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Problem statement: Under conditions of education globalization and society openness a problem involving comparison of educational policies practiced in different world countries is becoming more important, on the one hand, for coordination of vectors and trends of development and enrichment of education content and methods, and, on the other hand, for clearer identification, preservation of national educational values, and definition of a national development way. Issues of the research: It stimulates comparative researches of the educational policy to extend and elaborate reforms, a need for education managers and students to master methods of comparison and modeling for educational system development in an institution, region or a country. Research objective: Development of methods to be used in the comparative analysis of the educational policies practiced in various countries and definition of skills to model educational strategies focused on internationalization of education taking into account national traditions. Research methods: Methods of the research are based on a historiographic approach, systems and comprehensive approaches in education, critical analysis, and modeling. Historiographic materials of the research included:-works of Kazakhstani and foreign scientists specializing in history of pedagogy and education, comparative pedagogy, and educational policy; -laws and regulations; -statistical digests and summaries, national reports on education in Kazakhstan; -national websites; -Kazakhstani and Russian periodicals, etc.Summary: The following strategies are typical for Kazakhstan. The Soviet period: elimination of illiteracy, compulsory secondary education, popular education; a tradition of Kazakhstani people to appreciate knowledge and education is set. Educational strategies of independent Kazakhstan: "livelong learning -LLL", continuous education, integration into world community, competitiveness of education, "triunity of languages", computerization, variation of training, etc. A strategy map for education development in Kazakhstan is being developed starting from the 1930s to the present moment. Conclusion: A peculiar feature of the research is analysis using key tools of the educational policy -"strategy", introduction of "strategy pyramid in education" concept, principles, parameters, and criteria of evaluation. As a basis of comparative research methods a comparative tool is built up: strategies (strategy pyramid) principles parameters and evaluation criteria of the educational policy. A hierarchized model of educational policy and strategy influence on education content and methods is worked out.

In the 21 st century, harmonious combination of intellectual and moral development of an individual is important. How this can be integrated into the educational process? A new subject of Self-Cognition has been introduced into Kazakhstani secondary schools. Purpose of the Study: Generalization of teaching experience in the new school subject of Self-Cognition and establishing didactic bases for Self-Cognition teaching strategies being the realization of the new century pedagogics. Research Methods: Observation and generalization of innovative teachers' experience in Self-Cognition, comparison of combined lesson structures with the lesson of Self-Cognition, systematization and analysis of new learning strategies, student interviews to conclude whether they have developed an understanding of the new bases of pedagogical science, structure of Self-Cognition subject planning, differences when compared to other school disciplines. The content of the subject is based on the Program of spiritual and moral education of Self-Cognition, focusing on holistic approach to the perception of a human and identification of universal values within him/her -Truth, Love, Righteous Conduct, Inner Peace and Non-violence. The main principles of secular teachings on spirituality -SelfCognition, are humanistic orientation, human values, social interaction, national heritage, and nature-conformity. Significant differences in the strategies of teaching "Self-knowledge" and other school lessons are revealed. The strategies of value-based education, the personal-sense development, storytelling, etc are emphasized. The methodical recommendations for the improvement of education on the subject "Self-knowledge" are suggested that include the active use of cognitive approach and social constructivism, and the extension of art technologies usage.

Storytelling is one of the central teaching strategies of the 21 st century applied in moral education. Research questions: What diagnostic tools to measure moral qualities may be recommended for Selfcognition teachers in classroom? How to diagnose risk group children based on their conscientiousness and what are the ways of applying storytelling in moral development? What are the changes in learners after using targeted storytelling? The purpose of this study is to develop targeted storytelling techniques for risk group children for curriculum-oriented moral education in Self-cognition classroom, to diagnose children for the purpose of curriculum development, and pilot-test the curriculum in classroom. The study involved 102 6 th grade schoolchildren at Almaty based School 52 (aged 12). The following diagnostics tools were used: the Melnikov-Yampolsky Conscientiousness Scales, the Ilyin Method of Conscientiousness Analysis. According to the diagnosis, 32 learners (34.04%) from the sample were assigned to the risk group as part of conscientiousness diagnostics. Based on the method developed, Selfcognition unit plan consisting of 4 lessons using storytelling has been designed. The specificity of the technique, its novelty lies in the identification of learner's problems and the selection of stories with an orientation towards the development of self-cognition value (Veracity, Right behavior, Non-violence, Peace, Love). Following the experiential work for the moral development on the basis of a special selfcognition curriculum, schoolchildren wrote essays and drew drawings. According to the learning outcomes, positive changes were observed in the schoolchildren.