The thirty-first section “THE DEVELOPMENT OF INDIGENOUS PEOPLE
EDUCATION IN CANADA: THEORETICAL AND METHODOLOGICAL
FRAMEWORK”. The article deals with theoretical and methodological framework of
the development of indigenous education in Canada . The following methods are used
in the research: descriptive, comparative, statistical, induction, deduction, analysis and
synthesis. The authors present the results of the analysis of scientific and pedagogical
literature devoted to the problem under research. The article examines the basic
concepts (Indigenous people, Aboriginal, Native, First Nations, Indian, Metis, and
Inuit) which are significant for the study. This analysis identifies the criteria to
categorize Indigenous peoples, including anthropological and legal aspects. The study
focuses on the methodological approaches to the research on the education
development of Indigenous peoples in Canada (systemic, structural-functional,
historical-chronological, functional, comparative, multicultural, culturological,
constructivist, anthropological, acmeological, and axiological).
The thirty-second section “THE CLEVERNESS TO SELF-LEARNING IN THE
SYSTEM OF CONTINUOUS EDUCATION: MULTI-VECTOR ANALYSIS”. The
article presents the variability of scientific views on the interpretation of the concept of
"ability" by the allocation of tokens: "readiness", "ability", "way of doing things",
"preparedness", "performance of action", "application (use) of knowledge and skills";
various groups of skills are considered, in particular reproductive, productive, special
(subject), general, general-educated, interdisciplinary (megaproject, key), generalized;
characterized by the ability to learn and the ability to study in the system of continuous
education and distinguish between the common and distinct between them. Cleverness
to self-studying in the system of continuous education is considered as a complex
formation, which includes three groups of skills (a group of skills in goal-setting; a
group of skills from the thematic combination of formal, informal, non-formal
education; a group of skills of reflection), formed by exercise, which is organized on
the basis of performance three clusters of actions. Thematic FIN-simulation is
described in the context of constructing a learning model based on the thematic
combination of formal (F), informational (I) and non-formal (N) education in
accordance with the topic of the problem or formulated task.
The thirty-third section “TYPES OF COHESION FOR THE AUTHOR`S
DIGRESSION IN THE ENGLISH LITERARY TEXT SPACE”. One of the most
important problems of the Linguistics of text is the structure study of the literary text,
principles of its organization in accordance with the rules of the compositions that
suggest the splitting of the linguistic work in the interconnected parts. In this regard, it
is considered necessary to research the individual compositional and significant
elements of the text and their role in the formation of the whole work. The paper
focuses on revealing structural and syntactic properties of author`s digressions namely,
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