In the conditions of vague definition of educational result there is growing interest in stimulation of educational activity, which is an actual task for both Russian and foreign teachers. One of the means of organization and management of educational activities is usage of educational profile models with simultaneous maintaining of balance between the complexity of the tool and the effect of its implementation. In 2021 the authors proposed a model of the educational profile "Personality Diamond* synthesized from the iSPEC personality competence model, a model of learning as the development of semiotic systems by P G. Shchedrovitsky distinguishing competence by the type of tasks solved by I.M. Feigenberg, distinguishing the leading mode of activity as well as detailization of the performing level. The article presents description of a pilot project on implementation of the model of tire student's educational profile "Diamond of personality" to activate the educational behavior of students and manifestation and development of their educational agency 

This article is devoted to effective teaching strategies and their implementation in the classroom During the first 20 years of the new millennium, researchers in the educational community have established a consensus on the characteristics of modem education both in terms of its results and on the organization of the educational process (Wyse et a l 2015} However a new agenda of the "student-centered’ educational process did not end with the setting of new educational goals The problem is not only in adopting new guidelines and shifting the traditional focus in teaching Such a transformation is possible only if a teacher implements certain pedagogical strategies This article describes strategies whose effectiveness is based on large international studies (Hatty, 2018, OECD, 2018) Those strategies are the following: setting goals, structuring lessons, open (explicit) teaching, worked examples, collaborative learning, questioning, feedback, metacognitive strategies, differentiated teaming, multiple exposures The mam question that arises in connection with the presented models is, of course, the question of their relevance to the practice of Russian schools, i e in terms of implementation of a particular pedagogical strategy m real teaching practice Is it possible for a teacher of a particular discipline to regularly apply any of those strategies working withm the framework of the Federal State Educational Standard and the educational program of the schooPThe article presents examples of how each of the 10 strategies is implemented in different subject-specific lessons and for different stages of learning All examples illustrate the teaching practice of in-service teachers of three Moscow schools.
This article is a collective work of researchers and in-service teachers, which is considered by the authors as one of the options fora professional communication and cooperation.

The article is devoted to the placement of educational institutions in the Far North and the analysis of the availability of their services for residents of the Arctic zone of Russia related to indigenous small-numbered peoples. The article verifies the assumption that the areas of residence of the indigenous population are geographically remote from schools, which prevents all residents from receiving compulsory secondary education. There was used a spatial analysis method, which allowed you to design and visualize the locations of educational institutions in the Arctic territory. According to the data on the places of settlement of indigenous minorities and the location of educational institutions, maps were built reflecting the location of schools and the radius of their accessibility about the places of residence of the indigenous minorities. Based on the constructed maps, it was concluded that the number of schools does not fully correspond to the number of people living in these territories, and in some cases, the norms of transport accessibility are not observed. At the same time, the leadership of the Arctic regions is pursuing a policy for the development of nomadic education, which is appropriate in the conditions of the Far North.

The results of the international study PISA (Programme for International Student Assessment) have long been in the focus of the educational policy of many countries and become the basis for recommendations to educational organizations. However, often these recommendations do not consider the within-country context and regional differences in the landscape of educational inequality.
This study is done in the framework of the sociospatial concept of Pierre Bourdieu The aim of the article is to identify and describe the scale of regional differences in the educational results of Russian school students in PISA-2018 and their relationship with the cultural and social capital of students and those indicators of the social space of the school that are the focus of the PISA recommendations for educational policy Data analysis was performed using a series of linear regressions with cluster standard error correction The results show that the landscapes of educational inequality in Russian regions vary. Regional differences in reading literacy of students were comparable with 2.4 years of study, in mathematical literacy - with 1.6 years of study For indicators of the cultural and social capital of students, the largest regional differences are observed both in the distribution of these capitals and in their connection with the educational results of students. The indicators of social space vary less between regions, however, the patterns of their relationship with the results are also different. Finally, the practices of teaching reading that students from different subjects of the Russian Federation face are almost identical But even m this case, their similar use may not show the expected increase in points in the case of a particular region. The results obtained cast doubt on the effectiveness of the universal conclusions and recommendations of PISA, which do not consider local contexts, especially in the case of Russia as a country with a very extensive and diverse territory. This creates new challenges related to the reassessment of the validity of nationwide recommendations made based on the analysis of data from a small number of regions.

This article presents various aspects of plagiarism prevention practices among students, as well as mechanisms for its detection and subsequent disciplinary action in case of plagiarism The article includes an analysis of the practices of individual universities of foreign countries: Great Britain, USA, Switzerland, Singapore, Germany and Hong Kong The policies of most universities in these countries are similar, and may differ only in certain aspects of accountability In conclusion, the best practices and recommendations from the international practice of preventing and combating student plagiarism are presented, which can be implemented in the anti plagiarism policies of Russian universities.

The article is devoted to the analysis of educational development strategies of a number of subjects of the Russian Federation It is shown that the documents does not contain the analysis of the requirements of the state and community requests for the effects of the provision of educational services, as well as the requests of consumers of educational services and their representatives, but descriptions of existing education systems and reports on the work done; the goals are not specified in educational results and characteristics of the process of providing educational services important for consumers and customers; as a rule, the developers of regional strategies do not think about the efficiency of resource use. It is revealed that the developers of strategies do not care about the feasibility of their goals and objectives: in most cases, it seems that the participation of the majority of employees of subordinate educational organizations in the implementation of strategies is not provided, since the methods of implementing strategies do not provide for setting tasks for direct producers of educational services and ensuring the implementation of these tasks with appropriate resources. It is recorded that the strategies do not envisage the modernization of the activities of regional education management bodies, a systematic change in management mechanisms to achieve the goals set Thus, regional strategies for the development of education are not quite strategies, cannot be implemented; regional education authorities do not plan to change their activities, which allows us to raise questions about the quality of regional education strategies and the existence of educational policies at the level of the regions of the Russian Federation.

Extracurricular education is an important element in the development of a child, which is confirmed not only by a wide range of studies in Russia and abroad, but also by the importance that the state attaches to this element Despite the success in the involvement of families in EE the rate of growth is dramatically decreasing which is the result of a systemic error - the lack of attention to the socio cultural capital of families when designing accessibility tools. Studies show that socio-cultural capital significantly influences family involvement determining parents'motivation, their subjective assessment of risks associated with participation, and finally, varying the preferred channels for obtaining information All these aspects together form a "socio-cultural barrier" that reduces the availability of extracurricular education for certain groups of families, even when the family’s financial and transport capabilities do not limit the choice.
Tn the article, the author attempts to answer the question of what tools cam help to take into account tire socio-cultural status 0? families in order to make extracurricular education more accessible Primarily mechanisms of increasing information accessibility through the creation of appropriate services and narrative interventions are considered 

The article presents the experience of studying self-regulation skills in adolescents with mental developmental disorders, as well as two cases with a detailed analysis of the difficulties in the qualitative and quantitative assessment of the results of passing diagnostic scales. Hie results of the study are presented, a description of the research work carried out related to the functional diagnostics of adolescents with mental developmental disorders, data collection and processing, and the main difficulties encountered in carrying out this work are presented The study involved 15 adolescents with mental development disorders, 15 parents of special children Methods were used- the Wechsler score sheet, the Leiter International Productivity Scale, and a modification of the I. C A N scale «Assessment of independence skills». This article is intended for workers in the field of education and upbringing of children and adolescents with mental development disorders, specialists of correctional and developmental centers 

Today's China is facing a very significant social challenge: it’s population is aging rapidly, with the number of older
people over 65 doubling from 7% to almost 14% since the turn of the century, while the working-age population (15-59 years), on the
contrary, is declining, reaching 894 million in 2020. The age structure of the population has a direct impact on long-term economiс development as economic growth is largely dependent on the quality of the labour force. A reduction in the working-age population will have a profound impact on future development. In addition to encouraging fertility (starting from 2021, families in China are allowed to have up to three children), experts also call for increased attention to the development of pension systems and social support for the elderly. Education for the elderly is becoming another important sector to which the country's authorities are paying increasing attention. According to the Opinion on Intensifying Work on Aging in a New Era, the development of education for older people is intended to promote more active social participation of older people and aims to help them find their role in society even after retirement. To date, the development of education for older people has still not been sufficiently evenly spread. All organizations involved in the 60+ education segment are in an active search for the best strategies, the most appropriate development models and the best training programs to meet market demands. It is clear that with the increasing pace of population aging, the authorities will have to better establish the whole system of social care for pensioners in general, and ensure the quality functioning of the education segment in particular