The article deals with issues of methodology of establishing distance learning by means of video lessons. It contributes to the resolution of methodological contradictions that can take place while establishing distance learning process. The purpose of the research is to clarify the concept of video lessons as well as to identify organizational and pedagogical conditions for effective use of video lessons in distance learning. The following research methods were used: analysis of scientific and pedagogical literature, conference materials, study of educational Internet portals, analysis of practical experience on the use of video lessons in distance learning for schoolchildren. As a result of the research, the concept of video lesson is clarified, its types are briefly described in terms of form and methodological content, and online learning platforms for distance learning are reviewed. Various options for organizing distance learning for schoolchildren using video lessons, their capabilities and limitations are presented, and detailed methodological recommendations are given. It is concluded that the presence of three mandatory stages in the distance learning process, definition of the interaction mode in each of the stages, based on specific conditions of the learning process (the technical capabilities of the parties, the nature of the educational material, level of preparation and motivation of pupils), the presence of qualitative feedback in the dyad "teacher – student" are related to the organizational and pedagogical conditions for effective use of video lessons in distance learning.

This article considers the structure of research system in Germany. It describes the federal and state levels of research management. The Federal Ministry of Education and Research (BMBF) bears primary responsibility for science and technology policy at the federal level. At the state level, this responsible is shared by the Ministry of Education and Science and the Ministry of Economy. The author emphasizes the role of the National Academy of Sciences “Leopoldina”, whose principal objective is to provide advisory services to German policymakers and present German science at the international level. Special attention is paid to the wide spectrum of German research agents: public and private research organizations, higher education institutions, R&D departments of industrial companies. The article stresses the research potential of universities that receive funding under the Excellence Initiative and describes the contribution of production in research and development activities, focusing on the top ten German companies in terms of R&D expenditure

The article deals with the study of regional characteristics of education. The purpose of the research is to clarify the categories of “regional educational space” and “regional system of education”, as well as to determine their relationship. The main research method is the analysis of scientific and pedagogical literature on the problem. The author proposes to consider pedagogical regionalology as a scientific and theoretical basis for a comprehensive study of the education of the regions. Pedagogical regionology is presented as a direction integrating pedagogical, socio-philosophical and socio-psychological, geographical, historical, socio-economic aspects of studying the system of education. The definitions of the concepts “regional educational space” and “regional education system” are clarified, their interconnections and correlations are revealed. Тhe author concludes that these concepts are close and related, but not identical. The regional educational space is widely considered as the totality of all natural, socio-economic characteristics of the territory in their relationship with education. The regional system of education is presented as a component of the educational space of the region, which has a regulatory status and institutional organization. The structure of the regional system of education is presented from the standpoint of a functional approach. It is concluded that the socio-economic characteristics of the region affect the regional system of education, and education system, in turn, changes the territorial organization of public life.

The paper considers the major aspects of improving the teaching of economic and geographical courses for students of the field 05.03.02 “Geography” in the interests of sustainable development. The study of the course “Economic and social Geography of Russia” is considered in detail as an example. Based on the analysis of documents regulating the learning process, scientific and pedagogical literature and generalization of the experience in teaching the course, current trends in selection of academic content, organization of educational process, system of evaluation of students’ achievements were revealed. Attention to the issues of sustainable development in the capture of all topics, an integrated approach to the study of industries and regions, the activation of students’ cognitive activity in all types of classes, the appropriate use of electronic, including distance teaching methods, ensuring evaluation transparency and accounting of students’ learning achievements meets the interests of sustainable society development.