western and Russian attitudes towards entrepreneurship and commerce. Our «business» – from time immemorial – tricks: the shopkeeper usually associates with being untruthful and not fully financially clean. And this attitude to commerce and business only strengthened over the decades of Soviet power. Therefore, we prefer to call a person who knows, sensible, and who knows how to make money, a foreign word – a businessman, although some ironic coloring is preserved in everyday use. Another catchy borrowing is the word – «manager» – with an enviable frequency flashes on the pages of press. Meanwhile, this word is far from new in Russian and has its own history. It has many meanings: the head of the commercial or industrial enterprise, department, public organization, director; a person who leads the commercial side of an artistic, sports, or other entertaining enterprise that represents the financial interests of a variety artist, athlete. The polysemy of the word was formed for a long time. In Russian, the English word manager originally meant «director in English theaters» [9, p. 20]. Later the meaning of the exotic word was clarified: it was used as Russian synonymous to the word impresario as designation of entrepreneur involved in organizational and financial issues of performances by artists. The word manager in the meaning «administrator» appears in the Short Dictionary of Foreign Words edited by S. M Lokshina [9, p. 21]. Today, it is an approved connotation (positive appraisal) in the sense of borrowing that the manager often distinguishes the English language from the synonymous Russian words «director», «administrator», on which the administrative-command system has been stamped for several years, and which journalists almost never use. New, but at the same time, already lexically learned borrowings from foreign languages can be divided into several main thematic groups: 1) Socio-political terms and concepts: mentality, legitimacy, diaspora, consensus, publicity, department; 2) Economic terms: broker, franchise, know-how, dealer, office, concern, privatization, startup; 3) Names of culinary products: popcorn, hamburger, chips, cheeseburger, pizza; 4) Names of clothes: leggings, cardigan, swingers, slacks. The language also uses a group of words called barbarism. If borrowed words are words of the Russian language, then barbarisms are genuine foreign words that are written with the help of both Russian and foreign words. For example: chao, alma mater, bucks (dollars), slacks (trousers), cinema. Here is an example of the use of such barbarism in the context: «Probably, being writer, producer and the main heroine at once can only be blued by the cinema» [6, p. 4]. Popular in republic, weekly «Youth of Uzbekistan» abuses barbarisms of English origin. For example, the names of the stages of the competition of football experts are written as: First-time, Time-out, Second-time, Over-time. The television program announces the newspaper as follows: «Films, Performances, Sports, Cartoons, News.» Why was it necessary to replace the Russian word with English «news»? The spread of scientific and technical terminology, its penetration into different spheres of life leads to the fact that in the language, along with the process of terminology of commonly used words, there is also a reverse process – mastering of the terms of literary language, i.e. their determinism. For example, the frequent use of philosophical, literary, physical, industrial, and many other terms made them common words, for example: abstraction, argument, dialectics; concert, plot, style; amplitude, battery, contact, circuit, reaction, resonance; analysis, vitamin deficiency, diagnosis, immunity, x-rays; kapron, combine harvester, conveyor, motor, filtering, etc. Often appearing in context with common words, the terms metaphorize and lose their special purpose, for example: the anatomy of love, the geography of the feat, the sclerosis of conscience, the inflation of words. Many of these words and phrases in the general literary use have a different meaning: contact (special, physical) – contact of electrical wires and contact as communication, interaction, consistency in work. Deterministicization largely depends on the active use of terms in different styles of speech (colloquial and bookish, which, in turn, is closely related to the intensity of borrowing words from those or other vocabulary limited in terms of the distribution of words (for example: the use of space vocabulary – early 15

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active space exploration, constant penetration into the literary language of sports terminology, due to the huge scope of sports work in the country). On the other hand, the process of penetration of scientific and professional technical terminology is due to the ever increasing propaganda of scientific and technical knowledge by all media outlets, among which newspapers and magazines belong to one of the leading places. Here are examples of deterministic words in context: «Beauty is that promissory note, according to which nature pays only when it is signed by hygiene» [6, p. 3]. «... Where do you get the energy necessary for such diverse activities?» [6, p. 1]. «The rest of the «geography» of it ends is as follows: the infrared port is on the right, the Push-to-Talk service launch button is on the left, and the usual Pop-port, microphone hole and power connector look at the bottom» [1, p. 16]. In most cases, the portable use of vocabulary in the newspaper and journalistic style leads to the acquisition of the word expressive-coloring, often to a change in meaning compared to the use and meaning of the word in other styles. The nature of the change of values is determined, firstly, by the peculiarities of the stylistic environment in which the «borrowed» word falls, secondly, by belonging to a particular thematic group, the sphere of vocabulary. Metaphorization, closely related to the expansion of meaning, directly leads to the acquisition by the word of appraisal. Even the choice of sources of metaphorization, as a rule, has a positively evaluative character. The use of entertainment vocabulary usually gives a negativelyestimated effect. Let us consider in more detail the role of the named areas of special vocabulary in the formation of the newspaper dictionary, in replenishing the fund of newspaper vocabulary, as well as the composition of the latter, the process of its development and specialization in the newspaper. The productivity of the portable use of vocabulary from the field of literature and art is indicated by the continuity of this process, the constant appeal of journalism to the source. So along with the words, portable use of which took shape as early as the XIX century (arena, dissonance, unison, etc.), a large group of words came into the category of traditional vocabulary, the portable use of which refers to a later time (last decade of the XIX – beginning of the XX century) (for example: accompaniment, chord, line, balagan, props, makeup, etc.). Vocabulary included in newspaper and journalistic speech not earlier than the 50s of the 20th century and actively functioning in it includes: the front stage, conductor, premiere, rhythm, performance, script, overture, etc. Most of these words refer to negative vocabulary. So, by analogy with the negatively estimated word widespread in publicism, the performance can be noted with irregularly used words in the same subject-specific sphere: benefit performance (diplomat’s benefit performance). Close to this group of words is adjoining occasionalism of the stage, acting as a synonym for the words scene, the front stage, often in conjunction with the word scene (on the stage of the political scene). Compared with the considered areas of special vocabulary, the vocabulary from the field of sports belongs to relatively new sources of replenishment of newspaper and journalistic vocabulary. In the XX century, the words of this group, as a rule, were not subjected to broad-use use and remained the property of narrowly specialized use in the nominative sense. The vocabulary of the sports theme did not influence the newspaper-publicistic style and literary language in general and at the beginning of the 20th century. In the beginning of the XXI century, with the mass distribution and propaganda of sports, the vocabulary of this sphere begins to have a noticeable influence on the newspaper-publicistic style and whole literary language. The use of sports vocabulary to designate concepts that are far from sports often leads to their stylistic reduction. In this function, sports vocabulary comes close to words related to the field of theater, variety, circus. No matter how important sport is in the life of society, it always has an element of the game, entertainment, which contributes to the use of the «sports» words of the actualization of these semantic meanings in the expansion-portable use of «sports» words. Another quite common semantic and thematic element is closely associated with the latter – tensions, often bitter struggle, which accompanies many concepts in the field of sports. In quantitative terms, sports vocabulary is not numerous, but it is one of the most important sources of replenishing the newspaper dictionary and enriching it with occasional metaphors. The traditional vocabulary of sports, the portable meaning of which is fixed by dictionaries, includes: barrier, knockout, dope, record holder, finish. 16

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Most military terms were included in newspaper and journalistic speech at the beginning of the XX century. In future, under the influence of internal factors of newspaper and journalistic speech, the development of this group of vocabulary takes place, its assimilation by the language of the newspaper and differentiation on the basis of appraisal. Some words retain a positive evaluation character and are fixed as positive evaluation: avant-garde, report; others are fixed as negative: stagnation, fiasco; some become neutral in terms of value, but are used in context both with positive and negative expression. They make up a group of martial words: arsenal, course. Biological and medical terminology receives in the newspaper a single, common (as a rule, negativeassessment) specialization. The productivity of this source is evidenced by both the traditional and regular use of many medical and biological terms in a figurative sense, as well as the use of «medical» metaphors, often of a serial nature. The category of medical vocabulary includes such words as agony, arrhythmia, chronic, epidemic, injection, hysteria, maniac, manic. Often, the names of many diseases are metaphorized: allergies, arrhythmias, cataracts, convulsions, neurosis, spasms (nervous arrhythmia of exchanges, cataracts of banalities, dollar convulsion, monetary neurosis). «Because a sense of humor is the most enduring virus, unless, of course, vaccination is taken against it» [11, p. 40]. The lexical group, which can be defined as general technical (these are some concepts of mechanics, locksmith, foundry, and other branches of production), is also the most influential: contacts, press. A prominent place is occupied by a group of words related to architecture, construction: facade, foundation and others. The use of the word program, program, etc. is connected with the achievements of the scientific and technological revolution. «... therefore, our victory was historically programmed» [11, p. 8]. The choice of branches of science from which special vocabulary is drawn is traditional. Researchers correctly noted that the borrowed terms of socially relevant, relevant in a given period are subject to metaphorization. There is an intensive terminology of the general literary language and the newspaper one in particular. It includes whole groups, series of terms. In the course of the study, we found that the functioning of borrowed special vocabulary in the language of the newspaper of the beginning of the XXI century has its own characteristics due to the specifics of the journalistic structure of speech, its appeal to the wide audience, peculiarity of the language of newspaper publication, its genre and theme varieties. The expressiveness of the language of a newspaper publication, containing a large number of words of a borrowed special vocabulary, largely depends on what this vocabulary is in its composition, how it is entered into the text and interpreted, what happens to the terms when switching to another lexical system. The general characteristics of the special vocabulary made it possible to determine the lexical-semantic features and some features of its use in the newspaper. On the basis of evaluation, the main thing for newspaper vocabulary, the latter is subdivided into positive assessment (avant-garde), negative assessment (neurosis, allergy, puppet, manic) and neutral (arsenal, course). Along with the positive and negative assessment of the language, the isolation is determined by the complexity and diversity of the action of the assessment factor in journalism. The use of borrowed special vocabulary in all newspaper genres gives the narrative vitality, authenticity, conciseness, expressiveness. Introduction to the language of the press terminology is inevitable when the subject of presentation is human labor activity. The borrowed special words enrich the reader’s outlook, since acquaintance with them accompanies the assimilation of the concepts themselves. The current state of the Russian literary language is undoubtedly inextricably linked with previous periods of its development. In the sphere of vocabulary, this is reflected in such processes as, say, the aforementioned semantic inclusion, a fairly active mastery of scientific, technical, and economic vocabulary in journalism, as well as the use of colloquial vocabulary. However, taking into account the fact that the media form not only the public consciousness, but also develop the recipients’ speech culture, especially the youth, I would like to believe that by origin the Russian words will always be priority in the language of newspapers.

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References 1. Biznes-vestnik Vostoka // 2005 (newspaper). 2. Denisov P.N. Leksika russkogo jazyka i principy ejo opisanija (Vocabulary of the Russian language and principles of its description), Moskow: Moscow State University, 1993, 248 p. 3. Dunaevskaja O.V. Publicistika i informacija v sovremennom obshhestve (Journalism and information in modern society), Moskow, 2000, pp. 150-155. 4. Krysin L.P. Tolkovyj slovar inostrannyh slov (Explanatory dictionary of foreign words), Moskow: Eksmo, 1998, 704 p. 5. Malyj tolkovyj slovar russkogo jazyka (Small explanatory dictionary of the Russian language), Moskow, 1990, 704 p. 6. Molodjozh Uzbekistana // 2005 (newspaper). 7. Ozhegov S.I., Shvedova N.Ju. Tolkovyj slovar russkogo jazyka (Explanatory dictionary of foreign words), Moskow, 2006, 944 p. 8. Rahmanova V.N, Suzdaltseva V.N. Sovremennyj russkij jazyk (Modern Russian language), Moskow: Aspekt-press, 2003, 463 p. 9. Russkaja rech, No 3, Moskow: Nauka, 1992. 10. Slovar osnovnyh terminov i ponjatij po politologii (Dictionary of basic terms and concepts in political science), Tashkent, 1993, 176 p. 11. Trud-7 // 2005 (newspaper). 12. Valgina N.S., Rozental D.Je., Fomina M.I. Sovremennyj russkiy jazyk (Modern Russian language), Moskow: Logos, 2003, 527 p. 13. Vakurov V.N, Kohtev N.N., Solganik G.Ja. Stilistika gazetnyh zhanrov (Stylistics of newspaper genres), Moskow: Vysshaja shkola, 1978, 126 p.

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DISTANCE LEARNING INTheTHE PERIOD: sample ofPANDEMIC our research included 14 children with disabilities, students from «Aisi» school and children from school #5 in Rustavi City, 7 male and 7 female, aged from 6 to 11. ADVANTAGES AND DISADVANTAGESt Thus, there were 7 schoolchildren with disabilities (the test group) and 7 schoolchildren without dis-

abilities (control group). The process took place individually. In particular, the participant painted the picIsrail Mukaddas Irgashevna, Doctor of Philosophy, professor (israil19mukaddas@gmail.com) ture «My Family» and then an in-depth interview began. Uzbek State University of World Languages (UzSUWL), faculty of International Journalism, Tashkent, Uzbekistan Israil Shukhrat Mukhtar ugli, Professor (muzaf17@gmail.com)

Israil Mukaddas Irgashevna

Tashkent, Uzbekistan

Israil Shukhrat Mukhtar ugli

Abstract Distance education is becoming popular in modern society. The emergence of distance learning entailed the need for the development and implementation of appropriate technologies. Distance learning is a novelty in Uzbekistan. But nevertheless, the forced remote work of the teacher for several months made it possible to compare distance and traditional education, to draw preliminary scientific conclusions. The article discusses the prospects for the introduction of distance education systems in modern conditions, the advantages and disadvantages of distance learning in comparison with the traditional education system, the role of the family in organizing effective distance education, identifies the main problems of implementing distance learning systems and their effectiveness. Keywords: distance learning, distance education, information technology, Internet technologies, teaching methods, implementation problems, the effectiveness of distance learning.

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Nowadays, distance learning is becoming more and more popular all over the world, which increases the urgency of the problem of developing private methods of using technical teaching aids. This is primarily due to the contradictions between traditional and distance learning. More and more people in the world prefer distance learning, full-time and part-time. Until now, distance learning has been irrelevant in Uzbekistan. However, the COVID-19 infection has made its own adjustments in our daily life. Since March 16, kindergartens, schools and universities have been closed in Uzbekistan due to the risk of the spread of the disease. The entire educational process switched to remote mode. The Ministry of Public Education admitted that there is a problem with the insufficiently high speed of the Internet. Therefore, online learning may not be available for all students in the republic. Then it was decided to launch television lessons, because this is the only option for covering the entire population with distance learning. Launching of TV lessons became the most reasonable solution, since the coverage of digital broadcasting covers the entire country, and also does not require additional costs from consumers and new infrastructure solutions. So, to March 30, more than 350 video lessons were prepared in Uzbek, Russian and sign languages. The broadcast was carried out on national channels. These materials were posted also on the ministry's social networks and on video platforms such as YouTube and Mover.uz. On the official website of the World Bank, uzdaily.uz, on April 25, 2020, an article was published «Uzbekistan: timely response to learning during school closures», which noted: «There is a difference between well-thought-out online lessons and emergency distance learning during a crisis. And the efforts of many countries introducing distance learning should be seen as such. When the crisis is over, this experience will provide the ministry and relevant stakeholders with an opportunity to evaluate the results and improve distance learning if schools are to be closed in the future» [8]. The UNESCO Office in Uzbekistan welcomed the relevant decisions taken by the leadership of Uzbekistan to counter the spread of coronavirus, as well as the measures of the Ministry of Public Education to establish distance learning for schoolchildren. UNESCO stressed: coronavirus is not a reason not to study. It also became obvious that the development of distance learning is impossible without the Internet. In this connection, on May 11, the President of the Republic of Uzbekistan Shavkat Mirziyoyev held a meeting on the widespread introduction of the digital economy and e-government. It discussed the development of information technology infrastructure. Expanding broadband Internet networks by 10 percent could increase GDP by at least one percent, according to a World Bank report. This year the task is to increase the coverage of fiber-optic communications in the preschool education system from 41 to 100 percent, in the public education system – from 40 to 70, in health care – from 38 to 100. Thanks to this, many villages will have access to the Internet. In this regard, the Ministry for the Development of Information Technologies and Communications was tasked with providing social facilities with high-speed Internet access, and bringing the coverage of high-speed mobile Internet to 90 percent by the end of the year [8]. Establishing effective distance learning is one of the most advanced methods of modern education. 2020 was declared in Uzbekistan as the Year of Science, Education and Digital Economy Development. And the importance of the development of digital technologies in Uzbekistan, paradoxically, was once again proved by the pandemic. The urgent transfer of training to distance learning in the context of a pandemic has significant differences from a properly planned online training based on massive open online courses. Educational organizations forced to work with students remotely in order to reduce the risks of the spread of coronavirus should be aware of this difference when assessing the effectiveness of so-called «online learning» using distance learning technologies. Such a sharp transition to the «distance» is a necessary and urgent measure. Not all universities, including teachers and students, were ready for this radical restructuring of the educational process based on objectively different levels of information infrastructure development, provision of disciplines with electronic educational resources and the readiness of teachers to use digital platforms and services in the educational process. Of course, the stressful situation for all participants cannot but affect the attitude towards online learning and other distance learning technologies. 20

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Direct distance work with students during the quarantine period made it possible to analyze the pros and cons of this form of work from the perspective of a teacher. Benefits of distance learning (from the perspective of a teacher)

Disadvantages of distance learning (from the perspective of a teacher)

The ability not to go to work and work from home (a lot of advantages).

Lack of free time (you work around the clock). Feeling like at work all day.

The ability to give more diverse information, materials (it is not yet known how this knowledge is acquired).

The illusion of knowledge acquisition by students. The complexity of an objective assessment of the knowledge gained.

It is easier to read lectures (with or without a presentation, you can simply send materials for self-study, your own or someone else's video).

It is difficult to control the degree of understanding, there is no emotional, energy exchange. There is no understanding which part is clear / not clear.

Very good for additional education, for advanced training courses, for education abroad (a lot of advantages).

It is difficult when teaching disciplines of an applied nature, where practical skills are even more necessary than theoretical knowledge, for example, teaching medicine, in particular dentistry, surgery, choreography, architecture. It is also difficult to remotely teach natural sciences like mathematics, physics, geometry. It turned out to be quite difficult to teach languages â&#x20AC;&#x2039;â&#x20AC;&#x2039;with complex grammar (from personal experience) (for example, Russian for foreigners)

You can prepare materials once and use them successfully for several years.

You can use other people's materials in a corporate culture (that is, do not work to the proper extent. The border between a good, competent and not very competent teacher is not much blurred.

A good opportunity for growth (with the right time allocation, you teach, write articles, do science, home, family) But this is already in the second and subsequent years of distance learning, when you are already gaining experience and using ready-made materials.

In the first year, the preparation of materials, the very work with students, with the leadership, round-the-clock remote communication are always absorbed.) The family is also involved in this process. And the thought arises: it would be better if I lectured several couples in the audience.

You can work at any time of the day, get enough sleep in the morning.

Lack of time. As a result, you work often and at night, especially during check-ups and grades.

Saving money associated with the socialization of a person in society, with the creation of an external image of a teacher.

Then it will be difficult to socialize again.

There is a reassessment of values, in particular those related to the presentation of information on the subject.

Adapting to distance learning can be difficult later (when the quarantine is over).

The teacher gets closer to students (if he establishes communication correctly)

It is difficult to give low marks (sympathy, kind attitude, understanding of the difficult learning environment interferes).

More creative, flexible thinking is required from the teacher.

Difficulties in teachers with authoritarian thinking, with low emotional abilities (EQ).

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Fights corruption.

No.

The teacher masters new teaching methods and techniques related to working on the Internet.

There are wonderful teachers in terms of knowledge of the subject, but it is too late for them to master Internet technologies. It's never too late to learn, but there are people who are not predisposed to this.

There is a high-quality interaction between the older and younger generations. Adults learn from young people to use technology, the Internet, young people learn teaching methods, consult.

A generational change is taking place. If the quarantine continues for a long time or distance learning prevails, the adult generation (among them there are very good scientists and educators) will stop teaching. Or he will teach a little and without enthusiasm.

The intelligence of teachers is manifested. If in full-time an illiterate teacher could calmly teach, with distance learning his activities will become transparent, since everyone has the opportunity to observe their lessons and communication.

It is difficult for young specialists, who for experience there is a great need for ordinary (not remote) communication, socialization, to gain pedagogical experience working individually.

Distance learning requires teachers to have high human qualities and spiritual values.

Young, undeveloped individuals, educators, or adults who lack these qualities will work mechanically. This will not contribute to successful communication and will complicate the learning and working environment.

Since the teacher teaches at home during distance learning, the teacher needs family help for effective work. This is primarily financial, psychological, physical and moral assistance. The need for a regular Internet connection, the use of modern technology is the minimum requirement for organizing effective distance learning. If there is no electricity, then you have to use the resources of solar energy. The teacher works with short-term breaks, and these breaks do not depend on the teacher, but more on the students, on when they can get in touch. This means that breakfasts, lunches and dinners in the family are no longer according to the established schedule, but depend on the time of students who study remotely. With such an irregular schedule, high-calorie, varied, fortified food is needed. And again the family comes to the rescue. Without such power, sedentary, intellectual work on a computer, excessive communication (albeit remote) draws a lot of energy. Without understanding and help, care of family members, working and studying in such a mode is exhausting. I would also like to mention a healthy, supportive atmosphere that is necessary at home. During the quarantine period, it is very important, especially during the period of organizing distance learning. The family must understand that if your soul mate is physically at home, this does not mean that she is always mentally at home. Even being at home, you need to create optimal conditions for work and understand that when a teacher works remotely or studies, you should not distract him or interfere. Nobody canceled work and study, therefore, when the child is engaged, and the teacher is teaching, there is no need to interfere. The family should also help organize the teacher and student's leisure time if they work and study remotely. Family members should also organize their vacation so that it coincides with the time of students and telecommuters. If you rest during the work of your half or during the distance study of your child, then you should rest passively: sleep, flip through Facebook, read a book, a newspaper, but in no case should you watch TV or listen to the radio, thereby interfering with the teacher's work and student learning. This quarantine during a pandemic and the associated distance learning is like a thunderbolt on the head of teachers and students. Without sufficient training, teachers are forced to work without having the 22

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skills to work remotely, which requires, to some extent, new teaching skills. Therefore, it is stressful for the teacher and the student. You have to understand this! And in the family, you need to learn to defuse the situation, not to discuss often negative information, listen to meditative, classical music. The situation in the family, communication among family members should be supportive and kind. As a conclusion, I would like to say that along with the selfless work of doctors, whose work is invaluable, we should appreciate the work of teachers who also work, if not in extreme, then in not very favorable conditions. Plus, they learn to teach in a new way! And it's not quite easy! And at the moment, first of all, the family is their support! We must take care of our health and our loved ones! We hope that the quarantine will end soon! And then, armed with new knowledge of technology, technology, new invaluable experience of work and communication, teachers will more confidently continue to work in their institutions with their favorite team and their work will be worthy of appreciation! Distance learning is experiencing temporary difficulties today, such as: Insufficient computer literacy of teachers and trainees, lack of experience in distance learning; many teachers and students are not yet ready for this teaching method, giving preference to classical education; Insufficient development of information and communication infrastructures; Training programs and courses are not well developed due to the fact that there are not so many qualified specialists capable of creating such training aids; Poor use of standards in distance learning; The problem of finding specialists. High qualification of developers is required; to create high-quality multimedia courses, you need a team of subject matter specialist, artist, programmer, etc.; Insufficient interactivity of modern distance learning courses; 7) Low percentage of completion of courses due to insufficient experience in using distance learning systems and the complexity of motivating students. Distance education allows you to realize two basic and vital principles of modern education: education for all, education throughout life [5]. We are confident that modern teachers will go down in history as the pioneers of mass distance learning! And this new experience of theirs will be an impetus for innovation, which will lead to a breakthrough in education and economics. Today we are already witnessing such an innovation. It is planned to introduce distance learning as an experiment in three universities in Tashkent from the 2020/2021 academic year. Based on its results, the experience can be extended to other higher educational institutions. It is proposed to introduce a new form of education as an experiment at the Tashkent University of Information Technologies named after Muhammad al-Khorezmi, the Tashkent State Pedagogical University and the Tashkent State University of Law. By April 1, the responsible ministries were instructed to determine the procedure for conducting distance learning, create a hardware and software complex and equip these universities with the necessary equipment. The Cabinet of Ministers of the Republic of Uzbekistan, taking into account the results of the experiment, by January 1, 2021, must make proposals and a schedule for introducing distance learning into the higher education system in the context of universities and directions. [9]. This means that distance learning is already our present and near future. We hope that after the quarantine the education sector will rise to a new quality level and all the disadvantages of distance education will turn into advantages.

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References 1. Buxarina M., Polat Ye. Sovremenniye pedagogicheskiye i informasionniye texnologii v sisteme obrazovaniya. -M.: Akademiya, 2007. 2. gazeta.uz. 3. Ibragimov I.M. Informasionniye texnologii i sredstva distansionnogo obucheniya. – M.: Akademiya, 2005. 4. Kompyuter i obrazovaniye: Sbornik nauchnix trudov. -M., 1991. 5. Kanavo V. Dostoinstva i nedostatki distansionnogo obucheniya cherez Internet. // www.curator. ru/doplus.html. 6. Lavrov O.A. Distansionnoe obucheniye: ustoychiviye strukturi uchebnogo materiala. // Voprosi Internet-obrazovaniya. –M., 2004, № 19. 7. Polat Ye.S., Buxarkina M.Yu., Moiseeva M.V. Teoriya i praktika distansionnogo obucheniya. – M.: Akademiya, 2004. 8. Uzbekistan: svoevremennoye reagirovaniye na obucheniye vo vremya zakritiya shkol. // uzdaily.uz. 9. uz.sputniknews.ru/society.

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The role of training in changing public attitudes towardsthe Students with Special Educational Needs Maia Kalandarishvili (kalandarishvilimaia64@gmail.com) Sn. Andrews Gerogian University Tamar Tukhashvili (tukhashvilitamar@gmail.com), Eka Ninoshvili (ekaterine_ninoshvili@yahoo.com) D. Uznadze Psychological-Counseling Center

Abstract The theme is about the training ,which was held at D. Uznadze Psychological-Counseling Center for students with special educational needs and the survey of the attitude of the training participants before and after the training. disorders of the students with special educational needs, there are also presented the results of a similar study conducted in Georgia .It also describes the effective impact of the training how to change the Georgian population attitude towards the students with special educational needs. Keywords: inclusive education; Special educational needs.

According to the Convention on the Rights of the Child(2006), education is a fundamental right of all children. Inclusive education is an approach that means involving a student with special educational needs in the educational process with peers. The term ,special educational need means learning difficulties or disabilities in the learning process, which is faced by the student and it’s difficult for him/her to overcome without special help. The student with special educational needs can be a student who has: a )physical disorder; b) intellectual disorder;c) sensory disturbance (hearing and / or sight); d) speech disorder; e) behavioral and emotional disorders; f) the need for long-term hospitalization; g) difficulties due to social factors and for this reason he/she is not able to overcome the requirements of the National Curriculum. The need for this research is due to the fact that in general, many people talk about raising awareness through various means of communication: media, social network, by raising competence in inclusive education (training, webinars, etc.). In fact, whether this approach has an impact on changing attitudes towards the students with special educational needs has not been discussed while doing the experiment.

Purpose and objectives of our research: 150 people participated in the study at the Dimitri Uznadze Psychological-Counseling Center. The training was named,, «Theory and Practice of Inclusive Education»). The training consisted of two parts; Theoretical, where the essence of inclusive education was discussed, developmental disorders(down syndrome, autism spectrum, attention deficit and hyperactivity syndrome (ADHD), ), intellectual development disorders, etc.; legislative case in Georgia about inclusive education regulations, exercises and discussion, which was directly related to a specific violation and etc. The duration of the theoretical part was 24 hours, 6 days, four hours a day with face-to-face contact. In the second part of the training, participants received information about the evaluation criteria, which would help to describe students’ skills in the assessment process in different areas:

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motor (large motor skills and fine motor skills), cognitive, academic skills, functional, communicative skills, using them they had to identify strengths and weaknesses and then– write down, delivered case based on standard format of individual plan. The practical part also included 24 working hours, 6 days, four hours a day (total theory and practice -48 hours). The study was attended by students, lawyers, journalists, representatives of the medical field, school special teachers and subject teachers, psychologists, university professors, language and speech specialists, personal assistants, kindergarten teachers, parents of the students with special educational needs. The study used side variables: age, education, gender, employment, and «who rated» (or one with a disorder).

Purpose of the study Determining the attitude of the training participants towards the the students with special educational needs in the emotional-cognitive context.

Completed tasks to achieve the goals • To determine the attitude towards the students with special educational needs before and after the training through the Criterion, Fabrigar and Pete Addiction Scale. • Comparative analysis of data.

Hypothesis of the research Acquisition of knowledge (in this case the training format) in inclusive education changes the attitude towards the students with special educational needs both in the cognitive and emotional components. Research Methodology(Criterion, Fabrigar and Pete Addiction Scale).

Instruction Evaluate a student with special educational needs according to the given criteria, who has one of the listed disorders (underline): physical disorder,intellectual disorder, sensory disturbance (hearing and / or sight), speech disorder,behavioral and emotional disorders,the need for long-term hospitalization, difficulties due to social factors and for this reason he/she is not able to overcome the requirements of the National Curriculum. The respondent must answer 2 questions. He is asked to describe his feelings towards the object of study on an 8-point scale (for the emotional component), then assesses the characteristic traits on the following pairs on a 7-point scale (for the cognitive component) (see the scale). 1. Choose the number on each scale that best describes your feelings toward snakes: -3 -2 -1 0 1 2 3

hateful

Love

Sad

delighted

annoyed

Happy

tense

Calm

Bored

excited

Angry

relaxed

Disgusted

acceptance

sorrow

Joy

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2. Please choose the number on each scale that best describes the traits or characteristics of snakes: -3 -2 -1 0 1 2 3 useless

useful

foolish

Wise

unsafe

Safe

Harmful

beneficial

Worthless

valuable

Imperfect

perfect

unhealthy

wholesome

The analyze of experimental data 1) General date for all types of disorders of the students with special needs: The results of experimental date represents that our main hypothesis is improved. The planed training as an independent variable impacts on the change of attitudes toward the students with special educational needs. The change is in positive direction according to the scale of attitudes. Before the training the average score of emotional component of the attitude was 4,5 – little bit more,than neutral valence of the attitude. After the training it becomes 5,7 – much more positive, then neutral. This difference between the scores is statistical significant ( T test = 3,5 P < 0.05 fig. 1 )

Figure. 1 The scores of emotional component of attitude toward the students with special educational needs 1. Before training 2. After training

The same difference is in the cognitive component of the attitude before training and after training. Before training score was 5.19 and after training – 6.5. The valence of the cognitive component of the attitude became mush more positive after the training. This difference is statistically significant (T test = 4,5 p < 0,05 fig. 2)

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

Figure. 2 The scores of cognitive component of attitude toward the students with special needs 1. Before training 2. After training

2) The date analyze according to disorders of the students represents: a) In the cases of physical limitation before training there were the difference between the valence of emotional and cognitive components. The score of cognitive component is more high and this deference has high statistical significance (T test â&#x20AC;&#x201C; 7.5p < 0.01 ,) This means, that before the training cognitive evaluative acceptance was higher, than emotional acceptance in the case of physical limitation of the children. (fig. 3)

Figure. 3 The evaluation of emotional and cognitive components of attitudes before training in the case of physical disorders

After training it was increased the emotional acceptance and the became just as high as the cognitive component. Before training emotional acceptance of the children with physical limitation was neutral and after training it became much more positive. (fig.4 )

Figure. 3 The evaluation of emotional and cognitive components of attitude after training in the case of physical disorders. Kolomn P â&#x20AC;&#x201C; emotional component. Kolomn Q -cognitive component

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b) In the cases of other disorders such as intellectual disorder, sensory (hearing / sight) disorder, speech disorder, behavioral and emotional disorders, long-term hospitalization, difficulties in social factors there were not significant differences between components of attitudes. This means that before training the children with mentioned disorders have the same level of acceptance as emotional and in cognitive components of the attitude. 3) The influence of other variable, such as age, education level and employment. We contacted a correlation analysis of age, education level and employment with scores emotional and cognitive components of attitude toward the students with special educational needs. A) There was middle positive correlation between the age and cognitive component of attitude in the general date R = 0,54 p < 0.05 . This means, that according to age increase the cognitive assessment of the students with special educational needs for every types of disorder becomes more positive and tolerant b) The level of basic education and employment aren’t in correlation with the attitude components. This means that the assesscment of the student with special needs is not sensitive forward such variable, as basic education level and employment.

Conclusions: 1) Our training system about the students with special educational needs was effective and the attitude toward such pupils had become more positive and receptive, than was before training. The communication with training has high probability to be effective in Georgia. This means, that our training system, lectures and psychological exercises affect on the attitudes toward the students with special needs and this affect is in positive direction. Georgian people becomes more receptive and tolerant towards the students with special educational needs with every type of disorders. This result is most effective in the case of physical disorder of the students with special needs. 2) According to age increase the cognitive assessment of the students with special educational needs for every types of disorder becomes more positive and tolerant 3) The assessment of the students with special educational needs in Georgia is not sensitive forward such variable, as basic education level and employment of Georgian people.

References 1. Inclusive Education – A Guide for Teachers. Ana Laghidze, Tatia Pachkoria, Maia Bagrationi.Tbilisi-2009. 2. Inclusive education – student, family and school. Tatia Pachkoria, Salome Mazmishvili, Tamuna Kbiltsetskhlashvili, Ketevan Iashvili, Meiko Chelidze. 3. National Curriculum (2011-2016). http://www.mes.gov.ge/ 4. Public attitude towards the students with special educational needs– Tamar 5. Tukhashvili; Proceedings of the Georgian University, [volume # 3, p.317], Publishing House «Georgian University» – Tbilisi 2017 6. Basics of inclusive education (training materials) – D. Uznadze Psychological-Counseling Center, T. Tukhashvili, E. Ninoshvili.-2016-2020. 7. Law of Georgia on General Education http://www.inclusion.ge/

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FORMS AND METHODS OF POLICE TRAINING IN THE FIELD OF PREVENTING AND COUNTERING DOMESTIC VIOLENCE: EXPERIENCE OF UKRAINE Kovalyova Olena Volodimirivna (kovalyova@email.ua) Odessa State University of Internal Affairs (OSUIA)

Abstract The article deals with modern forms and methods of training and professional development of police officers who respond to cases of domestic violence in Ukraine. Particular attention was paid to the methods of forming the relevant skills and abilities. The experience of using interactive rooms for practicing skills in responding to cases of domestic violence was demonstrated. The importance of interdepartmental training on preventing and combating domestic violence was emphasized. Keywords: police officers; forms of preparation; preparation methods; domestic violence; warning; opposition; interactive audience.

Since 2001, a state policy has been implementing in Ukraine which is aimed at preventing and combating domestic violence. In 2017, significant changes were made with the adoption of the Law of Ukraine ÂŤOn Preventing and Countering Domestic ViolenceÂť [1], to the regulatory framework for activities in the field of preventing and combating domestic violence, including a comprehensive approach to solving this problem, namely, four equally important areas: prevention; bringing to responsibility and changing the behavior of the aggressor; providing assistance to victims; effective interaction of all entities that carry out activities in this area. The circle of subjects has been significantly expanded, but one of the key roles in the implementation of this activity belongs to the police. The police powers in the field of preventing and combating domestic violence have been significantly expanded and include: identifying the facts of domestic violence and timely response to them; receiving and considering applications and reports on the commission of domestic violence, taking measures to stop it and providing assistance to victims, taking into account the risk assessment; informing affected persons about their rights, measures and social services that they can use; issuance of urgent protective orders against the aggressor; registration of the aggressor and carrying out preventive work with him; control over the implementation of special measures to counter domestic violence by aggressors during their validity period; cancellation of permits for the right to acquire, store, carry weapons and ammunition to their owners in the event of domestic violence, as well as confiscation of weapons and ammunition; interaction with other actors in preventing and countering domestic violence. At the same time, police officers are given the right to enter a home without a reasoned court decision in urgent cases related to the termination of an act of domestic violence that occurs in the event of an immediate threat to the life and health of the victim [1]. The effective implementation of these powers requires an appropriate quality of training for police officers, both future and current. At the same time, it is important to take into account the specialization of police officers in the training process. So, the police officers who are authorized to respond to cases of domestic violence in Ukraine can be from such departments as: patrol, district, 30

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juvenile police. Given that domestic violence has been criminalized in Ukraine since 2019, investigators should have appropriate training now. In accordance with the Law of Ukraine «On the National Police» [2], professional training of police officers consists of: 1) primary vocational training, which is carried out for 3-4 months for police officers who are first recruited into the police force, in order to acquire special skills necessary to perform police powers. 2) training in higher education institutions with specific learning conditions (there are 7 of them in Ukraine). Special attention should be paid to the modern approach to professional development of teachers of higher educational institutions with special training conditions. In order for the teachers to have not only a theoretical knowledge base, but also practical experience in policing, once every three years they are sent for at least six months to update their knowledge in practical police units according to the disciplines they teach. This allows to make closer the theoretical material to the needs of the practical activities of the police. 3) postgraduate education, which includes: specialization; retraining; advanced training and internship. All police officers undergo advanced training on the basis of higher educational institutions with specific training conditions at least once every three years or before being appointed to a leading position in accordance with the schedules which are approved by the National Police of Ukraine. 4) service training, which includes the following types of training: functional, general, tactical, fire, physical, and provides a system of measures aimed at consolidating and updating the necessary knowledge, skills and abilities of a police officer, taking into account his profile of activity. Forms of service training include: training sessions in groups at the place of service; training fees at the training center; independent training (carried out during the entire period of the police officer’s service with the aim of continuous, systematic replenishment and deepening of knowledge, skills and abilities necessary for the successful solution of official tasks). The procedure, organization and timing of vocational training is determined by the Ministry of Internal Affairs of Ukraine [2]. It is important that the topic of preventing and combating domestic violence is included in the curriculum for advanced training of all levels of training and all police units, it is done due to the urgency of the problem of domestic violence and the importance of familiarizing all police officers with the legal and regulatory framework for combating it. However, most of the attention to this topic was paid in the process of training prevention units, as well as specialized units – mobile groups to counter domestic violence, which have been operating in all regional centers of Ukraine since 2018. In the process of training these categories of police officers, innovative teaching methods are used, aimed not only at the formation of knowledge, but also skills and abilities. Thus, with the support of the Office of the OSCE Coordinator in Ukraine, three higher educational institutions with specific training conditions of the Ministry of Internal Affairs of Ukraine (in the cities of Lviv, Dnipro and Odesa), as well as at the Police Academy in Kiev, where the primary training of police officers is carried out, interactive classrooms for practicing police response skills in cases of domestic violence were created (Pic. 1). Figure 1

An interactive auditorium is a complex of premises, one of which is an imitation of an apartment, which consists of four locations – entrance doors, kitchen, room and corridor. Each of the locations is equipped with furniture and technical equipment such as video cameras and microphones (Pic. 2, Pic. 3).

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Figure 2

Figure 3

Images from cameras and sound from microphones are transmitted to a screen located in the classroom (Pic. 4). The classroom is equipped with transformable furniture, which allows you to organize space for work in groups and use the classroom for training sessions. Also in the classroom there is a microphone, with the help of which the teacher can transmit information to the extras who are in the simulated apartment about the beginning and end of the script playback.

Figure 4

As extras for playing the roles of the aggressor, victim, children, neighbors and other possible participants in the conflict, both teachers and the cadets themselves or students of advanced training courses are involved. The cadets who are in the classroom observe on the screen and analyze the algorithm of the actions of the «police» on the situation of domestic violence. After the end of the scenario playing in the classroom with the moderation of the teacher, a discussion takes place. Thanks to the complex of audio and video equipment, it is possible to record, save and reproduce the course of a role-playing game in a simulated apartment, repeatedly view, discuss and analyze with cadets or police officers who are undergoing advanced training. The layout of the premises makes it possible to trace the actions of police officers who arrive at the scene of domestic violence, and to analyze: their observance of personal safety measures from the moment 32

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they enter the premises; the legality of entering the apartment; identification of the offender and clarification of the circumstances of the incident; compliance with the rules of communication with the victim and other parties to the conflict; application of special measures to counter domestic violence, as well as special equipment and physical force to stop the fact of domestic violence. As known, you can perfectly know the legislation, but get confused when applying it. The interactive audience allows not only to get knowledge, but also to develop the skills and abilities of the police response. The training ground consists of two rooms, one of which imitates a real apartment, and the other is a classroom with modern equipment. The teacher chooses a specific scenario in accordance with the topic of the lesson and the cadets are united into several groups – some play the role of extras (offenders, victims, witnesses), others get a job assignment as police officers, and others – watch the events at the training ground on the screen and analyze actions of their colleagues. After finishing playing, if necessary, you can play the video on the screen in the classroom and analyze step by step what has been performed successfully and what not. The scenarios change every time and the cadets (listeners) do not know what to face while crossing the threshold of the simulated apartment. It is important not to get confused, to act in accordance with the requirements of the law and at the same time not to forget about personal safety. It happens that a domestic aggressor will suddenly use a knife to attack the policemen or throw a grenade in their direction from behind the opened door. Everything is like in real life. The only difference is that you can make mistakes without harm to life and health. It is the analysis and correction of mistakes made at the training ground, the formation of «muscle memory» that is the key to preserving the life and health of police officers when responding to service assignments in practice. Thus, during the lesson we have a real opportunity to work out the tactics of police actions when responding to facts of domestic violence. Conducting classes in an interactive classroom confirms that the use of interactive methods in police training is an effective teaching method. This is confirmed by the results of the survey – 95% of all cadets and police officers who are trained using the interactive method, have noted its effectiveness. In addition, given that, with the changes in the legislation, the range of subjects of responding to cases of domestic violence has significantly expanded and one of the fundamental rules is to establish effective interaction between them, during the training of police officers on preventing and combating domestic violence, binary classes are successfully introduced – a teacher and an invited representative one of the subjects – free legal aid, a service for children, a center for social services, a social welfare department, a mobile team of social and psychological assistance, a shelter for victims of domestic violence, a public organization with a hot line on combating domestic violence. The representatives of the subjects familiarize the cadets and listeners with the peculiarities of the activities of their service regarding the prevention and counteraction of domestic violence, the problems that arise when interacting with the police, found practical solutions to the problems that arise, thereby contributing to the formation of a comprehensive understanding of the system of prevention and counteraction of domestic violence among police officers. Since domestic violence is a complex problem, only one service cannot solve it; a comprehensive coordinated approach of all actors is needed, a clear and high-quality implementation of their powers, without which the overall possibility of effectively solving the problem of domestic violence is reduced. The complexity of the problem of domestic violence also determines the need for interdepartmental training of representatives of the subjects of preventing and combating domestic violence. When teaching representatives of one of the subjects, especially when studying the features of interaction with other subjects, comments often arise about the fact that other subjects do not work properly, that their activities are ineffective. Therefore, in Ukraine, with the assistance of non-governmental and public organizations, it is practiced to conduct intersectional trainings, which are simultaneously attended by representatives of different subjects: police officers, judges, social workers, lawyers of free legal aid centers, employees of the service for children, educational institutions, health care, etc. ... Such trainings are more effective in establishing communication and referral of affected individuals. However, no less important is the institutionalization of intradepartmental training of representatives of the subjects. Therefore, today, at the national level, there is a discussion of the need to develop uniform training standards and the mandatory introduction of modules dedicated to preventing and combating domestic violence into the training system for all subjects. Thus, successful training of police officers in the field of preventing and combating domestic violence should include: considering the specialization of the police officer; systematic approach and frequency of 33

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professional development; using interactive training methods to develop skills and abilities to respond to cases of domestic violence, including interactive classrooms; interdepartmental training, as well as conducting binary classes.

References 1. Law of Ukraine «Preventing and Countering Domestic Violence» dated December 07, 2017. URL: https://zakon.rada.gov.ua/laws/show/2229-19#Text. 2. Law of Ukraine “On the National Police” dated July 02, 2015. URL: https://zakon.rada.gov.ua/laws/ show/580-19#Text.

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SOCIAL AND PEDAGOGICAL FUNCTIONS OF THE ORGANIZER OF YOUTH WORK Viktoria Zakhlebayeva (ivanchenko-v@mail.ru) Dmitry Lepeshev (d_lepeshev@mail.ru) Kokshetau Abai Myrzakhmetov University

Abstract The problems and prospects for the development of youth work are discussed in this article. The authors use the existing international baggage of scientific and theoretical approaches, analysis of existing practical experiences in the presented article and offer to consider youth as an object of social work taking into account the changing world. Keyword. Youth, youth work, social problems of youth, socialization of youth.

In the twentieth century, many illusory myths about young people were created, on the one hand idealizing, and on the other – negatively assessing the life and behavior of the younger generations in general. But to predict present and future processes requires a strictly scientific approach to youth problems, knowledge of the real picture, a deep study of interests and life plans, value orientations and real behavior of young people, taking into account all the specific historical and social conditions of their socialization. The future of the country is largely determined not only by what kind of education young people will receive today, but how successfully they integrate into the system of public relations. The socialization and maturation of today’s young people coincides in time with the process of modernization of all aspects of social life. In these conditions, the state youth policy of the Republic of Kazakhstan is being formed. However, any concept can remain on paper if the mechanism for its implementation is not clearly thought out, financial, economic and organizational and personnel bases for ensuring the assigned tasks are not created. In this case we are talking about the professional training of specialists in the field of youth work. Kokshetau Abai Myrzakhmetov university in course of realization of the state scientific grant project of the Committee of science of the Ministry of education and science of the Republic of Kazakhstan on: «Yunogogics: theory and practice of the youth work in the conditions of the public consciousness modernization» project in the framework of the specialized programme of «Scientific basis» of «Mangilik El» ( education of the XXI century»), brought a proposal of the MES of the RK to introduce an experimental specialty «Social care teacher– facilitator of youth work» on the basis of KU named after A. Myrzakhmetov. The introduction of the specialty will make it possible to train highly professional specialists for the civil service and the education system to work with the younger generation of Kazakhstan people. Youth work is a systemically organized activity of a subject, in relation to youth, which is carried out socially or professionally. Professional work with young people is carried out by special personnel, whose appointment and complex of professional tasks depend on state priorities and society’s attitude towards young people. Organizers of youth work act as a special staff [1, 167]. Work with youth in Kazakhstan as a social and pedagogical phenomenon is at the stage of passing through several stages of development, the change of which will be due to a change in its subjects, their status, orientation and main types of activity.

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The period of 1991-2004 is characterized by the legislative consolidation of the state youth policy in Kazakhstan and the structural units responsible for its implementation. A feature of this period was the development of youth policy, taking into account your world trends in the youth sphere. At this time, a large number of young people appear who find themselves in a difficult life situation caused by uncertainty, instability of the development of society and economic crises. Specialists in social work and social educators worked with young people. However, at the moment we do not have specialists working specifically with young people (with special education) [2, 28]. A social worker acts as a professional teacher of society, designed to provide a pedagogical component in the general, interdepartmental system of social services, the pedagogical feasibility of social work carried out by various institutions, organizations, foundations and sponsors, achieving the main thing – its focus on activating the subject position of every young person, youth as social community as a whole. If we turn to the division of the concepts of «social worker» and «social care teacher» given by A.N. Teslenko and M.I. Rozhkov, the following should be noted: if a social worker specializes in working with dissocialized youth (victims of socialization), then a social care teacher works with normal youth in an open society. Unlike a social care teacher and a social worker, the activities of a youth work organizer are directed not at an individual young person with his or her interests and needs, but at formal and informal groups of young people and organizations created in these social services (Fig. 1)

Figure 1. The system of social services that determine the main social and pedagogical functions of the organizer of youth work

The following functions are clearly distinguished in the youth work system: Diagnostic. It as if makes a «social diagnosis», studies the psychological and age characteristics, abilities of a young person, delves into the world of his interests, social circle, living conditions, reveals positive and negative influences, problems. Organizational. Organizes social activities, initiative, creativity; affects the content of leisure, helps in employment, vocational guidance and adaptation, the activities of adolescent and youth associations, affects the interaction of medical, educational, legal, cultural and sports institutions, public and state institutions in the system of social services. Prognostic. Participates in programming, forecasting and designing the process of social development of a specific micro-society, the activities of various institutions of youth socialization. 36

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Preventive and prophylactic, social and therapeutic. It takes into account and activates the social and legal, legal, psychological mechanisms for preventing and overcoming the negative influences of society on the individual, organizes the provision of social and therapeutic assistance to young people who are victims of desocialization, and ensures the protection of their rights. Organizational and communicative. Promotes the inclusion of a wide pedagogical community in social work with young people, in joint work and leisure, business and personal contacts, focuses information and establishes interaction between various social institutions in their work with youth. Security and protection. Uses the existing arsenal of legal norms to protect the rights and interests of clients, promotes the use of measures of state coercion and the implementation of legal responsibility in relation to persons who allow direct or indirect unlawful influences against young people [1, 37]. In this regard, it is of great importance to combine the main functions of the work of the above three special services for working with youth (Table 1) and to single out the main social and pedagogical functions of the organizer of youth work in one general channel. For this purpose it is required to supplement the above list of functions, taking into account the social and pedagogical activities of the organizer of youth work. Thus, the additional functions that are part of the social and pedagogical are: educational, coordinating, analytical and methodological. Table 1. Description of additional social and pedagogical functions of the organizer of youth work

Functions

Content

Educational and educational

Conducting vocational guidance discussions with students; providing a targeted pedagogical influence on the behavior and activities of children and youth, seeks to fully use in the educational process the means and capabilities of social institutions, the capabilities of the individual himself as an active subject of the educational process; conducting social and pedagogical work with parents, managing the interaction of parents, teachers and pupils; consultations for parents on children’s problems Coordination of the work of a youth (children’s) creative team, a sports and health, patriotic, scientific and technical, tourist association, an interest club, a public organization, and other youth (children’s) associations.

Coordinating

Coordination of the activities of children’s and youth public associations and organizations in the framework of youth policy, analysis of the effectiveness and development of this activity. Coordination of the activities of youth public associations, youth and student self-government bodies through holding exhibitions and fairs for the presentation of socially significant projects, training seminars on the focus of projects, participation in competitions for the implementation of grants, and other forms.

Analytical

Definition and analysis of social factors, their orientation and influence on the personality; identification of its «problem field»; assessment of the characteristics of human activity; identifying the causes of deviant behavior; study of the causes of social disadvantage of families.

Methodical

Development of materials on education problems; documents that ensure the implementation of educational programs, taking into account the modern requirements of social pedagogy. Together with children, it participates in the development of social projects. Implementation of educational activities on social and pedagogical problems arising in the activities of the association.

Summarizing the above, the main social and pedagogical functions of the organizer of youth work as a social care teacher (social worker) are outlined. Today, large-scale changes taking place in our country have led to serious transformations of social institutions. There is an increase in delinquency, unemployment, a decline in the level and quality of life of 37

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the population. There is no clearly defined place and role of youth in the modern structure of society; the mechanisms of socialization, value attitudes and lifestyle strategies have undergone significant changes. Thus, in the current situation, young people are socially disoriented and require close attention from specialists in organizing work with youth. All this requires the training of professional personnel in the field of work with youth, who will offer new, effective approaches and main directions of work for this age group.

References 1. Teslenko A.N., Rozhkov M.I. Yunogogics: theory and practice of youth work. Monograph. – Kokshetau: Kokshetau University named after Abai Myrzakhmetov, 2019, 295 p. 2. Shakurova M.V. Methodology and technology of the work of a social teacher. – M., 2002. 3. Sheptenko P.A., Voronina G.A. Methodology and technology of the work of a social teacher. – M., 2001. 4. Ananyev B. G. Human being and society. The socialization problems of an individual: Collection of articles. Leningrad: The publishing house of Leningrad University, 1971, pp. 144–150. URL: https://elibrary.ru/author_items.asp?authorid=499371&pubrole=100&show_refs=1&show_ option=0 (In Russian)/ 5. Parygin B. D. The basis of the social and psychological theory. Methodology and history of psychology, 2007, vol. 2, no. 2, pp. 40–53. URL: https://elibrary.ru/item.asp?id=19011606 (In Russian)/

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ONE POSSIBILITY TO STUDY NATIONAL VALUES IN AUDIOVISUAL TRANSLATION RESEARCH Inga Milevica (inga.milevica@gmail.com) Alberta College, Riga

Abstract A researcher specializing in audiovisual translation often encounters problems related to national (socially cultural) values and value orientations. Most likely, within the framework of his research, an audiovisual translation researcher cannot conduct a qualitative, ambitious study of national values, their differences, especially over a certain period of time. One successful solution can be found in the field of sociological research: the World Values Survey (WVS), and this possibility will be discussed in the article from the point of view of audiovisual translation. Keywords: Audiovisual Translation, National Values, World Values Survey.

It is safe to say that interdisciplinarity has evolved from the new scientific paradigm into a stable feature of modern science, but it is also safe to say that its mention often becomes a student’s work, as well as the formality and common place of scientific articles: interdisciplinarity is being used to justify the topicality or novelty of a research, or the chosen method, but in the research design itself, the interdisciplinarity does not materialize in the practical sense. In the previous article, author described on the Latvian research material how little attention was paid to audiovisual translation in the Latvian humanities: for twenty years, the interest of academic science – unlike the interests of audiovisual practitioners – has not addressed audiovisual translation issues: one article has been published in Latvian collections of articles, which has an insight into the terminology and methodology of audiovisual translation and presents a highly formal review of translation errors of film titles. [1, pp. 24-25] Translation science, being interdisciplinary in nature, is currently strongly directed in fiction research direction, namely in the direction of the scientist’s philological «comfort zone», i.e. in the opposite of interdisciplinarity zone: translation science, in preaching interdisciplinarity, often moves in the opposite direction from interdisciplinarity and conducts research in highly dominant fiction discourses. [1, p. 26] It is undeniable that interdisciplinary research means more investment, more researchers and their collaboration models, more time, more projects, more agreements, etc., which are also constraints on such research, especially in a situation where science is not adequately funded at the level of specific research institutes and universities, and at the level of national science and education policy. But at the same time, all these constraints also point out the direction in which solutions should be looked for. One such solution that does not require investment, a large number of researchers or even a lot of time, will be discussed in this article from the point of view of audiovisual translation science. A researcher specializing in audiovisual translation often encounters problems related to national (socially cultural) values and value orientations, for example, different types of changes in the translation of audiovisual texts the researcher can explain by differences in national

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worldviews, differences in values and value orientations: profound transformations of feature film titles, change of different conversation topics in dialogues, elements of taboos and euphemism, ways of depicting models of mutual relations, etc. Most likely, within the framework of his research, an audiovisual translation researcher cannot conduct a qualitative, ambitious study of national values, their differences, especially over a certain period of time. Accordingly, the results of other research should be addressed – intercultural communication research, partially – cognitive science, and sociology and sociolinguistics research. There are many results of such research and developed methodology, for example, the well-known Geert Hofstede approach, which is based on four parameters: individualism-collectivism; uncertainty avoidance; power distance (strength of social hierarchy) and masculinity-femininity (task-orientation versus person-orientation). G. Hofstede suggests explaining these parameters through a questionnaire, which is sometimes one of the biggest limitations of interdisciplinary research: adequately large samples for sociological research are time-consuming and resource-demanding work, and the selection made by philologists could be very incorrect, for example, if it involves mostly their own student philologists and a narrow circle of close acquaintances. Another limitation is related to another type of problem. In case the audiovisual translation study is not devoted to two international languages (e.g. English-German, English-Russian), but to several languages, some of which do not belong to the «big» languages (e.g. English-Russian-Latvian), then a expressed methodological problem arises: there are incomparably fewer studies on the national values of Latvians in terms of the national worldview, than on the national values of the USA, Great Britain and Russia. The third major problem is also the different research designs, different research materials, etc. of national value research, which prevent the correct use of the results of this variegated research for audiovisual translation. These three limitations (which could be accompanied by a number of other limitations) become a reason for the researcher to choose not to carry out this part of the study himself, but to use other studies and software developed by sociological methods. And now, as the best Hollywood movie traditions, have to say: there is a solution. One successful solution can be found in the field of sociological research: the World Values Survey (WVS). The WVS is a sociologists’ project (http://www.worldvaluessurvey.org/wvs.jsp) that aimed to explore values around the world and determine their impact on social and cultural life. The most important researcher and inspirer of the project was Ronald Inglehart, after whom, by the way, research diagrams are named. The project has already conducted research in 97 countries (2017 data). The values in this study are divided into two categories, which are based on the anti-polar principle: 1) survival values: economic or physical security, material values, intolerance to other opinions, xenophobia, low appreciation of freedom and rights, willingness to accept authoritarianism, trust, tendency to believe in omnipotence of science and technology; and self-realization values: high evaluation of personality, freedoms, human rights, material benefits, success, gender rights, frugality worries; 2) traditional values: religions, respect for the power of values, absolute standards, social conformism, preference for open political conflicts; and secular-rational values: rational behavior, success, preference for the secular creation of the state, religion’s low role (http://www.worldvaluessurvey.org/wvs.jsp) Survival values, as the project shows, are typical for post-communist countries in Eastern Europe, including Asia and Africa, while self-realization values are typical of Western European countries and English-speaking countries. The results of the research showed that there are correlations between a high level of self-realization values and the level of state welfare. Countries of traditional values are the USA, Ireland, Latin American countries, India. [2] The WVS project study allows not only to use one of the most valuable value studies in the world, but also to track changes in values. Thus, these changes can be traced in the example of the USA, Russia and Latvia. Survival and self-realization value rates have changed over the last 10 years. The self-realization rate for US culture in 1996 was closer to -1.5, while in 2017 it decreased: closer to -1.0. The survival rate for Russian culture in 1996 was closer to -0.2, but in 2017 it is between -1.5 and -1.0. For Latvia, the survival rate in 1996 was closer to -1.5, but in 2017 it is already between -1.0 and 0.5, which means, the survival rates in Russia and Latvia are decreasing, with Russia having this rate more pronounced than Latvia. The rates of traditional and secular values in the three cultures have also changed over the last ten years. US culture is characterized by traditional values: in 1996, as shown in Figure 1, the rate is closer to 0.5, while in 2017 – see Figure 2, it is already approaching 0.0. Russia demonstrates the opposite trend: in 40

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1996 the indicator was 1.0, but in 2017 the rate of secular values decreased – 0.5. In 1996, Latvia had a low rate of traditional values – closer to 0.5, but in 2017 the rate of secular values has grown the most: closer to 1.0. [2] Thus, WVS is a sociological research material that can contribute to audiovisual translation science in terms of national cultural values: whether and how they affect translations, how their changes were reflected in audiovisual translations over twenty years: during those twenty years of audiovisual translation in independent Latvia. The WVS will not become a guarantor of interdisciplinarity in research, which should also not be seen as negative: it is more efficient, ethical and fair to use professional and reliable material than to create a weak and unconvincing illusion of interdisciplinarity on your own.

References 1. Milevica, Inga (2020). On Non-existent of Audiovisual Translation Studies in Latvia (According to Material of Scientific Paper collection). Modernization of Teaching Profession: Approaches, Best practices, Challenges. Scientific Journal of the Modern Education & Research Institute. Nr 12 (2020). 23-26 pp. 2. World Values Survey site. Available on internet: http://www.worldvaluessurvey.org/wvs.jsp.

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Gender as an influencing factor for women’s representation in the position of the head of higher education institutions in Latvia Tatjana Titareva (tatjana.titareva@riseba.lv; titaretn@dukes.jmu.edu) RISEBA University of Applied Sciences (RISEBA), Riga, LATVIA James Madison University, Harrisonburg, VA, USA

Abstract The current research looks at the gender inequality in the position of rector in state universities in Latvia that was studied within the framework of this research. The mixed methods of research were applied. In the future, the results of this study could be developed further for other aspects of female leadership in academia specifically and public sector in general both in Latvia and abroad. Keywords: female leadership; glass ceiling; academia; Latvia; state universities.

Introduction At a time when many women are increasingly taking on leadership roles in higher education institutions (HEI), disproportionate representation of both genders in favour of male representation in HEI management is a problem in many countries and progress till date has been very slow [Davidson and Burke, 2004; Morley, 2013]. Gender equality in academia has been on the research and policy agenda in the Nordic countries since the early 1980s and in Western Europe – since the 1990s. In UNESCO World Science Report, Harding and McGregor [1995, 16] noted a conceptual deviation of this line of research from the previous concept of «women as a problem,» i.e. women’s identity, motivation, individual characteristics, etc. to the problematic academic environment, its structures and practices, i.e. institutionalism [European Communities, 2004]. Professor L.Morley [2011] from the Centre for Higher Education and Equity Research (CHEER) from University of Sussex in her stimulus paper «Women and Higher Education Leadership: Absences and Aspirations» states: «Women are entering HE leadership, albeit in low numbers. We need to build on this momentum to envision what type of sustainable and gender sensitive leadership is required for the university of the future». Problem Statement of the current research. According to the statistics of the Ministry of Education and Science of Latvia for 2018, the total number of professors in Latvian state higher education institutions, which is the basic requirement for rector candidates, was 593, of which 259 were women, representing almost half of the staff eligible for the post of rector. However, the current statistics of rectors by gender is: 63% – men, 37% – women. Previous Research on the topic. Most of the previous research on female experiences in university leadership has been conducted in the West [Acker, 2014; Wallace and Wallin, 2015]. Only a few years ago, research on this topic became relevant in other parts of the world, including East Asia [McNae and Vali, 2015; Morley and Crossouard, 2016], South Africa [Obers, 2015], and the 42

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Middle East [Arar and Oplatka, 2016; Samier, 2015], as well as Central Asia [Kuzhabekova, Almukhambetova, 2019]. Main Theories applicable to the current research topic. The main theories of female disproportionate representation in management positions are explained by the following theories: 1) human capital theory [Becker, 1971]; 2) social role theory [Eagly, 1987]; 3) psycho-social theory; 4) theory of gender organization [Acker, 1990]; 5) performative leadership theory [Acker, 2002]; 6) professionalization theory [Blackmore, 2014]. These theories are interrelated and follow each other and together provide a common explanation of the barriers that prevent women from moving up the career ladder. In addition, previous research on the main causes of glass ceilings identifies five categories of reasons for the disproportionate representation of women in leadership positions: 1) individual factors of women [White et al., 1997], incl. incl. belief in oneself and one’s strength, personal motivation, lack of persistence on one’s career goals, etc.; 2) organizational framework [Clevenger and Singh, 2013]; [DiMaggio and Powell 1991; Frankforter 1996; Jackson et. al, 2009]; [Kanter 1977; Morrison and Von Glinow 1990; Riger and Gallig; Jackson et. al, 2009]; [Staines, et al., 1974]; [Blau & DeVaro, 2007]; [Reskin & McBrier 2000] that includes: career orientation for men, unfair assessment of female candidates, etc.; 3) family circumstances [Ismail and Ibrahim, 2008; Blackmore and Sachs, 2007; White, 1995], incl. child care, partner influence, prioritization of physical and mental health, etc.; 4) cultural factors and societal traditions [Coleman, 2004]; [Clevenger and Singh, 2013]; [Blackmore and Sachs, 2007]; [Frankforter 1996; Powell 1988; Cox 1994; Jackson et. al, 2009] – stereotypes about the division of roles between men and women; 5) the existing legal and political framework in the country [Clevenger and Singh, 2013] – the lack of laws and legal bases at the state level to promote gender equality and an equal number of leadership positions for representatives of both genders. The Aim of the Research was to identify the reasons that influence the disproportionate representation of women in the management of higher education institutions in Latvia, as well as to develop recommendations on ways to promote the representation of women in the position of rector in public universities (the last are available in the full version of the research in Latvian). Research Hypothesis: The determining (main) factors for the disproportionate representation of women in the highest leadership position of the higher education institutions (HEI), i.e. rector position, in Latvia are individual factors of women and family circumstances (see reasons 1 and 3 in «previous research on the main causes of glass ceilings» above). Empirical Sources. Reports, studies and recommendations of international organizations (United Nations, Organization for Economic Co-operation and Development (OECD), European Commission) related to gender equality issues, as well as laws of the Republic of Latvia and policy planning documents (e.g. Law on Higher Education Institutions, Ministry of Welfare Policy Planning documents and legal acts, etc.), statistics of the Ministry of Education and Science of Latvia, election regulations for rectors of the state higher education institutions in Latvia. Research Methods. In order to obtain objective and multifaceted research results, and to be able to compare and verify them, the author of this study chose mixed research methods, i.e. both quantitative and qualitative, including not only women but also men in the study, as their views were also important in order to be able to draw objective conclusions about what helps and what hinders women on the career ladder in academia in Latvia. In result, 7 interviews were conducted with current and former women rectors of state universities in Latvia (out of 11 possible); 34 responses to online questionnaires for female leaders at the level of vice-rectors, deans and heads of faculties, departments and programs in the state HEI administration were received, as well as 20 responses to online questionnaires for the male leaders at the level of vice-rectors, deans and heads of faculties, departments and programs in the state HEI administration. Finally, 1 interview was held with a representative of the Ministry of Education and Science of the Republic of Latvia to evaluate the research issue from the perspective of legal regulation and political settings. This research has the following limitations: 1) the scale of the research – 16 current Latvian state higher education institutions; 2) only the position of the rector, because currently it has the largest disproportionate representation of both genders; 3) from the mentioned above five main glass ceiling factor blocks the author of the research chose for the hypothesis two – individual factors of women and family 43

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circumstances as they are most often mentioned as the main hindering factors in women’s careers both in everyday life and academic literature; 4) research period: starting from 2000, as it was a turning point in the history of Latvia, in the late 90s – early 2000s, when Latvia joined international alliances – NATO, European Union, etc., as well as joined the Bologna process, by integrating into the single European higher education area. Additionally, at this time first successful female leaders at high political positions, including the first female president of the country, appeared in public life and changed the perception in society about female leaders. Future application of the research results. Based on the results of this research, future research in the field of the female leadership, specifically in the academia, as well as in general in public sector, could be conducted, e.g. competition among women as a barrier to women in senior management positions; the family model of female leaders and how family members perceive and compensate for the usual functions of women in the household and family, when female leaders spend most of the time at work and on business trips; reasons why women need more time to climb the career ladders in academia, though the formal criteria for both genders are the same; the reasons why women apply for the highest management positions less than men, even if their qualifications are equal to men and how they can be stimulated to do it, as well as to expand the geography of this study and compare the situation of Latvia with the situation of other European Union countries, comparing both the old European countries with the traditions and values of the «old» world, as well as the new EU member states, coming from the former socialist bloc. Research Conclusions. 1) According to the research results, the main reasons that most influence the disproportionate representation of women in the top management position of the rector in Latvia’s HEIs are individual factors of women and family circumstances. Thus, the research hypothesis: «The determining factors for the disproportionate representation of women in the highest leadership position of higher education (HE) institutions (HEI), i.e. rector position, in Latvia are individual factors of women and family circumstances» has been confirmed. 2) The disproportionate representation of women in the position of rector of Latvian state universities is mostly based on the theory of social roles and psycho-social theory, when the biggest challenges women face in Latvia on the way to management positions are mostly related to the conflict between public expectations about the role of women as a mother and wife and organisational leader. Similarly to the research of the topic in other countries, Latvian women lack clear career plans for advancement to the rector position or any other leading positions, they do not strategically develop their career development opportunities and often accidentally enter leading positions when they are nominated by the team. 3) Gender discrimination against women in Latvia exists / has recently existed in large and oldest Latvian universities, which is less pronounced in the newest and more dynamic Latvian state universities. 5) According to the respondents of interviews and surveys, «gender is of the least importance in the top management position of Latvian state higher education institutions, and the professional knowledge and competencies of rectors and rector candidates are more important». In this context, it would be interesting to carry out further research to verify these allegations, for example, when respondents are guaranteed anonymity and whether they would answer the same, knowing that no one will be able to reprimand them later. However, the statistics of the the Ministry of Education and Science of Latvia on the current disproportionate representation of women in state university rector positions, as well as studies and organizations from international organizations, show that this problem exists at global and European level and is important to address in the context of each country. 6) Discrimination against women is more pronounced by other women than by men, where some respondents emphasized that «women are more cruel and do not allow other women to climb the career ladders». The latter finding could be relevant for further research and development of recommendations on female leadership issues in academia. 7) One of the possible additional reasons in the Latvian context related to the disproportionate representation of women in the position of rector in state universities could be that women decide not to apply for the position of rector, although their competencies are similar to the male candidates’, and are initially less represented in rector elections. This could be one of the areas where, on the basis of this study, future research could be carried out into the reasons why women are in the minority in the position of rector in state universities or other leadership roles in the public sector. 8) Neither at the level of individual administrative heads, nor on the part of the Ministry of Education and Science of Latvia, was there support for the use of legislative instruments for gender balance in management positions in state universities such as «gender quotas» 44

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practiced in Northern European countries (Sweden, Finland, Norway, etc.) or stimulate it at the legislative level with other policy instruments. Respondents of this study, on the other hand, emphasized that what is needed for women to move up the career ladder in higher education is primarily internal factors, such as: «it must be a woman’s own goal»; «appropriate personal and professional characteristics»; «supportive mentor»; «peer support»; «charisma», etc. Regarding external solutions to stimulate women’s careers in the academic environment to a higher position of the rector, the following additional activities were suggested by the study respondents: 1) to establish support platforms in Latvia and be part of international organizations support platforms, where women in senior management share their experience on how they overcame challenges and difficulties that are similar in academia in many parts of the world; 2) to stimulate career counselors to help representatives of both genders to develop a career plan, as well as to provide training on leadership and to inform young people about the responsibilities, benefits and lifestyle of the rector’s position in HEI; 3) search and share in the public space inspiring stories of successful women’ examples in leadership positions in public sector, showing that women can be as good leaders as men; 4) already elected rectors to receive psychological support from other HEI rectors (preferably at the international level, because they do not have the opportunity to talk about psychological challenges with the rectors of other universities in Latvia, because information can be revealed). The results of this study are consistent with previous research in other parts of the world and can be largely explained by current Western world feminism theories that list the reasons for the disproportionate representation of women in leadership positions.

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13. Eagly, A. and Wood, W. 2016. Social Role Theory of Sex Differences. Handbook of Theories of Social Psychology. 458-476. 14. European Commission Directorate-General for Research Information and Communication Unit. 2004. Gender and Excellence in the Making. Ed.r: Delilah Al-Khudhairy, Nicole Dewandre, Helen Wallace. Availabe from: https://www.researchgate.net/publication/258050290_Gender_and_Excellence_in_the_Making [viewed 17.05.2020.] 15. European Commission. Gender Equality. Available from: https://ec.europa.eu/info/policies/justice-and-fundamental-rights/gender-equality_en [Available from: https://eige.europa.eu/gendermainstreaming/toolkits/gender-institutional-transformation/gender-mainstreaming-and-institutional-transformation [viewed 17.05.2020.] 16. Fuller, K. 2014. Gendered educational leadership: beneath the monoglossic façade. Gender and Education. 26(4), 321-337. 17. Glass, C. and Cook, A. 2016. Leading at the top: Understanding women’s challenges above the glass ceiling. The Leadership Quarterly. 27(2016), 51-63. 18. Glass Ceiling Commission - A Solid Investment: Making Full Use of the Nation’s Human Capital, U.S. Glass Ceiling Commission. 1995. Available from: https://digitalcommons.ilr.cornell.edu/ cgi/viewcontent.cgi?article=1117&context=key_workplace [viewed 17.05.2020.] 19. International Gender Equality Prize. Available from: https://genderequalityprize.fi/en/frontpage [viewed 17.05.2020.] 20. Kuzhabekova, A. and Almukhambetova, A. 2019.Women’s progression through the leadership pipeline in the universities of Kazakhstan and Kyrgyzstan. Compare: A Journal of Comparative and International Education. 21. Ministry of Education and Science of Latvia. Institutions of Higher Education. Available from: https://www.izm.gov.lv/lv/izglitiba/augstaka-izglitiba/augstakas-izglitibas-iestades [viewed 17.05.2020.] 22. Ministry of Foreign Affairs of Denmark. Gender Equality. Available from: https://um.dk/en/ gender-equality/ [viewed 17.05.2020.] 23. Morley, L. 2013. Women and Higher Education Leadership: Absences and Aspirations. Leadership Foundation for Higher Education. London: Leadership Foundation for Higher Education. 24. Normore, A. and Trinidad, C., H. 2005. Leadership and gender: A dangerous liaison? Leadership & Organization Development Journal. 26 (7), 574-590. 25. OECD. 2016. Improving Women’s Access to Leadership: What Works? Iegūts no: https://www. oecd.org/about/secretary-general/improving-womens-access-to-leadership-what-works.htm [sk. 17.05.2020.] 26. OECD. 2014. Women, Government and Policy Making in OECD Countries. Available from: https://www.oecd.org/gov/women-government-and-policy-making.htm [viewed 17.05.2020.] 27. Perrone, K.M., Wright, S.L. and Jackson, Z.V. 2009. Traditional and nontraditional gender roles and work—Family interface for men and women Journal of Career Development. 36(1), 8-24. 28. Ragins, B., Townsend, B. and Mattis, M. 1998. Gender gap in the executive suite: CEOs and female executives report on breaking the glass ceiling. Academy of Management Executive. 12(1), 28-42. 29. UN Women. Facts and figures: Leadership and political participation. June 2019. Available from: https://www.unwomen.org/en/what-we-do/leadership-and-political-participation/facts-and-figures [viewed 17.05.2020.] 30. Winchester, H. and Browning, L. 2015. Gender equality in academia: a critical reflection. Journal of Higher Education Policy and Management. 37(3), 269-281. 31. World Economic Forum. Global Gender Gap Report 2020. Available from: http://www3.weforum.org/docs/WEF_GGGR_2020.pdf [viewed 17.05.2020.]

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PRELIMINARY RECOMMENDATIONS FOLLOWING THE PROJECT «MULTI-FACETED STUDY OF THE HISTORY, PROBLEMS AND PROSPECTS OF IMPLEMENTATION OF INTERNATIONAL EDUCATIONAL PROJECTS IN THE REPUBLIC OF KAZAKHSTAN» Laura Turarbekova (l.turarbek@mail.ru) Al-Farabi Kazakh National University (KazNU Al-Farabi, www.kaznu.kz), Almaty

Abstract The object of the project’s research is the internationalization of higher education and science in the Republic of Kazakhstan and the systemic changes associated with it. This article makes preliminary recommendations for the introduction of international projects in the system of higher education and science of Kazakhstan. Materials of international scientific events implemented over three years (2018-2020) were used to make recommendations. Keywords: Republic of Kazakhstan, international educational projects, internationalization of higher education, intellectual flows in the global world, philosophy of education, policy in higher education and science.

The project «Multi-faceted study of the history, problems and prospects of implementation of international educational projects in the Republic of Kazakhstan» received a grant from the Ministry of Education and Science for 2018-2020. The aim of the project is to explore the history, challenges and prospects of implementing international educational projects in Kazakhstan in a variety of way. During the research work, international scientific events were carried out to bring together Kazakhstani and foreign researchers to study the fundamental characteristics of national education systems, as well as to publish on the given issues in Kazakh, Russian, English languages in domestic and foreign publications. Studies conducted throughout the period have identified meta-scientific fundamental philosophical, cultural and political basic characteristics of higher education and science systems as a public space, and established transversal links between Kazakh, Kyrgyz, French, Belgian, Turkish, Swiss researchers interested in the internationalization of higher education and science in the Republic of Kazakhstan and beyond. The 2018 year of research has created a theoretical basis for studying the political and economic processes that accompanied the internationalization of higher education and science in the Republic of Kazakhstan throughout the period since the beginning of the country’s independence. Continued research in 2019 allowed to deepen the problem, expand it up to the metaeconomic level, touching on new aspects in understanding the processes of internationalization of higher education and science in Kazakhstan. Finally, 2020 proved to be a landmark year for the project. Over the previous two years, research has increasingly delved into the topic of digital space and, in particular, the digital educational space. The crisis caused by the global pandemic of coronavirus infection has further highlighted the attention of the researchers involved in the project on the issue of the digitalization of education and its associated risks (in particular, the cultural selfidentification of young people in the digital space). The project was the first attempt for the Republic of Kazakhstan to systematically approach the study of national education as a public space.

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According to the results of the project, researchers develop recommendations in the field of internationalization of higher education and science in Kazakhstan. Preliminary recommendations for the project are: 1. It is recommended that a systematic and fundamental approach should be taken in the study of processes taking place in national systems of higher education and science, in order to avoid a descriptive and narrowly disciplined approach in addressing the implementation of international educational projects in the Republic of Kazakhstan and in making recommendations for implementation. 2. Communication design is recommended in the practical process of implementing state modernization programs in universities and research centers of the Republic of Kazakhstan. 3. It is recommended that systemic meta-scientific approach should be used when studying the processes of spiritual, political, economic and social modernization. In particular, when analyzing the economic situation of Kazakhstan’s intellectual workers, such as university teachers, academics, researchers of scientific institutes, the approach is assumed in terms of determining their status not only economically, but also in terms of values. 4. The values and legal aspects of internationalization in higher education and science in Kazakhstan should be studied as a single set of issues, in conjunction with the philosophical, cultural and sociological aspects of the problem. The recommended approaches are closely intertwined with the objectives set by the program statements, the President’s messages, as well as the related programs «Mangelik el,» «Rukhani Jangyru,» «Industry 4.0» and others. In general, the problems and objectives of the project are in line with the problems and challenges associated with the modernization processes of the Republic of Kazakhstan and reflect them. At the same time, the approach to the solvable scientific problem is «multi-faceted», that is, does not involve its study from the point of view of only pedagogy. The multifaceted scope of the study brings the internationalization of higher education and science to a meta-scientific level, which is implying that the issues raised by research on the topic have many different aspects that go far beyond pedagogy. These are the non-educational foundations of higher education and science policies, not only in the Republic of Kazakhstan, but also in the countries cooperating with it in this area. Such non-educational grounds are: the influence of philosophical and political currents on theories and practices in higher education and science, the economic prerequisites for theories and practices in higher education and science, finally, the legal and institutional prerequisites for certain policies in higher education and science. All of these factors influence the possibilities and specifics of the implementation of international educational projects in a particular state. Studying the impact of these aspects of the problem of the internationalization of higher education and science in the Republic of Kazakhstan and related systemic changes in higher education and science is a solvable scientific problem, the study of which, according to the authors of the project, should lead to the creation of recommendations for the introduction of international educational projects in the country. As the current President of the Republic of Kazakhstan Kassym-Jomart Tokayev noted in his Address of September 2, 2019, «successful economic reforms are no longer possible without modernization of the country’s social and political life.» There, the President pointed out that the goal of the country is to create a developed, inclusive knowledge economy, which means that we cannot talk about the economy without touching on complex issues of culture, politics, history and education. In this regard, it should be emphasized that the economic status of the intellectual scientist in Kazakhstan is directly dependent on historical and cultural backgrounds. It is no secret that the economic situation of the vast majority of intellectual workers in the Republic of Kazakhstan has not been at its height for the last three decades. In particular, this fact is striking when comparing, inevitable in the process of increasing contacts with employees of foreign, in particular, Western European universities. For example, according to the French Ministry of Higher Education Science and Innovation website, the salaries of teachers at the beginning of their career at Universities in France amount to 3,102.14 euros per month in 2019. After two years of successful work at the university, the salary is 3,458.28 euros per month. At the same time, there is a graduation from the teacher of the first class to the teacher of the second and, finally, upper class, accompanied by a salary increase, respectively, to 4,976.55 and 6,204.29 euros per month. 48

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When comparing the difference between the salaries of European and Kazakhstani university teachers, the difference is obvious. The average salary of a university lecturer at the universities of Kazakhstan (professor) is about 142.2 thousand tenge per year, i.e. about 1,706.4 thousand tenge per year. According to some sources, teachers and other university staff are paid 5% less than the average in the Republic of Kazakhstan. In terms of the euro rate, for approximate comparison, the teacher of the Kazakh university receives less than 4,000 euros per year (the lowest annual salary of a teacher in universities in Europe is about 8.5 thousand euros in Bulgaria and Romania). According to some sources, teachers and other university staff are paid 5% less than the average in the Republic of Kazakhstan. According to the participants of the project, this circumstance has a connection not only with the general economic situation of workers of various spheres in the Republic of Kazakhstan. The low wages of intellectual workers are primarily related to the perception of this work and the status of the intellectual, which has historically developed in the territory of the Republic of Kazakhstan. In this regard, it is necessary to initiate a comparative study of the economic situation of university workers in different countries of the world in the context of their cultural, legal, ideological status. The first significant steps in this direction have been made. On August 27, 2019, the bill on the status of the teacher, presented by the Minister of Education and Science A. Aimagambetov, was approved at a meeting of the Government of Kazakhstan under the chairmanship of Prime Minister Askar Mamin. Understanding the fact that the requirements for the quality of teaching in the universities of Kazakhstan cannot be met without the appropriate requirement of the salary of a university lecturer, prompts the Government of Kazakhstan to set this task before the leadership of universities. The need to internationalize higher education in the Republic of Kazakhstan has been repeatedly emphasized in many of the works of President Nazarbayev (see Nazarbayev N.A., Era of Independence. – Astana, 2017. – 508 s.; «The message of the President of the Republic of Kazakhstan N. Nazarbayev to the people of Kazakhstan» October 5, 2018, etc.), during the discussion of various issues related to the draft law «On amending some legislation of the Republic of Kazakhstan on the expansion of academic management autonomy of higher education institutions.» In addition to the above, the program «Message of the President of the Republic of Kazakhstan Kassym-Jomart Tokaev to the people of Kazakhstan» on September 2, 2019 gave a new impetus to the conduct of this kind of research. As already noted, in the third paragraph of this policy document, the President of the Republic of Kazakhstan noted the need to develop an inclusive economy or «knowledge economy» aimed at abandoning the resource mentality. This provision means that the simple market «benefit» from education, perceived as a type of business, is an outdated criterion. The emphasis is on quality and status, on knowledge and their production, rather than on some «income» from universities. Pointing out that Kazakhstan has taken a course to develop the digital economy, the President confirmed his intention to continue the implementation of the Digital Kazakhstan program. According to the objectives of the state program «Digital Kazakhstan» approved by the government’s resolution No.827 of 12.12.2017: «Industry 4.0, one of the drivers of the digital transformation of the industry, is the concept of production organization, where additional value is provided by the integration of physical objects, processes and digital technologies, in which real-time physical processes are monitored, decentralized decisions are made, and machines interact with themselves and people.» National education is one of those industries where digital communication skills must be introduced at all levels, while ensuring the challenges of educating young people, as well as providing adequate communication with the global academic world in the internationalization of higher education and science. The scientific problem of internationalization of higher education and science associated with it is extremely relevant at this stage, as evidenced by the growing number of publications and ongoing international, republican and regional activities throughout the Republic of Kazakhstan. The urgency of the problem is also undeniable at the international level, although the focus of Western European researchers in solving this scientific problem is somewhat different from the direction characteristic of Kazakhstani researchers. The haphazard research on the internationalization of higher education, noted in the research findings, is due to the lack of «taste» for interdisciplinaryness in the Kazakhstan scientific community. Issues related to internationalization should be studied comprehensively, «multidimanically,» at the meta-scientific level. The project «Multi-faceted study of the history, problems and prospects of implementation of international educational projects in the Republic of Kazakhstan» is the first in, what we hope, a series of projects on higher education and science in Kazakhstan in the global world. 49

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References 1. Education Act of the Republic of Kazakhstan (https://online.zakon.kz/Document/?doc_ id=30118747). 2. «Какая зарплата в сфере образования?» (https://www.zakon.kz/4904976-kakaya-zarplata-vsfere-obrazovaniya.html) 3. Лазар М.Г. Коммуникации в современной науке: социологические и этические аспекты // Ученые записки РГГМУ. – 2011. – № 18. – C.236-245. 4. Медведева С. М. От научного творчества к популяризации науки: теоретическая модель научной коммуникации // Вестн. МГИМО-Университета. – 2014. – № 4. – С. 278–286. 5. Медведева С. М. Научная коммуникация в современном мире: проблемы и перспективы // Вестн. МГИМО-Университета. – 2014. – № 2. – С. 253–255. 6. «Министр Аймагамбетов поручил ректорам повысить заработную плату преподавателей» (https://www.zakon.kz/4990203-aymagambetov-poruchil-uvelichit.html). 7. Nazarbayev N., State of the Nation Address of President of the Republic of Kazakhstan Nursultan Nazarbayev, October 5, 2018 (http://www.akorda.kz/ru/addresses/addresses_of_president/poslanie-prezidenta-respubliki-kazahstan-nnazarbaeva-narodu-kazahstana-5-oktyabrya-2018-g). 8. Назарбаев Н.А. Эра независимости. – Астана, 2017. – 508 с. 9. Nazarbayev N., Course towards the future: modernization of Kazakhstan’s identity (http://www. akorda.kz/ru/events/akorda_news/press_conferences/statya-glavy-gosudarstva-vzglyad-v-budushchee-modernizaciya-obshchestvennogo-soznaniya). 10. «Постиндустриальные тренды в стратегии инновационного развития Республики Казахстан»: коллективная монография / Под общ. ред. З.К. Шаукеновой. – Алматы: Институт философии, политологии и религиоведения КН МОН РК, 2014. – 248 с. 11. Academic positions in Europe (https://academicpositions.com/career-advice/phd-postdoc-andprofessor-salaries-in-germany). 12. Site du Ministère de l’enseignement supérieur, de la recherche et de l’innovation ((http://www.enseignementsup-recherche.gouv.fr/cid22705/professeur-des-universites.html) 13. Toute l’Europe (https://www.touteleurope.eu/actualite/le-salaire-des-enseignants-en-europe.html) 14. Стратегия академической мобильности в РК на 2012-2020 годы (http://enic-kazakhstan.kz/ru/ realiz-bp/akademicheskaya-mobilnost) 15. Tokayev K. State of the Nation Address of President of the Republic of Kazakhstan Tokayev K., September 2, 2019 (http://www.akorda.kz/ru/addresses/addresses_of_president/poslanie-glavygosudarstva-kasym-zhomarta-tokaeva-narodu-kazahstana) 16. Турарбекова Л.В., Национальное образование как публичное пространство // Педагогика и психология. – 2018. – №2 (35), 2018. – С. 195-200. 17. Digital Kazakhstan program official site (https://docs.google.com/document/d/1k0biT_M3gK5HwAE05-cGTbZ-cqf44De8BXzad_nghjU/edit).

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Delphinium biternatum Huth. growing on the ridge of Zailiysky Alatau onthomorphogenesis LZ.Ch.Umirbaeva (umirbaeva_zoya@mail.ru), G.N. Egizbayeva Caspian State University of Technologies and Engineering named after Sh.Yesenov

Abstract The onthomorphogenesis of the species Delphinium (Delphinium iliense Huth. and Delphinium biternatum Huth. growing on the ridge of Zailiysky Alatau was studied. The age states of the herbaceous perennials are characterized. Comprehensive study of the life cycle of plants is one of the early subject bases. The life cycle is a stage in the development of one or more generations of organisms, individuals, and individual species. It is studied in the science from the point of view of morphological, physiological, ecological, onthogenetic and phylogenetic branches [1, 2]. Scientists [3,4,5], along with the stage of organogenesis, classify the process of onthogenesis of higher plants into stepwise and age periods: growth, juvenile and virginal periods, complete formation and aging. Each of them is characterized by the formation of certain organs and other processes such as deformation and aging of metameric organs formed one after the other. Keywords: Delphinium liense Huth., Delphinium biternatum Huth., ontomorphogenesis

Introduction Currently, research on the changes in the skeleton and age structure of plants growing in various plant communities, as well as in forest, steppe and meadow habitats is widespread. Determining the age characteristics of many European plant species revealed the laws of formation of the basic concepts and principles of population-ontogenetic research [1,2]. Recently, a lot of information has been collected about the age and structure of plant populations, but such data are often typical of plants living in the plains. Due to the lack of data on the skeleton and age structure of populations of alpine plants, the study of the skeleton of alpine plant species of the Northern Tien Shan is one of the most important theoretical goals in the field of botany.

Materials and Method of Research Family Ranunculaceae Juss. Distribution area of the plant Delphinium biternatum Huth. Orthasia. It is widespread in Central Asia and the Pamirs – Altai, Turkmenistan, and on the territory of Kazakhstan in the rocky, steppe slopes and forests of the Dzungarian, Trans-Ili Alatau and Ketpen Mountains, Terskey, Kyrgyz Alatau [7]. This plant species is found in the Trans-Ili Alatau ridge in the western belt of the Kotyr Bulak gorge at an altitude of 1000 m above sea level. Its variegated cenosis includes: Eremurus fuscus Vved. ex [E. Nikit.], Astragalus schangianus Pall., Hypericum perfaratum L., Spiraea hypercifolia L. (Fig. 2).

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Delphinium biternatum Huth when determining the features of plant onthomorphogenesis, we used the instructions of I. I. I. Sikur and L. p. Syritsa [6], based on the method of Rabotnov [3]. For the age periods of plants from vegetative period to the generative period, and their descriptions were obtained about 10 numbers of plant, for determining the stages of onthogenesis were measured biometric indicators: height, length and width of the leaf boards, flower size and number of flower per plant, total number of floral shoots, the duration of the flowering phase. Based on the methods, the study of the features of onthomorphogenesis was carried out by independently determining various age periods and drawing their images. Morphological features of underground organs were studied by methods of V. G. Golubev [7], I. p. Ignatieva [8], I. G. Serebryakov [9], M. S. Humpty [10] and M. G. Taranovskaya [11], I. O. Baitulin [12], and clear definitions of their root system were given. Statistical processing of quantitative indicators of biometric studies of plants in the natural environmental conditions was carried out based on the works of G. N. Zaitcev [13] and T. D. Dospekhov [14].

Results and Discussion A relative of the daisy (Delphinium L.), the three-limbed daisy (Delphinium biternatum Huth.) at the germination stage are formed on a sprout 1.5 cm high, 2 green, slender, sessile seeds. If the seed pod is 0.7 cm long, it will be 0.2 cm wide. At this stage, the leaf axils are weak, short-lived, its length does not exceed 0.2 cm. The thin, weak main root, developed at this stage of development, penetrates the soil to a depth of 2.2 cm. At the stage of growth, small, very rare firstorder lateral roots 0.3-0.4 cm long begin to form from the main root. In the juvenile period (J) the plant height is 5.3 – 8.0 cm. The number of leaves is 1-2. In the juvenile period, the leaf blade is divided into two, three-branched, three slice, and during development, three thinlinear slices are formed. The leaf blade is 0.9-1.6 cm long and 1.5-2.7 cm wide. At this stage of development in the root system is formed mature tubers with green buds, from which begin to develop the first auxiliary roots, the number of which is 4–5. The thickness of the tuber gradually thickens, reaching 0.5 – 0.7 cm. And the length of the auxiliary roots formed from the tuber is only 2.9 – 3.8 cm. The height of the immature plant is 12.5 cm. The plant is in the condition of 3 leaves. The leaf blade of the plant in the immature period is much flattened and sliced twice or thrice. The slices are convex and sharp, forming a wedge shaped base. The leaf blade of the plant develops at a length of 2.1 – 3.3 cm and a width of 4.5 – 5.3 cm. The leaf axils mature much better and reach a length of 7.4-9.5 cm. Also, during development, the thickness of the tuber increases by 0.7 cm. Under certain conditions, during the immature period, new, young shoots begin to develop from the green buds formed in the tuber. New, young tubers are not isolated, they form clones of shoots of different ages. From this time the main tuber is also in the stage of virginal development. Some large mature auxiliary roots penetrate the soil to a depth of 4.5 – 5 cm. In the virginal stage (V) the plant height is 16.5 cm. The plant has several leaves, the number of which reaches 15-18. Leaf blade length is 3.6 – 4.5 cm, width is 5.3 – 6.3 cm. The leaf axils develop rapidly and reach a length of 10.3 – 12.3 cm. From the green buds of the tuber appear new, young shoots with different shapes of leaves. If at this age the initial tuber is in the virginal stage, mature young tubers may be in the juvenile and immature stages (Fig. 2). In some cases, the immature tuber enters the virginal stage without forming young tubers and forms a generative shoot. Generative stage (G): the height of the generative shoot is 114 cm. The plant has 18-20 rhizome leaves and 3-4 stem leaves. The leaf blade increases in size, reaching a length of 4.0 – 4.7 cm and a width of 5.4 – 6.5 cm. In the inflorescence, which is 38.5 cm long, developed at the tip of the generative shoot, about 38 pale yellow flowers mature. The length of the lateral inflorescences branched from the main inflorescence is 11-14 cm, it has about 10-14 flowers. Depth of soil to a pan, which impedes rooting, is 15–17 cm. At the stage of generative development, the branching of auxiliary roots is low, only to the secondary lateral roots. The length of the primary lateral vein is 8-10 cm, the length of the secondary vein is only 0.2-0.3 cm. In the process of individual development in the flower of the trifoliate tegur in forms a thick tuberthreaded root system (Fig. 2). 52

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By the end of the immature period, primary life forms begin to form in almost all plant species. Although the different life forms that occur during the process of ontogeny depend on the species characteristics of plants, their degree of development is also influenced by environmental conditions.

Figure 2. Onthomorphology of Delphinium biternatum Huth plant in different age periods: germination (P), juvenile period (J), immature period (Im1, Im2), virginial period (V), generative period (G)

Conclusion The study of onthomorphogenesis of the species Delphinium biternatum Huth. growing on the ridge of Zailiysky Alatau allows to add the dates of diversity of Delphinium genera. It is important for fundamental and applied investigation on biodiversity of Kazakhstan, in particularly and for estimation of diversity of flora of Zailiysky Alatau, in general.

References 1. Determination of the age of the population of types of associations of drones. Steppe geobotany. vol. 3. 1964: 132-146. 2. Morphology of vegetative organs of higher plants. M. Nauka, 1952, 391 p. 3. Rabotnov T. I. Life cycle of perennial herbaceous plants of meadow cenoses. Works Of Bot. Institute of the USSR Academy of Sciences, ser. 3, 1950. 4. Kuperman F. M. On the regularities of step, age and organ formation processes and their interrelations in the life cycle of plants of higher breeds. Results and prospects of research of plant development (Material of Congress’s. Bot.in General. (1959): 22-25. 5. Sinnot E. V. Morphogenesis of the plant. – Ed. L. M., 1963. 60 p. 6. Golubev V. N. To ontogeny of root brush-root plants. Botanу, vol. 41. (1956): 248 – 256. 7. Sikura I. I., Syritsa L. P. Methods of studying ontogenesis. Recommendation for studying the ontogenesis of introduced plants in the Botanical gardens of the USSR. (1990): 9-16. 8. Ignatieva I. L. Some features of the Eastern poppy. Bot. Journal. Vol. 46. (1961): 13-16. 53

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9. Serebryakov I. G. Life forms of higher plants and their study. In the book: Polev. Geobotan. T. III. M. – L: Nauka, 1964. P. 146-205. 10. Shalyt M. S. Methods of studying the morphology and ecology of the underground part of individual plants and plant communities. Polev. Geobotanika, (1960): 369-371. 11. Taranovskaya M. G. Methods of studying root systems. 1957. 216 p. 12. Baitulin I. O. Structure of the root system of plants. Alma-Ata: Nauka, 1987. 252 p. 13. Zaicev G. N. Mathematical statistics in experimental botany. 1984. 423 p. 14. Dospekhov B. A. Methodology of field experience. 1985. 335 p. 15. Tugelbaev S.U. Geography, ecology, phytocenotic and resource characteristics of Aconitum leucostomum Worosch. Study of the flora of Kazakhstan and its protection. (Materials of the II International Young Bot. Conf. Dedicated to the memory of M.S.Baitenov) (2003): 232 – 237. 16. Kokoreva I.I. Features of the morphology and structure of populations of alpine gentian in the Zailiyskiy Alatau. Study of the flora of Kazakhstan and its protection. (Materials of the II-nd international. Young bot. Conference dedicated to the memory of M.S.Baitenov). (2003): 202 – 205. 17. Tugelbaev S.U., Kuzmin E.V. Geography, phytocenology and age structure of Tien Shan sorrel – Rumex tianschanicus A. Loc. – tyanshan kymyzdyk (Kazakh name). Study of the flora of Kazakhstan and its protection. (Mater. II-nd international. Young bot. Conference dedicated to the memory of I.O.Baytenov). (2003): 237-240. 18. Mukhitdinov N.M., Parshina G.N. Medical plants. 2002: 311. 19. K’osev A.P. Complete reference book of medicinal plants. 2002. P. 990 20. Tynybekov B.M., Shimshikov B.E., Begenov A. B. Structural and physical and chemical properties of the soil of the agrobiological station of Al-Farabi Kazakh National University. Bulletin of the KazNU, Еcological series, №2. 2003: 46-50

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SOME IMPORTANT ISSUES IN TEACHING UZBEK LANGUAGE IN TURKISH CLASSEs Shakhlo Shukurlaevna Yuldasheva, Candidate of pedagogical sciences, associate professor, (mamura2010@umail.uz) Shakhista Menglibaevna Buranova, Candidate of pedagogical sciences (s.buranova@ndpi.uz) Mukhabbat Tajimuratovna Khudayarova, ะกandidate of philological sciences (muxa_766)

Nukus State Pedagogical Institute named after Ajiniyaz, Uzbekistan

Abstract The article analyzes the results of a comparative study and observation of the process of teaching the Uzbek language in Russian, Karakalpak, Kazakh and Turkmen classes of secondary schools. The aim of the article is to explore the issue of differential approach to the subject and its educational content based on the characteristics of relative and non-relative languages. It offers recommendations based on the analysis of teaching the Uzbek language as a state language to the representatives of relative languages, i.e. Turkic-speaking students, recommendations on the content of the subject, taking into account the commonalities between the Uzbek and other relative languages. Materials and Methods. To solve the problem, the authors use methods of analysis and generalization of domestic and foreign theoretical literature and practical experience, methods of collecting empirical data: observations, interviews, as well as questionnaires, data processing, and pedagogical practice, mass learning, and selection of language and speech materials. Results of the research. The article develops the existing ideas on the choice of language materials in the teaching of the Uzbek language as the state language. Recommendations are made for the development of subject content that takes into account commonalities and uniqueness and peculiar characteristics of relative languages. Discussions and conclusions. The conclusions of the first stage do not allow to make firm final conclusions, because the multifaceted nature of the problem requires further development of research, expansion of the scope of research based on local and foreign experience. Keywords: Uzbek language, Turkic language, state language, vowels, consonants

Introduction As a result of reforms in the education system of Uzbekistan, the President established creative schools and specialized schools [Resolution of the Cabinet of Ministers, No. 141, 2020], with a specialization in science, technology, engineering, art, mathematics. The introduction of the international STEAM-based education program and the launch of a separate agency under the Cabinet of Ministers give great hope and confidence in the prospects of a new model of education. These new educational institutions have been set tasks to update the curricula of the subjects included in the basic curricula, the gradual creation of textbooks in the new academic year

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(2020-2021 academic year). Of course, the experience and achievements of these educational institutions will be applied to the educational process of secondary schools as well. A review of the basic curriculum of creative and specialized schools, which includes a blog of basic subjects and specialized subjects, includes 12 major subjects in addition to special subjects – public speaking for creative schools, folklore, literary process, literary rules, journalism, textual studies, disciplines such as drama, as well as disciplines such as Science, Personal Development, and Global Perspectives are recommended for specialized schools. The Uzbek language is included in the basic curriculum as a core subject. This means that the existing programs and textbooks for teaching the Uzbek language to the students of Russian and Karakalpak classes of these educational institutions are required to be updated. However, this work needs thorough planning, taking into account the type of learners who are learning the Uzbek language. This is because an important issue that has remained unresolved for many years is the selection of an appropriate curriculum and content for teaching the Uzbek language to the representatives of relative and non-relative languages. However, a great number of researches have been conducted in the country on the issues of teaching a second language, a foreign language at secondary schools, focusing on the differential approach to teaching the language to the particular audience, with the particular level of the language. We can name several of them, like: V.Andriyanova [Andriyanova, 1997], J.Jalolov [Jalolov, 2012], U.Khoshimov, I.Yakubov [Hoshimov, Yakubov, 2003], education in another language E.Abduvalitov [Abduvalitov, 2002], Sh.Buronova [Buronova, 2002], L.Mirjalolova [Mirjalolova, 2000], X.Muxitdinova [Muxitdinova, 2011], R.Niyozmetova [Niyozmetova, 2007; Niyozmetova, 2000], M.Rixsieva [Rixsieva, 1998], A.Sultanova [Sultanova, 2019], D.Toshkhojaeva [Toshkhojaeva, 2000], Q.Khusanbaeva [Khusanbaeva, 1997], M.Ernazarova [Ernazarova, 1999] and others.

Materials and Methods In connection with the granting of the Uzbek language the status of the state language (1989), more than 130 nationalities living in Uzbekistan have equal access to the local language in the process of living, studying and working in Uzbekistan. The Uzbek language is taught as the state language in order to have sufficient knowledge of the Uzbek language for communication in the state language in all areas, to study the peculiarities, national traditions, values and customs of the nation. Based on the experience of developed countries of the world in creating education standards and curricula of the foreign languages on the basis of a competency approach, there developed a graded system on the Uzbek language taking into account the age and psychophysiological characteristics of students, including primary education, as well as the knowledge (concepts, rules, laws, definitions) learnt in academic lyceums and higher education. In this case, A1 level is set for grades 1-4, A2 level for grades 5-9, B1 level for secondary special education, and B2 level for 1st year of higher education. Teaching the Uzbek language as a subject has its peculiarities at each stage. In particular, the process of acquiring A1 and A2 levels takes a relatively long time. At the same time, there is a common denominator in all educational institutions, which requires that attention be paid to the type of learner of the Uzbek language. The methodology of teaching the Uzbek language in Russian classes (groups) has a century-old history. We know that the teaching of the Uzbek language began in Russian and native language schools. In 1905, in accordance with the order of the Governor-General of Turkestan, «children of the Russian community living in the Turkestan region must know the local language and handwriting» [Ernazarova, 1999: 9], and Russian children began to be taught the Uzbek language. The teaching of the Uzbek language in classes (groups) with Kazakh, Turkmen, Karakalpak, Kyrgyz and Tajik children began in the 1993-1994 academic year. Initially, the grammar of the Uzbek language was taught in a systematic way. Then, the programs and textbooks created for secondary schools on the basis of the functional-semantic method were tested and their advantages and disadvantages were identified. In the last quarter of the last century, the creation of programs and textbooks on the Uzbek language for Turkic-speaking classes began. In particular, in accordance with the Order No. 41 of the Ministry of Public Education of the Republic of Karakalpakstan of 1996 the «Uzbek language» began to be taught as the main subject in grades 2-11 of schools with Karakalpak language of instruction from 1996-1997. The Karakalpak branch of the Research Institute of Pedagogical Sciences of the Republic of Uzbekistan named after J. Urinbaev immediately started implementing this order. The decision «On the organization of general secondary education in the Republic of Uzbekistan» has played an important role in the radical renewal of the Uzbek 56

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language education in schools with Karakalpak and Kazakh languages of instruction. In 1998, a test program on «Uzbek language and literature» was developed for schools with Karakalpak language of instruction, which then be tested in 17 schools of the country. Tests confirmed that the program was effective. In other regions of Uzbekistan, including Syrdarya region, scientists of Gulistan State University have gained experience in creating programs and textbooks suitable for Turkish-speaking audiences. In particular, the program «Recommendations on the Uzbek language and literature» [Toychibaev, 1992a], «Learning the Uzbek language» [Toychibaev, 1992b] were developed for schools in the Kazakh and Karakalpak languages and published by the Republican Educational and Methodological Center. However, since the beginning of the twentieth century, a general program and textbooks for Uzbek language learners have been introduced. It should be noted that the current textbooks, which are being introduced into school practice, have been approved by the Ministry of Public Education of the Republic of Uzbekistan under the term «Textbooks for secondary schools with other languages of instruction.» All normative-legal documents emphasize the term «Education in other languages», do not distinguish between the concepts of Turkic-speaking classes, Russian-speaking classes. The content of education is the same for a child of Russian or Tajik nationality who is learning to read the Uzbek language with embarrassment, as well as for bilingualists – representatives of relative languages, whose Uzbek language is more developed in the natural language environment. In the textbooks, it is enough to cite only dictionaries appropriate to the specific language of instruction. Critical feedback from experienced teachers and parents on this issue is also being ignored. However, the distinction between Turkic-speaking classes and Russian-speaking classes is extremely necessary in the didactic principle for the teaching of the state language, the second language as one of the main subjects. It is no secret that the first didactic requirement among the speaking skills of Turkic-speaking schoolchildren in the Uzbek language program: «Listening comprehension and speaking» is much higher than that of Russian-speaking students. Also, the quantitative index of words to be mastered during the year (450-500 words) is a didactic method of the educational process – it is easier for a Turkish-speaking student to read the meaning of these words due to the comparative interpretation of the native language. For example, Karakalpak, Kazakh, and Turkmen children use words such as paxta (cotton), terim (skin), qo‘zi (lamb), and bug‘doy (wheat) with little phonetic features. Since the lexical meaning of such lexical materials, despite some phonetic differences, is understandable for Turkic speakers: Karakalpaks, Kazakhs, Turkmens. In this regard, the following key issues should be taken into account when teaching the Uzbek language as a subject to the representatives of Russian, Tajik or Turkish languages, especially in secondary schools in Karakalpakstan, where education is provided in 5 languages.

Uzbek is one of the Turkic languages The theoretical and methodological basis of this issue is explained by the descriptions and classifications in Turkic sources. Indeed, in the classification of the famous orientalist academician A.N.Samoylovich, the Uzbek language is included in the Oghuz (southwestern), Chigatay (southeastern) Kipchak groups of Turkic languages. This was a natural phenomenon in the development of Turkic languages. Indeed, the Uzbek language is close and similar to the Turkmen, Karakalpak, Kazakh, Kyrgyz, Uyghur languages belonging to the Oghuz, Chigatay and Kipchak groups in Central Asia and Kazakhstan [Tursunov, 1995: 30-32]. Naturally, the same fact has created similarities in the lexical, phonetic and grammatical structure of languages such as Karakalpak, Kazakh, Turkmen, which belong to the family of Turkic languages. This is evidenced phonetically by the following facts: Many words in Uzbek have three phonemes (sounds) in all Turkic languages, including Karakalpak, Kazakh, Turkmen: bil (know), dil (languag), kel (come), ket (go), qo‘l (hand), ko‘z (eye), bosh (head), tash (stone), ota (grandfather), ona (mother) and so on. Compare: Karakalpak: bil, dil, kel, ket, qol, kóz, bas, tas, ata, ana; Kazakh: кел, қол, көз, бас, тас, бiл, тiл; Turkmen: bil, dil, gel, git, göz, baş, daş and etc. Auxiliaries such as ost (under), ust (above), ort (behind), and words tort (cake), to‘rt (four) are the exceptions; consonants do not appear at the end of words as daraxt (tree), baxt (happiness), go‘sht (meat). Most of the words that form the basis of the lexicon of Turkic languages have many meanings in Uzbek, Karakalpak, Turkmen languages: bosh (head), tosh (stone), tish (tooth), bel (waist), etc. In Uzbek, Karakalpak, Kazakh and Turkmen languages, suffixes begin with a consonant: Uzbek. Qishloqlarimizdagilardanmisiz? (Are you from our village?) 57

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Karakalpak. Awıllarımızdaģılardanbısız? Kazakh. Ауылдардағыларданбысыз? Turkmen. Obadakylarymyzdanmysyz? If the handouts, consisting of the tables which can show the similarities and commonalities, are used appropriately in the classroom, it is obvious that the learnes of the educational process perform the lexical materials, assignments with interest compared to the native language, they can consciously master the phonetic and lexical phenomena of the Uzbek language. For this purpose, if the manager of the educational process uses the following tables for different didactic purposes in comparison with the Uzbek-Karakalpak, Uzbek-Kazakh and Uzbek-Turkmen languages, taking into account the native language of his classmates, the educational effect will be high. Example handout in Table 1. Uzbek

Karakalpak

Kazakh

Turkmen

duz tòrt qozı segiz àke ul aqlıq

тұз төрт қозы сегiз әке ұл немере

duz dört guzy sekiz кака оgul agtyk

tuz (salt) to‘rt (four) qo‘zi ((lamb) sakkiz (eight) dada (father) o‘g‘il (son) nevara (grandchild)

Thus, as academician A.N.Smailovich and other linguists, dialect researchers rightly point out, it is useful to create educational tasks in Uzbek language in cases where the educational process analyses such common linguistic features of both Kipchak and Oguz groups of Turkic language. The Uzbek language, being one of the Turkic languages, has the differences and peculiarities from the Karakalpak and the Kazakh languages. This must be taken into account by the teachers who teach in those classes, they must use more practical tasks. For example, they can create oral and written assignments on the expression of the Uzbek letter «O‘» which is pronounced in the Kazakh, Karakalpak and Turkmen languages with the phoneme «O» (o‘ra – ora) and so on. The peculiarities of the Uzbek language are obvious in the following: From phonetic view the quantity and quality of vowels varies. For example, 6 vowels in Uzbek, 9 in Karakalpak and Turkmen, and 12 in Kazakh language. Thus, the Uzbek literary language differs from the Karakalpak, Kazakh and Turkmen languages with 6 vowels in its phonetic system due to the weakness of synharmonism. Table 2. Vowels and consonants in relative languages

Relative languages

Vowels

Consonants

Uzbek

a, o, o‘, u, i, e (6)

b, d, f, g, h, j (vijdon), j (jo‘ja), k, l, m, n, p, q, r, s, t, v, x, y, z, g‘, sh, ch, ng (24)

Karakalpak

а, á, е, ı, i, о, ó, u, ú (9)

b, d, f, g, ǵ, h, x, j (vijdon), k, q, l, m, n, ń, p, r, s, t, v, w, y, z, sh, c, ch (25)

Kazakh

а, ә, е, и, о, ө, ұ, ү, у, ы, і, э (12)

б, в, г, ғ, д, ж, з, й, к, қ, л, м, н, ң, п, р, с, т, у, ф, х, һ, ц, ч, ш, щ. (26)

Turkmen

a, ä, o, ö, u, ü, y, i, e (9)

b, w, g, d, ƶ, j, z, ý, k, l, m, n, ň, p, r, s, t, f, h, ç, ş (21)

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The Uzbek language differs from the Karakalpak and Kazakh languages in the system of consonants. These are clearly manifested in the phenomena sh> s, ch> sh, q, g‘> o‘(v), g> y, x> q, b> p. Examples: sh>s. Uzbek. Besh (five), bo‘sh (empty), sholi (rice), shum (wicked), beshov (five); karakalpak. bes, bos, salı, sum, besew; kazakh: бес, бос, салы, сұм, бесеу and etc. ch>sh. Uzbek. Chigit (spoilage), chegara (border), pichan (hay), pichoq (knife); karakalpak. shigit, shegara, pishen, pıshaq; kazakh: шекара, пішен, шелпек, пышақ and etc. The Turkmen language belongs to the Oghuz group of Turkic languages, and the Uzbek language differs from the Turkmen language with some peculiarities in the system of consonants [Veyisov, 1992: 6-24]. Instead of voiceless consonants t, k in Uzbek language, voiced consonants d, g are used in Turkmen language in a number of words: uzbek: tosh (Stone), temir (iron), temirchi (blacksmith), tog (mountain), etc.; Turkmen: daş demir, demirji, dag, etc. In some words, instead of the Uzbek voiceless consonant ch the Turkmen consonant j is used: uzbek: achchiq (bitter), achchiqdanak (bitter seed), chuchuk (sweet), kuchuk (dog); Turkmen: Ajy (bitter), ajydäne (bitter seed), süýji (sweet), güjük (dog), etc. In addition, there are many phonetic processes, such as a> e: surma – surme, m> b: мuz – buz, g‘> g: bog‘ – bag, q> g: qiz – gyz, q> k: quloq – gulak, qo‘shmoq – goşmak the characteristic sound of the Uzbek language x is absence in the Turkmen language. Thus, the Uzbek and Turkmen languages have a number of phonetic similarities and commonalities, as well as some peculiarities: h, g‘, q consonants, etc. As one of the Turkic languages, the grammatical structure of the Uzbek language also has similarities and differences with the Karakalpak, Kazakh and Turkmen languages. Word groups, word formation, etc. are similar to each other. Their terms differ according to the form in which they are explained by the phonetic laws of each language: sifat (adjective) (in Uzbek) – kelbetlik (in Karakalpak) – зат есім (in Kazakh) – sypat (in Turkmen). For example, in the Uzbek literary language, the suffix -lar, which represents the plural, has several variants in the Kazakh and Karakalpak languages: Karakalpak: -lar, -ler; Turkmen: -lar, ler; Kazakh: -lar, -ler, -dar, -der, -tar, -ter [Saparov, 1981: 58-77]. A good knowledge of the native language system will be of great help to students in learning the Uzbek language. Skills and competencies in the native language are transferred into the Uzbek language. For example, in the sentence «Ҳаммамиз ўйинда, ўйиннинг ҳам хиллари кўп, катталар ошиқ, чиллак ўйнайди, биз – кичиклар, тол кесиб от қилиб минамиз-да, тор кўчанинг чангини бурқиратиб чопамиз, чарчашни билмаймиз» (We are all playing games, there are many types of games, adults play love game, chillak, we – the little ones, we ride on a wood horse, running in the dust of the narrow street, we do not get tired.) if the learner has studied the topic «Separated members of the sentence» well, he will understand the punctuation mark comma (,) before the word «we» and dash (–) after it and he will not make a mistake. The comma between the words «love game» and «chillak» is placed correctly due to the knowledge gained from the topic «Homogenous parts of speech». Thanks to the knowledge of the use of simple sentences in compound sentences «without conjunctions, the connection with the help of «The Particle», the reader can use other punctuation correctly. At the same time, the mother tongue has a negative impact on the learning of the Uzbek language. Phonetic interference occurs as a result of introducing the skills of the phonological system of the mother tongue into a phonological system of a second language that is different from it. Phonetic interference in the speaker’s speech is manifested as a special accent for the listener. [Zokirov, 2007: 14]. This effect is especially strong in relative languages. For example, Karakalpak students pronounce Uzbek sounds similar to native sounds: shang, not chang; shokila not chokila; otam, not otom, sharshash not charchash. When teaching the Uzbek language, these aspects should be identified in advance and appropriate teaching methods should be developed. So, in order to increase the effectiveness of teaching the Uzbek language, to create an integrated system of increasing student literacy, it is necessary to first carefully study the teaching process, the factors that affect it. 59

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Thus, the current situation in the teaching of the Uzbek language in Turkic classes is a favorable didactic factor for the intellectual activity of learners. Therefore, we think that teaching the Uzbek language will give the expected positive results, if the speaker uses these didactic opportunities, in giving speech samples, in discussing topics, in cases which create knowledge, skills and abilities, as well as necessary grammatical knowledge. The human being first judges the event by comparing it to his native language. For this purpose, the teacher must have mastered the material volume and requirements of the new program at an excellent scientific, theoretical, methodological and didactic level. This ensures that the main goal is achieved.

Discussions and conclusions As a result of our scientific research and analysis, our experiments have clarified the following issues: The Law of the Republic of Uzbekistan «On the State Language» states that it is necessary to create all conditions for the study of the Uzbek language by people of other nationalities. Teaching the Uzbek language as the state language has important political, socio-economic and educational significance. Students of Turkish-language educational institutions must be able to express themselves orally and in writing, not only in their native language, but also in the state language of the Republic of Uzbekistan. There are many commonalities in the phonetics, graphics, lexicon and grammatical structure of Turkish and Uzbek languages. This situation requires the creation of a separate program, a textbook for Turkish-speaking classes, in contrast to the classes in Russian and Tajik. The effectiveness of Uzbek language education, the growth of students’ literacy depends on the creation of scientific research, manuals, dictionaries based on the comparison of Uzbek and relative Turkic languages.

References 1. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan No. 141 of March 11, 2020 «On measures to further improve the activities of creative schools and specialized schools.» https://lex.uz/docs/4761058. 2. Abduvalitov E.B. (2002.) Basics of teaching Uzbek literature in the language structure in V-IX grades of schools with Kazakh language of instruction: dissertation for the candidate of pedagogical sciences – Tashkent. – p. 138. 3. Andriyanova V.I. (1997) Theory and practice of teaching Uzbek schoolchildren oral Russian speech. Dissertation for doctor of pedagogical science – Tashkent. – p. 350. 4. Boronova Sh.M. (2002) Scientific and methodological bases of teaching the Uzbek language in the 5th grades of schools with Karakalpak language of instruction: dissertation for the candidate of pedagogical sciences – Tashkent. – p. 158. 5. Ernazarova M.S. (1999) Methods of teaching the Uzbek language in the 2nd grade of schools with Karakalpak language of instruction: dissertation for the candidate of pedagogical sciences – Tashkent. – p. 132. 6. Jalolov J. (2012) Methods of teaching foreign languages. – Tashkent: Teacher. – p. 432. 7. Hoshimov O.H., Yakubov I.Y. (2003) Methods of teaching English. – Tashkent: Sharq. – p. 301. 8. Husanboeva Q.P. (1997) Scientific and methodological bases of teaching Uzbek literature in schools with education in languages other than the state language: Dissertation for doctor of pedagogical science. – Tashkent. 9. Mirjalolova L. (2000) Theoretical and methodological bases of question-and-answer teaching of children in Uzbek language lessons (on the example of kindergartens where education is conducted in Russian): dissertation for the candidate of pedagogical sciences – Tashkent: UzPFITI. – p. 137. 10. Muxitdinova. (2011) Improving the scientific and methodological framework for ensuring the continuity of Uzbek language teaching at the educational stage. Dissertation for doctor of pedagogical science. – Tashkent. – p. 390. 60

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11. Nazarova S. (1992) Methods of teaching the Uzbek language. – Tashkent: Teacher. 12. Niyozmetova P. (2007) Theoretical and methodological bases of studying Uzbek literature in the system of continuing education (on the example of Russian groups). Dissertation for doctor of pedagogical science. – Tashkent. – p. 242. 13. Niyozmetova R.X. (2000) Theoretical and methodological bases of defining the content of teaching XX century Uzbek literature in schools with Russian language of instruction / as part of Uzbek language lessons /: dissertation for the candidate of pedagogical sciences – Tashkent. – p. 158. 14. Rixsieva M. (1998) Teaching students to write texts in Uzbek language classes in Russian-language schools: dissertation for the candidate of pedagogical sciences. – Tashkent. – p. 156. 15. Saparov M. (1981) The relationship of Turkic languages in the Khorezm oasis. – Tashkent: Fan 16. Sultanova A. (2019) Methods of studying grammatical materials in 5th-7th grade Uzbek language lessons (on the example of schools with Karakalpak language of instruction): dissertation for the candidate of pedagogical sciences – Tashkent. – p. 130. 17. Toshxo’jaeva D. (2000) Methodological bases of teaching to retell the content of the text in their own words: dissertation for the candidate of pedagogical sciences – Tashkent. – p. 130 b. 18. Tursunov U., Urinboev B., Aliev A. (1995) History of the Uzbek literary language. – Tashkent: Teacher. 19. Toychiboev B., Kurbanov O., Bolbekov A. (1992a) Program from the Uzbek language and literature. For V grades of schools where classes are conducted in Kazakh and Karakalpak languages. – Tashkent. 20. Toychiboev B., Kurbanov O., Rajabov M., Keldibekov A., Turamurodov A., Bolbekov A. (1992b) Learning the Uzbek language. Practical recommendations for V-IX grades of schools with Kazakh and Karakalpak languages of instruction. – Tashkent. 21. Veyisov B. (1992) History of the Turkmen language. – Ashgabat. 22. Zokirov M.T. (2007) Linguistic interference and its manifestation in Uzbek-Tajik bilingualism: dissertation for the candidate of pedagogical sciences – Tashkent. To quote: Some important issues in teaching Uzbek in Turkish-speaking classrooms. / Sh.Sh.Yuldasheva [et al.] // Modern Education & Research Institute About the authors: • Shakhlo Shukurlaevna Yuldasheva, Associate Professor of the Uzbek Language Department of Nukus State Pedagogical Institute named after Ajiniyaz (Uzbekistan, Nukus, P. Seyitov Street. Phone: +998 (91) 383-86-2), Candidate of Pedagogical Sciences, https://orcid.org/0000-0001-9797-8635, shahlondpi@gmail.com • Mukhabbat Tajimuratovna Khudayarova, Associate Professor of the Uzbek Language Department of Nukus State Pedagogical Institute named after Ajiniyaz (Uzbekistan, Nukus, P. Seyitov Street. Phone: +998 (91) 307-76-74), Candidate of Philological Sciences, muxa_7676 @ mail .ru • Shaxista Menglibaevna Buranova, Associate Professor of the Uzbek Language Department of Nukus State Pedagogical Institute named after Ajiniyaz (Uzbekistan, Nukus, P. Seyitov Street. Phone: +998 (97) 500-24-46), Candidate of Pedagogical Sciences, s.buranova @ ndpi.uz Contribution of authors: • Shakhlo Shukurlaevna Yuldasheva – scientific guidance, formation of the research concept; critical analysis and completion of the text; presentation of information, computer registration. • Shakhista Menglibaevna Buranova – definition of research methodology; data collection from local and foreign sources; preparation of the first version of the article; filling in the gaps in the text, forming conclusions. • Mukhabbat Tajimuratovna Khudayarova – data collection and analysis; preparation of the first version of the article; computer, paper work. • All the authors read and approved the final version of the manuscript.

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About the authors: Shaklo Shukurlaevna Yuldasheva, Mukhabbat Tadjimuratovna Khudayarova, Shakhista Menglibayevna Buranova,

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MPLEMENTATION OF DISTANCE LEARNING IN KAZAKHSTAN Natalya Stanislavovna Zhumagulova (n_schum@inbox.ru) Abay Myrzakhmetov Kokshetau University, Republic of Kazakhstan Đ?khriyeva Lyubov Akhmetovna (Do221@mail.ru) Zhumagulova Yekaterina Vladimirovna (rinju@rambler.ru) Shokan Ualikhanov Kokshetau University, Republic of Kazakhstan

Abstract The article deals with the problems of organizing education in schools and universities in Kazakhstan in a distance format. Having some experience gained in the first half of 2020, the Ministry of Education and Science of the Republic of Kazakhstan, the Ministry of Health, heads of schools and universities are planning to study in the new academic year. The state sets the task of preserving the priorities of the traditional education system in the conditions of distance communication between a teacher and a student. However, for this it is necessary to solve a number of problems, in particular, to provide all students with high-speed uninterrupted Internet and other types of communication; provide all students with computers or laptops; develop educational and methodological complexes for distance learning, define programs-services for conducting lessons in distance form (Kundelik, iMektep.kz, Bilimland.kz, Twing-bilim.kz, Zhastar.org, Kitap.rz, Akademia.kz, Zoom, Viber Messenger, WhatsApp, etc.); train students and teachers to use these programs, etc. The article deals with the issues of changing the content of education in the context of distance learning, a shift in emphasis on the individual and independent work of students and teachers, the acquisition of additional competencies by both students and teachers. Keywords: distance learning, traditional education, training content, individualization of training, use of modern information and communication technologies, service programs, professional development of teachers, ten-point scale of knowledge control.

The global Covid-19 pandemic has fundamentally changed the education system in the world. The restructuring of the educational process in the new conditions of existence and co-existence of states on different continents is today the main task of the government of each country. Providing the younger generation with quality education and professional training of modern specialists are becoming a priority task. Taking into account the limitation of communication of members of society with each other, including in the field of education, all the majority of countries in the world have switched to distance learning. Kazakhstan is no exception and is currently rebuilding its education system to a distance format. Kazakhstan has developed a regulatory framework for distance learning, distance learning technologies. Distance learning contributes to a more personal assimilation of knowledge, and this is positive; the student is involved in social life, provides opportunities for effective self-education. Internet resources and information and communication technologies have become the leading teaching tools. Among the advantages of distance education and training are the individual nature of training, training according to an individual trajectory, according to an individual schedule, electronic control of knowledge, which ensures

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the objectivity of assessment, a decrease in the cost of studying at a university, the acquisition of new techniques for working with Internet resources, with a teacher, with other students. Distance learning and communication with the teacher and other members of the study group encourages everyone to search and use modern online tools. Efficiency, accessibility, comfort of the new form of education are also in the focus of training organizers. As you know, distance learning is a complex of educational services provided with the help of a specialized information and educational environment based on the means of exchange of educational information at a distance (satellite TV, radio, computer communications, etc.) [1]. There are three ways to organize distance learning: online lessons, electronic cases, paper cases. The choice of the method and format of training is determined taking into account technical readiness. At the disposal of teachers and students are various service programs that provide the process of distance learning: Kundelik, iMektep.kz, Bilimland.kz, Twing-bilim.kz, Zhastar.org, Kitap.rz, Akademia.kz, Zoom, Viber Messenger, WhatsApp, etc. According to preliminary data published by the Ministry of Education and Science of Kazakhstan, 2.6 million schoolchildren will study in a distance format using Internet platforms and television in the 2020-2021 academic year. The traditional format of teaching remains only in small-format schools, as well as in the «duty» classes of primary schools, with strict observance of all sanitary standards. Education in universities is also planned mainly in a distance format. In technological, agricultural, medical areas and specialties of the art sphere «70% of classes (lectures, seminars) will be conducted in a distant format, and laboratory work is planned to be carried out in a traditional format with strict observance of sanitary measures. [2] The last quarter of the past academic year was held in schools and universities of Kazakhstan in a distance format. During this period, many problems were revealed in the system of Kazakhstani education. For example, it turned out that many students do not have laptops or computers, there was no Internet in many settlements, low Internet speed and overload, insufficient number of educational platforms, etc. Thus, for the successful organization of distance learning and education in general, the government of Kazakhstan has identified a number of tasks: • improving the quality of technical support of the educational process in all schools and universities of the republic; • provision of computers or laptops for every student in need; • ensuring uninterrupted communication; • development of educational material for each discipline of the curriculum; • providing students with textbooks on paper; • training of students for independent work in the distance learning system; • education / training of teachers for work in the distance learning system; • development of new forms of control and assessment of students’ knowledge. Thus, Kazakhstan will have to create by the beginning of the new academic year a specialized information and educational environment corresponding to the set goal. The Government of Kazakhstan has announced that children from low-income families will be provided with computers in the amount of 500 thousand numbers. The Ministry of Digital Development, Innovation and Aerospace Industry of Kazakhstan will ensure the availability and sustainability of educational resources, the quality and speed of the Internet in all settlements. The Ministry of Health will ensure the necessary measures to comply with strict sanitary and epidemic standards in educational institutions, especially in those schools that continue their education in the traditional format. The Ministry of Education and Science decided to change the system for assessing students’ knowledge in a pandemic. A ten-point grading scale has been developed, grades must be submitted at each lesson in an electronic journal. This decision will have, in our opinion, a positive impact on learning outcomes in the new conditions, in contrast to the previously introduced criteria-based assessment, in which daily marks were not given. Four marks given at each lesson at school (1-3 points – «bad»; 4-5 points – «satisfactory»; 6-7 points – «good» and 8-10 points – «excellent») will ensure the systematic preparation of students to classes and control checks. [2] 64

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In a pandemic, the school is undergoing global transformations, the main goal of which has become not just the reproductive transfer of knowledge, skills and abilities from teacher to student, but the formation and development of the student’s abilities to independently pose an educational problem, formulate an algorithm for solving it, control the process and evaluate the result, in a word, teach to learn. [3] The transition to distance learning will entail certain changes in the content of education. The goal of distance learning is identical to the goal of the traditional classical one, however, the content of training varies depending on the learning environment. The content of education is a system of scientific knowledge, abilities and skills, worldview and moral and aesthetic ideas, as well as elements of social, cognitive and creative experience. [4] The content of education is often understood as a system of knowledge, abilities and skills. The content of education includes general development and social experience accumulated by humanity. [5] As the learning environment has changed dramatically, this will be reflected in the learning content. It is important to know what to understand by the content of training in each discipline. Let’s consider the changes on the example of the content of teaching a foreign language. So, Filatov F.M. understands the content of teaching a foreign language methodically organized educational material [6, p.150], Shchukin A.N. understands by the content of training everything that the teacher should teach, and the students learn in the learning process [7, p.122]. As you know, the main goal of teaching a foreign language is teaching oral communication. We believe that in the context of distance learning, the emphasis is shifted to teaching reading, listening and writing. This will contribute to the development of students’ analytical thinking, broaden their horizons, increase their interest in the problem and the discipline as a whole. Thus, the forced transition to distance learning revealed important problems in the domestic education system that need to be addressed in the near future. The implementation of these tasks will allow modernizing the material and technical base of schools and universities in Kazakhstan, changing the structure of relations between a teacher and a student, school and family, and raising the status of a teacher in modern Kazakhstani society.

References 1. Distance learning system as an element of the information system of the university// Retrieved from/URL: http://www.fundamental-research.ru/ru/article/view?id=4120 2. Capital //Retrieved from/URL: https://kapital.kz/gosudarstvo/88952/askhat-aytmaganbetov-rasskazal-o-forme-obucheniya-v-shkolakh-vuzakh-i-kolledzhakh.html 3. Solomeretskiy M. Organization of a distance learning system // Retrieved from/URL: http://docplayer.ru/29040709-Organizaciya-sistemy-distancionnogo-obucheniya.html 4. Grebenyuk O.S. General pedagogy. Lecture course // Retrieved from/URL: https://scibook.net/ page/pedagogs/ist/ist-4--idz-ax251--nf-7.html 5. Content of education // Retrieved from/URL: https://psyera.ru/4307/soderzhanie-obrazovaniya 6. Filatov V.M. Methods of teaching foreign languages in primary and general secondary schools: Textbook for students of pedagogical colleges. – Rostov оn / D: Phoenix, 2004 . – 416 p. 7. Shchukin A.N. Teaching foreign languages: Theory and practice. Study guide for teachers and students. – M .: Filomatis, 2007 . – 480 p.

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Modern Education and Research Institute Square de Meeรปs 38-40, 1000 Brussels, Belgium +32488866865 online@moderneducationinstitute.com http://moderneducationinstitute.com

Editorial & Reviewing Board

Elena Shumilova, PhD Professor Kuban State University

Dmitry Lepeshev, PhD Vice-Rector for International Cooperation, Professor Abai Myrzakhmetov Kokshetau University Academician of the Academy of Pedagogical Sciences of Kazakhstan

Ekaterina Tsaranok , M.A. Director Modern Education & Research Institute Design by

Ksenia Kolosova froonzick@mail.ru

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The Scientific Journal of the Modern Education & Research Institute, Issue 14/2020, 15.09.2020

Articles inside

Nukus State Pedagogical Institute named after Ajiniyaz, Nukus, Uzbekistan

Delphinium biternatum Huth growing on the ridge of Zailiysky Alatau onthomorphogenesis Caspian State University of Technologies and Engineering named after Sh.Yesenov, Aktau, Kazakhstan

6. L epeshev Dmitry, Viktoria Zakhlebayeva

7. M ilevica Inga

2. I srail Mukaddas

PRELIMINARY RECOMMENDATIONS FOLLOWING THE PROJECT «MULTI-FACETED STUDY OF THE HISTORY, PROBLEMS AND PROSPECTS OF IMPLEMENTATION OF INTERNATIONAL EDUCATIONAL PROJECTS IN THE REPUBLIC OF KAZAKHSTAN» Al-Farabi Kazakh National University, Almaty, Kazakhstan

FORMS AND METHODS OF POLICE TRAINING IN THE FIELD OF PREVENTING AND COUNTERING DOMESTIC VIOLENCE: EXPERIENCE OF UKRAINE Odessa State University of Internal Affairs, Odessa, Ukraine

3. I srail Shukhrat, Israil Mukaddas

Sn. Andrews Georgian University, Tbilisi, Georgia; D. Uznadze Psychological-Counseling Center, Irvine, United States of America

Uzbek State University of World Languages, Tashkent, Uzbekistan; Journalism & Mass Communications University of Uzbekistan, Tashkent, Uzbekistan