Pandemic of Coronavirus COVID19 faced the world with a new social phenomena: worldwide quarantine and selfisolation of countries and regions as well as families and individuals. Prolongation of this situation has already led to disappearance or global transformation of subjects` interaction old forms (absolutely of all forms and at all the levels), rapid emergence of new types of communication (in particular) and being (in general) and the need for the world to be adapted to new realities when the post-Corona period comes. The authors of the article make the assumption that the old ways and principles of life will no longer fit the post-quarantine realities. People and countries will have to redevelop the rules of interaction in society (both at local and global levels) urgently. To have the society as a monolithic concept again, countries will have to conduct their population through the processes of resocialization (in cases of new priciples` development) or social re-adaptation (in cases when it is still possible to apply the pre-Corona social algorithms to post-Corona conditions). The other assumption made is that in post-Corona period (at least, at the beginning) we shall deal with new forms of subject-subject intersection where the subjects stand for expanded personal space with clearer boundaries.

Informal Education is a general term for education that can occur outside of a structured curriculum. Nowadays it is mainly used to provide people of different ages and social categories with additional knowledge and skills needed for their professional activity or fulfilling interest. China today also uses such kind of providing educational services mainly for children and youths. These activities are seen by the state educational system as the basic level of gifted children`s detection and separating them from the other ones. Modern Chinese educational theory has its own ideas as to the problem of gifted children starting from the definition of giftedness and up to the place of such children in the society including the welfare and legal issues. Seeing giftedness as “ability to work and methodical training” the Chinese educational and welfare system is totally built up by this conception. The article using various research methods (such as theoretical literature and current Chinese legislation`s analysis, comparative methods, method of personal experience etc.) represents the Chinese experience as to educational work with gifted children especially in the field of informal education as well as general ideas of the Giftedness theory in the Chinese educational practice.

The article is devoted to a sharp problem of educational practice: ways of cultural adaptation of foreign (in particular, Chinese) students in new host society as a condition of their successful education abroad. Chinese students now form the largest abroad students` community in main countries of the world. As the Chinese way of living and the education traditions differ a lot from the countries` they usually would like to continue their education at, cultural adaptation is seen in the article as the need for a comfortable education process both for the students came and the University host them. The Main methods of Chinese students` cultural adaptation process are under consideration of the research, paying attention to the period (stage) a student finds himself / herself at that also can be seen as the aim of the research. As to the methods, the ones traditionally used in social studies and general research work were used: ethnographic descriptions and census data, scientific method to collect empirical evidence, method of analysis, etc. As the result was presented a set of methods that can be used by a host University on condition of the Chinese students` cooperation to level down the cultural shock period for the student and to speed up his/her entering the host culture society.

Mingzu University is a common name for educational institutions for ethnic minorities established in China in 1950. By establishing such kind of higher education institutions, PR China as a state pursued several goals. In one hand, they started the opportunity for minor ethnic groups` representatives enter a higher education institution and thereby enlist their support for the state government. In the other hand, China saves the originality and the identity of small nationalities` cultures at the state level by studying and promoting it. Today such educational institutions also serve to train leading cadres from ethnic minorities’ representatives, loyal to the state system and the political and social course of modern China as they are brought up in the spirit of modern Chinese social and pedagogical guidelines. The article aims to represent different social functions of Minzu Universities as a social phenomena common for China as well as cultural and social strategy of the PR China state in the field of ethnic minorities, an important part of which is implemented through them. Using the research methods typical for scientific studies of this kind (mainly empirical and theoretical ones) the article proves the idea that Mingzu Universities in China play a great not only the educational, but also social role in the country to form an ideologically homogeneous society and respect for human rights in the country.

In modern world through education children and adults are supposed to learn how to be active and effective citizens. Citizenship education is about enabling people to make their own decisions and to take responsibility for their own lives and communities. Educators all over the world supporting the idea of directed and controlled citizenship education as the new area of education use as an argument that citizenship education is an ideal tool for exploring national and human values. China throughout centuries made a complex original system of educational activity which always aimed to make a Citizen of China and a Chinese from a human being. In different historical periods this process belonged to sphere of ethics, state service, philosophy, education etc. The aim of this article is to represent the experiences of China as to organization of citizenship education and its dominant position in the whole educational system of the country today. Modern China is one of 15 countries of the worlds where citizenship education (in forms of political and patriotic education) is an official part and subject of the state educational program.