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The authors analyze the theory and practice of introduction and implementation of the quality management system (QMS) in the higher education institution. The article provides an overview of approaches and opinions of foreign and Russian researchers on the purpose, necessity and effectiveness of QMS in higher education. Some experience in the implementation of QMS is presented based on the analysis of foreign sources and foreign practice of implementing the said system. It is noted that, originally, the quality management systems (for products and services) were applied in industry, where quantitative indicators are critical and enable to monitor the dynamics of production development and to improve the activity of the enterprise. The purpose of this article is to identify the problems related to the implementation of QMS in the education sector in general and higher education in particular. Formalization is often the main manifestation of the actions of QMS, but it not only gives no help in improving the quality of education, but also prevents it in every way. The specifics of the higher education system, such as the duality of the organizational structure (administrative and academic functions in higher education), the ambiguity in establishing criteria for measuring the quality in higher education and a high level of academic freedom of the staff and students, etc. do not allow mechanical transfer of the management technology from industry to the education sector. Formalization of the performance indicators of the teacher and the progress of the student, which are framed in the rules contained in the local university standards, may lead to the emasculation of the true content and quality of education. The work of teachers within the context of the QMS requirements is often reduced to formal preparation of the necessary documentation, confirming the realization of the corresponding parameters. Usually, both internal and external audits are limited by the inspection of documents, of the correctness of reports, graphs and diagrams rather than being related to the analysis of the real educational process. The uncritical borrowing of different technologies from foreign experience or from the spheres far from education and training, cannot give a positive effect. The authors justify the position that QMS should be subsidiary to the educational process and the content of educational activity.

An analysis of psychological foundations of the training process management is presented in the article. Training in which it is possible to track every moment in the trainee’s advancing can be considered manageable. One of the ways of training management is a special organization of the process of knowledge assimilation as a set process. The most developed in this direction is the system of training based on P. Ya. Galperin’s theory of stage-by-stage formation of intellectual actions. According to this theory, in the ontogenetic development of the person there take place the processes of internalization of actions, the gradual transformation of external actions into the internal, mental ones. Initially, the students have to deal with the external, material action. According to A. N. Leontiev, then, as a result of its gradual transformation, generalization, reducing its specific parts and changes in the level at which it is carried out, there takes place internalization of action, i.e. its transformation into internal action, which is then occurs entirely inside the mind of the learner. This process goes through a number of specific steps, from the thing-related actions via the stage of performing operations in loud speech to the action «inside oneself». In accordance with this, the training process is constructed in stages, thus it is called a step-by-step one. The second way of management of the training process is connected with the development of psychological foundations of the programmed training (B. F. Skinner, L. N. Landa and others). The essence of the programmed training is that the trainee cannot take the next «step» in the assimilation of educational material without having mastered the previous one. Learning is not only assimilation of knowledge and skills, but also a special activity providing assimilation of this knowledge. The programmed teaching provides control over every step of cognitive activity and thus makes it possible to fully control the learning process. Feedback operates continuously and allows regulating the process in accordance with the individual abilities of students to assimilate knowledge. The activity of each student is ensured, because the lack of activity is detected immediately, it is impossible to hide it. In addition, each student is trained in the optimum pace, rhythm and style for him/her.

The article analyzes the current state of education, as it is being transformed in the context of globalization. The global education system today is actively implemented and promoted by various powerful Western corporations and political structures. In Russia, the methodological tool, in which there is constantly declared a «roadmap» of change of our education system, is the annually updated «Foresight of Education 2030 (2035)», created with the participation of the Agency of Strategic Initiatives, the Higher School of Economics and Skolkovo. The feature of foresight-designing of Russian education is to bring all aspects of the construction of the educational system of Russia to Anglo-Saxon standards based on the thesis of the growth of competition in the context of globalization. In the context of globalization processes, foresight is interesting primarily as an instrument of global control, because, in the conditions of rising uncertainties, foresight in some sense provides an opportunity for a more stable game in the increasingly unstable world. It allows minimizing expenses, provides strategic mobilization of intellectual potential for the development of priorities, strategies and strategic mobilization of resources for their implementation. On October 13, 2014 in Moscow, there took place official opening of the «Global Future of Education» foresight. The task of the foresight of education, which will continue for the entire 2015 and will take place around the world, is to identify the main trends of modern education and develop practical recommendations for the period of up to 20 years. The content of the program of the "Education 2030" foresight can be reduced to three central ideas: distinguishing in the educational sample of absolute intellectual elite and the absolute intellectual «mob»; imperative requirement of separation of the high-tech services of education, for example, MEP (Massive Open Online Course) from the public education which undergoes reduction in favor of non-systemic education and training; transformation of the domestic education, turning it into educational market as the main goal and objective. The most important feature of foresight as a process of influence of the information globalization on the domestic education is the constant pressure of dismantling the state character of the educational system in general and schools in particular.

Education is an evolving institution, which is in the process of change and reform, which directly reflects the trends of modern society in general. The strategy of education development and reform in Russia is reflected in the National Education Doctrine, which sets out the education strategic objectives in conjunction with the problems of the Russian society, but no scenario of the development of education in the XXI century is specified. For an adequate response to the challenge, the education doctrine should take into account and maintain a balance between the traditions of national education and the global trends, as well as contain forward-looking scenario of the role of education. Creation of such a scenario is possible with the help of the foresight methodology, which is already beginning to be applied in setting the research priorities, but taking into account the specificity of the interaction of the Russian science and education. In recent years, foresight is gaining popularity as a meta-technology of forecasting the future in the next 20-30 years or more. The disadvantages of existing foresight projects include the fact that the forecasts are usually formed by a narrow circle of experts, whereas foresight should involve the participation of a large number of experts from all fields of activity associated with the subject of the particular project and broad discussion of a wide range of interested parties. The main distinctive feature of foresight as compared with the traditional forecasts is a focus on the development of practical measures to accelerate reaching the chosen strategic goals as a part of the existing projects, and this is not quite obvious. Foresight does not exclude the presence of several scenarios of the future and the recognition of the possibility of realization of one of the supposed scenarios completely or partially. Which of these variants will be realized depends on the trends which are given preference at the moment and the decisions which are made today.

The problems of identity of young people are analyzed in the research issues under consideration. Destructive social environment fosters an increase in cruelty, aggression and deviant behavior. The authors examine the role categories, which determine the position of the subject with respect to existence. Specific stages of development are considered. In the article there are analyzed the imaginative ways of forming the individual and collective unconscious representations as a foundation of social interaction. In this context, the essence of myths is seen as a symbolic actualization of consciousness through archetypal images which optimize the unconscious, imaginative ways of social interaction. A special attention is paid to the image sphere, which is a link between inner world of the person and manifold realities of human existence. The image sphere is reflective of reality comprehension and self-regulation of life activity. The authors emphasize the relevance of the study of collective unconsciousness archetypes. Scientists believe that archetypes are the base of social knowledge mechanisms. Accordingly, the Jungian archetypes of the «self», which are considered in connection with «deep unconsciousness», can be seen in a new light, namely as some mental patterns. The person perceives the social environment through archetypical patterns. A person’s judgments of surrounding social environment depend on the dominant personality archetype. The authors hope to find new approaches to prevention and correction of deviant behavior by reconstructing the scenarios of social interaction. In solving this problem, there are considered some possible strategies to develop a relevant archetypal identity.

The state youth policy is a complex system of the measures which are carried out by the state to support the youth. Education is considered as the direction of this activity of the state, which has the top priority in terms of its importance and efficiency. Thanks to its continuous improvement, the development of youth as a strategic resource of society is possible. In the «Kazakhstan-2050» strategy, the youth is justly called the engine of a new political and economic course of development of the Kazakhstan state. In the article, there is described the usage of internal and external resources of Kazakhstan in the educational sphere, the defining role in this process of the President of Kazakhstan, the Leader of the nation N. A. Nazarbayev is indicated. It is emphasized that the solution of many social problems of youth is connected with education. The necessity of increasing the prestige of technical specialties is emphasized. A special attention is paid to training of talented young people abroad, first of all, within the international presidential Bolashak program. The new Law of the Republic of Kazakhstan «On the state youth policy» is aimed at providing young people with affordable and quality education, development of scientific-technical potential. Implementation of the «Bolashak» program promotes the development of international cooperation of young people, the state as a whole. At present, more than 2 thousand grant-holders study in 30 countries of the world. One in two of more than 7 thousand graduates of the program works in Kazakhstan companies, both in private ones and with the state participation. One fourth work in the state offices and organizations, 20% are managers of domestic companies. Some Bolashak graduates have obtained positions in international organizations and non-governmental sector. Among the people trained by this program are specialists in the sphere of innovation technology, metallurgy, telecommunication, energy, oil-gas sector, in the field of medicine, state government. Almost 1,000 graduates work in universities of the country, about 400, in schools and colleges, 52, in the pedagogical staff and administration of the Nazarbaev intellectual schools. Around 300 people are researchers at the Nazarbaev University, 77 have PhD.

The article analyzes the problems of modern education in the context of globalization and informatization of the society. We consider the modernization processes taking place in Kazakhstan's educational space. According to the authors, they include: aspiration to a democratic system of education, that is, the accessibility of education to the entire population of the country and the continuity of its stages and levels; granting autonomy and independence of educational institutions; a significant impact of socio-economic factors on education (fee-based forms of education), and others. The features of humanization and humanitarization of modern education are shown. Today we need to talk about a new stage of humanization. This is due to aggravation of global problems of modern civilization: the problem of international terrorism which became a problem of acute world-view and methodological character, the problem of modern environmental situation; the anthropological problem which acquired the first priority; the excessive mechanization of society, threatening to turn into an inhumane paradigm of social development. These and other factors encourage to re-evaluate the role of humanities, to pay attention to the innovative techniques and methods of teaching, and, in general, to the questions of education and training of the younger generation. The social-humanitarian component is represented by a cycle of philosophical and world-view-related disciplines aimed at studying the history and theory of the human being as a special spiritual creature, the upbringing of the person. Philosophy also promotes the intellectual, moral and aesthetic development of the personality of future professions, upbringing the human capacity to a wide but at the same time profound, essential vision of the professional problems, their moral evaluation. Only a wide-minded person, assessing his/her own activity both from the perspective of professional expediency and in terms of general human values of truth, goodness and beauty, can become a true professional.

The article analyzes the problems of Kazakhstan education system development in the conditions of the society globalization. We consider the most urgent problems of the Kazakhstan educational system during the years of its independence. There are revealed the ethno-pedagogical features of the Kazakh people, as well as the contribution of Y. Altynsarin and Sh. Kudayberdyeva to the development of ethno-pedagogics. It is shown that the educational process should be linked to the ethno-pedagogy of people, should absorb the richness of ethnic development, because the pedagogy of each nation keeps in its memory the techniques, methods of training which have survived the true selection. Therefore any state system of education and upbringing should be based on the best examples of ethno-national pedagogy. There are addressed the issues of integrative, communicative processes in the society, associated with education, which should be based on a holistic philosophical outlook, in which the person is considered from the standpoint of harmony of the spiritual and material, sensual and rational, organic unity with the cosmos and nature.

The article analyzes the problems of modern upbringing in the conditions of globalization and informatization of the society. Globalization is seen as an objective process, involving in its orbit regions and countries of the world, affecting all spheres of social life: politics, culture, society, education, upbringing, etc. Kazakhstan cannot stay apart from these processes. The author reveals the positive and negative aspects of globalization taking place in the educational spheres of Kazakhstan. Globalism and globalization is a process of forming a single financial and economic, cultural, ideological, global information space on the basis of high technologies, mainly, the computer technologies. In other words, globalization is hegemonization of the world, life according to universal principles and values, striving to universalize all. This phenomenon involves the growing interdependence, mutual influence of each other and leads to undermining of the national state sovereignty under the pressure of «new actors of the planetary stage», to the inversiveness full of contradictions, differentiation and standardization. In the article there is shown the role of mass culture, globalization of telecommunications, which are powerful factors of modern development, which are the result of development of information technologies. The author speaks about the need of humanization and humanitarization of modern education and upbringing in the conditions of globalization.

The title compound 1,5-dimethyl-6-thioxo-1,3,5-triazinane-2,4-dione C₅H₇N₃O₂S is synthesized via the reaction between N,N'-dimethylthiourea and trichloroacetyl isocyanate in dichloromethane. The structure of the title compound is characterized by IR, ¹HNMR, ¹³C NMR, elemental analysis, and single-crystal X-ray diffraction. The crystal structure reveals the role of N-H⋯O and C-H⋯O hydrogen bonds, and C=O⋯π interactions in the arrangement of the molecules into ribbons, which are further joined to each other to form double-layers parallel to the (001) plane.