European Journal of Contemporary Education

329-337

Authors: Maksim V. Demchenko, Evgeniya P. Simaeva, Svetlana S. Dakhnenko, Yaroslavna A. Klyuchnikova

The subject of this research is the normative legal acts of the Russian Federation that regulate the procedure for public procurement in education. The objectives of the article are to identify problematic issues and features of public procurement of educational services, as well as to formulate directions for the development of legal regulation of high-quality and the conclusion of government contracts in the field of educational activities in Russia. The study revealed the need to optimize the legal support of public procurement in the educational sphere. The study used the chi-square test to test statistical hypotheses. The study found that the current procurement system does not fully contribute to the economic growth of the state. Improving the efficiency of the procurement system is hindered by the following factors: 1) the complexity and instability of procurement legislation. In total, during the entire period of the Law No. 44-FZ in force, 80 federal laws were adopted, amending it; 2) efforts are aimed at improving the procurement procedure, and not at achieving procurement efficiency and ensuring the proper quality of goods, works, services. Despite the upward trend in the volume of public procurement and the orientation of the procurement system towards increasing the efficiency of procurement through increased competition, during the entire period of operation of the contract system, there have been no significant changes in the indicators of competition and savings. A significant share of purchases from a single supplier remains, there is practically no competition. In this regard, it is advisable to optimize the procedure for holding tenders and auctions, clarifying cases of purchases from a single supplier in the field of education. Conclusions are formulated that the practical recommendations obtained as a result of the research can be applied when developing a strategy for the development of the public procurement system in the field of education.

350-360

Authors: Blerim Dragusha, Vlora Prenaj, Iliriana Miftari

Educational institutions focus is mainly on the demands of the labor market, where the planning of various strategies from further studies can be implemented in their field. There is a big challenge to prepare new generation to competitive labor market. As we see also in all over the world, it is very important to have qualified workers who are able to adapt to the needs of companies. In Kosovo is very challenging to find qualified workers, this is a fact well known by companies. Companies in Kosovo are not satisfied with qualification of potential employees. Companies are constaintly complaining about problems they face to find or to hire qualified workers. The main purpose of this paper is to strengthen the cooperation of educational institutions with companies. This can be achieved by studying such collaborations across different countries, which can be a guide for adaptation in our country. A structured questionnaire was used to collect primary data, which was then distributed to large corporations with the greatest number of employees. Secondary data is used for reviewing scientific literature and specific studies which are state of the art in this field. The results of this research do not show a satisfactory level in terms of cooperation of companies with educational institutions, as most do not practice this form of cooperation, even if it is for mutual benefit.

373-387

Authors: Yuliya M. Gruzina, Khvicha P. Kharchilava, Liliya V. Prikhodko, Aleksei V. Sereda

The aim of this paper is to explore the experience of young people cross-border mobility development and support programs. Cross-border interaction is one of the most important factors that develops and strengthens the commitment of young people – both as employees of an organization and as citizens of a state – to participate in public life and share cultural experiences. The mobility of young people can have a variety of motivations, but mobility for educational purposes is the most researched because of its potential transformative impact. At the same time, researchers and enthusiasts have not sufficiently reflected on how these processes help the young generation to associate their decisions and demands from the standpoint of a stronger national identity and a positive attitude towards their country, as well as a vision of organizational and public policy. By applying elements of hindsight, induction and deduction methods, the authors update the significance of the cross-border youth interaction phenomenon and highlight the particularities of its development programs implementation. Moreover, of particular relevance to the present research is global experience, which includes practices and programs aimed at fostering cross-border youth interaction. In this regard, the authors consider the key attributes of the methodologies of educational and socio-cultural institutions and organizations to provide young people with opportunities for multinational communication and assimilation.

408-422

Authors: Lina Kaminskienė, Vaida Jurgilė, Vilma Žydžiūnaitė

Teacher leadership cannot be implemented without support from the school administration. This implies the need to identify preconditions that are related to the school administration support for teacher leadership and the implementation of it through learning co-creation with students. The aim of this study was to reveal the attitudes of the school administration towards teacher leadership in the context of learning co-creation with students. An Exploratory Factor Analysis with Varimax rotation was performed to determine whether the statements of the research tool based on the results could be assigned to the scales they contain according to the primary logic of the school administration leadership and learning co-creation model. The research findings manifested the following preconditions for school administration to support the teacher leadership within the learning co-creation between teachers and students: fostering teacher authority, trusting teacher competence, maintenance of mutual respect, maintenance of positive socio-emotional climate, and encouraging teachers to take responsibility students’ learning.

432-445

Authors: Ekaterina A. Mamaeva, Tatyana V. Masharova, Natalia A. Usova, Roman E. Aslanov

Important requirements imposed on modern employees are project thinking, team work in order to solve a socially significant problem and the ability to apply principles of self-management. In addition, these supra-professional skills are fundamental in the concept of soft skills. The authors suggest using Smartsheet tools as a digital resource to form these in-demand skills. The research methodology is based on the technology of collaborative learning, group work methods (comments, talks, providing cards, defending projects). The software tool is the Smartsheet service. The authors have used standard methods of mathematical statistics to process empirical data. Research results. The authors describe features of organizing collaboration in the Smartsheet environment to form project management skills: determining the minimum required range of tools for mandatory use, including elements of mini-research, understanding the content of the task and options for its development, distribution to teams as a random event, etc. The authors evaluate levels of formation of project management skills and statistically significant differences in the qualitative changes that occurred in the pedagogical system. Finally, they come to the conclusion that working with Smartsheet tools for exporting data from ready-made spreadsheets, delimiting access rights and allocating resources, tracking comments, adding files, and team introspection provide additional conditions for the formation of high-demanded competencies in the theory and practice of project management.

459-472

Authors: Edni Naifeld, Yonit Nissim

The outbreak of the COVID-19 pandemic in Israel at the middle of March 2020 has disrupted all aspects of life. Schools, colleges and other higher education institutions were closed most of the time.Teaching and learning continuedonline in an ERT (emergency remote teaching) format. The situation confronted teachers and students with entirely new challenges of uncertainty. The present study focuses on the perspectives of pre-service teachers in Israel regarding their practical experience trainingduring the times of the covid 19 pandemic. The research hypothesis assumed that the complications caused by the pandemic will have a negative impact on how the pre-service teachers assess the quality of their practical training, which would be reflected in difficulties in their integration at work, their sense of efficacy in teaching, their teaching methods and their reluctance to continue teaching. The study examines the correlations between the assessment of their practical training experience and their self-reported self-efficacy, use of various teaching methods, integration at work, and the willingness to remain in the teaching profession. All at the time of the pandemic. Our main findings indicate that they assess their practical training as good (3.69); have a high sense of professional self-efficacy (4.06); use a variety of teaching methods; and express their desire to continue teaching (3.97). Overall, the findings indicate correlations between the interns’ positive assessment of their practical training and their high self-efficacy, their use of a variety of teaching methods, and their desire to continue teaching.

483-490

Authors: Dzhanat Zh. Sakenov, Baglan M. Zhaparova, Tattygul B. Kenzhebayeva, Aliya S. Mambetalina

The article provides substantiation for the process of socialization of orphans in an orphanage. The essence of the concept of “socialization in an orphanage” is clarified. Authors consider socialization in an orphanage as the process of development of social competence of its residents that serves as a basis for orphans’ relationship with society through the implementation of an individual strategy of social learning, self-knowledge, and personal self-realization that provides orphanage residents with social knowledge, socially-oriented motives, and social experience. The main block of the experimental work was carried out based on the Pavlodar orphanage in 2020–2021. The criteria and diagnostic methods for the evaluation of social competence development in orphanage residents are identified. A Model for the development of social competence in adolescents in an orphanage including the program and purpose, activity, and reflexive and predictive components is developed and implemented into the pedagogical practice of an orphanage; based on the Model for the development of social competence in adolescents in an orphanage, the “Socialization in an orphanage” program aimed at the socialization of orphanage residents is developed. The effectiveness of the developed Model for the development of social competence in adolescents in an orphanage is proven in the course of the study of specific characteristics of orphans’ socialization in an orphanage. The study results are recommended for practical implementation in orphanages in the process of orphans’ socialization.

504-514

Authors: Jacob Owusu Sarfo, Arturo García-Santillán, Edward Wilson Ansah, Henry Adusei , Josephine Cudjoe Sarfo, Rafael Valdece Sousa Bastos, Philip Soyiri Donyeh, Violetta S. Molchanova, Marina Drushlyak, Olena Semenikhina, Somayeh Zand, Violeta Enea, Sadia Malik, Farzana Ashraf, Najma Iqbal Malik, Hattaphan Wongcharee, Felix O. Egara, Arun Tipandjan, Uzma Azam, Mohammed Salah Hassan, Mai Helmy, Zahir Vally, Reza Najafi

This study aimed to examine the factor structure and psychometric properties of the Anxiety Towards Mathematics Scale across four continents. We adopted and translated the original Spanish version of the 24-item Anxiety Towards Mathematics Scale (ATMS-24; Muñoz, Mato-Vazquez, 2007) to collect 4,338 responses from Egypt, Ghana, India, Iran, Malaysia, Mexico, Nigeria, Pakistan, Romania, Thailand, Ukraine, and United Arab Emirates. Also, we conducted an Exploratory Factor Analysis (EFA) on the ATMS-24 to examine whether the data fit well across cultures. Furthermore, we modified the full-length ATMS-24 to a short form (11-items: ATMS-11) using the Gradual Response Model (GRM) of Item Response Theory (IRT) and further conducted an analysis of measurement invariance. The EFA conducted indicated that the ATMS-24 fit the data well across cultures. The new ATMS-11 version has adequate configural, metric, and scalar invariance in seven countries and the overall sample. The ATMS-11 offers a valid, reliable, andparsimonious means to assess mathematics Anxiety (MA) among students from varied cultures. The factor structure and psychometric properties of ATMS-11 support its use for MA assessment in both male and female students across locations in Africa, Asia, Europe, and South America.

526-541

Authors: Elena V. Soboleva, Tatiana N. Suvorova, Mikhail I. Bocharov, Tatyana I. Bocharova

The current epidemiological situation and the format of distance interaction determine the importance of including digital technologies to form intercultural competence. The problems of obtaining the practice of oral foreign language communication, studying the norms of net etiquette, the rules of ethics in multilingual communication, the mechanisms of word formation are actual. The purpose of the research is to identify the didactic possibilities of mobile applications and purposeful work with m-learning technologies to form intercultural competence of students. The methodology is based on the analysis of scientific literature on the issues of m-learning. The provisions of the communicative-activity approach are taken into account when integrating mobile applications into the subject-subject scheme of intercultural communication. Empirical methods were used (surveys, analysis of the results of working with mobile applications and MS Teams). The effectiveness of the proposed approach was confirmed by a pedagogical experiment, during which educational activities with mobile applications were organized within the framework of a specially designed module. Research results. The authors describe the possibilities of mobile applications for involving students in active group interaction on the project, professional self-presentation and intercultural communication. In conclusion the conditions under which the integration of mobile applications into the educational process will be most effective are summarized: the targeted nature of work with m-learning technologies; collaboration of teachers of various disciplines; conscious participation of students at all stages of choosing and using a mobile application.

555-569

Authors: Svetlana A. Sveshnikova, Elvira R. Skornyakova, Maria A. Troitskaya, Irina S. Rogova

The current study examines ways of engineering students’ development of motivation and independent learning skills which are considered to be the most influential factors for effective language learning in the groups of young adults. As the discipline “Foreign language” is not a major subject in most technical universities in Russia, the number of academic hours allocated for it is limited, moreover, engineering students show low motivation to practice a second language outside the classroom. Besides, as teaching practice shows the first-year students’ independent learning skills are not yet developed enough. Therefore, the authors aimed to find ways to enhance their students’ motivation to master English and teach them how to manage their extracurricular time more effectively. A two-stage survey was conducted in the 2020-2021 academic year in experimental and control groups of the first-year students at Saint Petersburg Mining University for which special questionnaires were designed. The analysis of the participants’ responses allowed selecting the most efficient language learning tools and their effectiveness was assessed at the end of the academic year. The authors also determined the relation between the selected various teaching tools and non-technical competences mastering. The authors managed to define how the selected teaching tools can be beneficial for developing each of these core competences, viz. critical thinking, project work, team-building, leadership, communication, cross-cultural interaction and self-development.

582-591

Authors: Andrey N. Zharov, Liliya Beloglazova, Natalia G. Bondarenko, Galina V. Brega

Globalization in the field of science and education has intensified the so-called student migration. However, during the COVID-19 pandemic, universities have been forced to quickly reorganize their educational activities with the help of distance learning technologies. The article is aimed at identifying the COVID-19 impact on student migration and the development of distance learning. The article presents a brief review of the current state of student migration all over the world and identifies the approaches to the concept of student migration, as well as its advantages and disadvantages for all participants in the educational process. In the course of the study authors used several general scientific and special methods: comparison and generalization, applied in the process of analysing researchers’ views, the abstract logical method applied in the process of formulating research conclusions. The main method of the research was expert survey. Based on an expert survey, the authors identify the key aspects of the COVID-19 impact on student migration, the conditions necessary for improving the quality of distance learning services for foreign students at the university level, and the ways of enhancing the cognitive activity of foreign students during distance learning in the context of the pandemic. In the conclusions, the author determines that COVID-19 leads to serious structural changes in higher education institutions due to the development and spread of new learning technologies, as well as changes in world educational migration.

600-612

Authors: Artyom Yu. Peretyatko, Vladimir A. Svechnikov

This paper examines the interaction between Kharkov Imperial University and Don Cossackdom in the period 1800–1810. The conclusion drawn herein based on an analysis of relevant works by prerevolutionary authors on the history of Kharkov Imperial University and those on the history of education in the Don region is that Kharkov Imperial University and the Don Host formed a single scientific-educational space together and that this university is where the bulk of the Don Cossack intelligentsia formed. It is to be noted, however, that after 1917 there were some zoning changes in both education and geography in Eastern Europe at large, with the once-existing single scientific-educational space gradually ceasing to be of interest to researchers. The paper shows that the development of cultural ties between the Don Host and Kharkov began no later than the mid-18th century, and that was something done on the initiative of local figures. The government creating the Kharkov Educational District and making Kharkov University its center only formalized the already existing ties. The Don Host and Kharkov University worked together in the following three major areas: (1) Kharkov University providing support to the Don region’s educational institutions (above all, substantial financial and organizational assistance for the only gymnasium in Novocherkassk); (2) educating Don students (27 individuals over the course of 11 years, with 5 of those going on to play a major role in the history of Don science and culture); (3) publishing the first-ever research on Don Cossackdom (which would turn out to be a failure). Note that attending Kharkov University both facilitated the integration of young Cossacks into the common imperial cultural space and, on the contrary, helped cultivate in them a distinct Cossack identity. It is by individuals who graduated from Kharkov University during that period that the classic work ‘A Historical Description of the Land of the Don Host’ would be created, and it is Kharkov University that would publish works by Don students imbued with local color.

626-631

Authors: Ruslan M. Allalyev, Mikhail G. Smirnov, Alexey V. Dyuzhov, Igor А. Gordeev

This paper explores the development of the regulatory framework of the Caucasus Educational District in the second half of the 19th century. Consideration is given to instruments on both general issues and specific issues dealing with secondary, lower, primary, and private education. The study’s source base relies on a whole raft of legislative materials, including regulations, instructions, statutes, circular proposals, and rules. These documents were published both as part of collections of documents on issues related to the system of public education in the Caucasus Educational District and separately. The study’s methodology is grounded in the principle of systematicity and the chronological principle. The use of the former helped to systematize legislative and regulatory instruments into two major groups – those on general issues and those dealing with secondary, lower, primary, and private education specifically. The use of the latter helped to examine the development of the District’s regulatory framework in its chronological sequence. The author’s conclusion is that in the second half of the 19th century the Caucasus Educational District witnessed the process of unification of the regulatory framework regulating the educational process in the region. In the period from the late 1860s to the early 1870s, the government implemented in the Caucasus a set of educational standards used in the European part of the Russian Empire. These standards, which covered secondary, lower, primary, and private education, played an overall large role in enhancing the quality of education offered by educational institutions in the region.

645-655

Authors: Botabek B. Tokishkadyrov, Kymbat K. Bayssarina, Anar B. Bakytzhanova, Talgat A. Daniyarov

The opening of “new method” schools inTurkestan and Western Siberiaat the end of the XIX – beginning of the XX centuries and their features are a topical issue not only for Central Asia, but also for the Eurasian space. It is important to assess how much education has changed over the period under consideration, the results of reforming this area and the possibilities of applying the “new method” schools in the modern field of education. In the course of the research, the concepts of “new method” school and “confessional school-madrasa” are identified, and the manifestations of the concept of the content of education at the beginning of the XX century are described. The analysis of the work of the confessional school-madrasa of the beginning of the XX century on the basis of accurate data revealed that the methods of teaching here were too outdated. The main proof of this is the remoteness from the secular education system. In the world educational space at the beginning of the XX century, a secular education system was radically established. The demand of the time gave rise to the emergence of “new method” schools. According to the results of the study, it was proved that the schools of the “new method” are a synthesis of the Western model of teaching and Eastern features. After the October Revolution in Russia in 1917, education in Turkestan and Western Siberia completely switched to a secular form of education. That is why the “new method” schools, which began to appear in large numbers at the beginning of the XX century, successfully served as a transition.

662-669

Authors: Timur A. Magsumov, Teymur E. Zulfugarzade, Mikhail B. Kolotkov, Sergei B. Zinkovskii

This work explores the system of public education in Elisabethpol Governorate in the period 1868–1917. The present part of the work examines the timeframe from 1900 to 1914. A key source used in putting this work together is a set of reports from the Trustee of the Caucasus Educational District for the period 1884–1914. These reports provide a valuable statistical insight into the development of the system of public education in Elisabethpol Governorate in the prerevolutionary period. They contain data such as the number of educational institutions in the region, their library holdings, and the size and ethnic composition of the student body at them. The authors’ conclusion is that Elisabethpol Governorate witnessed significant development in its primary education sector in 1900–1914. In that period, the number of primary schools in the region rose from 91 to 325. This increase was accompanied by a threefold rise in the number of students at them. The growing number of schools intensified the need for teachers. To this end, in 1914 the region’s capital became home to a teacher’s seminary. Concurrently, transformations also took place in the region’s system of lower education, which was reorganized from four- to six-grade. In addition, on the eve of World War I, two of the governorate’s regions each became home to a higher primary school, which would contribute to better access to lower education in the region. The number of secondary educational institutions in Elisabethpol Governorate did not increase in the period under examination. Nevertheless, the growing number of students in the region indicated the need for the government to open at least one more male gymnasium in Elisabethpol in the foreseeable future. As for the ethnic composition of the region’s student body, there were declines in each of the dominant groups (Armenians, Tatars, and ethnic Russians). In the period under examination, the number of Armenians at the region’s educational institutions dropped from 66% to 64%, Tatars – from 19% to 17%, and ethnic Russians – from 7% to 6%. At the same time, there was a sharp increase in the number of students from other ethnic groups, including Jews and Europeans.