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Topicality of the problem lies in today's needs of economic development of our country. For realization of this task we need socialized, competitive young people, who seek to prosperity and strengthening of their country. The aim of this article is to reveal pedagogical conditions of successful socialization of senior pupils in the school labor unions. The leading method of research of this problem is systematical approach, which allows us to find pedagogical conditions of successful socialization of senior pupils in school labor unions. As a result of this research the experience of pedagogical practice of socialization process of senior pupils in secondary schools was learned. Also were found criteria and appropriate indicator of senior pupils' socialization in labor unities through the pupils' relations with labor and through their labor activities. We revealed capability of school labor unions of senior pupils in new economic conditions, which help socialize senior pupils. We identified pedagogical conditions, which help socialize senior pupils in school labor unions. Finally, we developed the system of senior pupils' socialization in labor unions. The use of this system allows us to reach dynamics of grow of the senior pupils' socialization level. Materials of the article can be useful for research of problems of labor upbringing, for practicians, who are responsible for organization of school labor unions' activity.

Geographic inquiry has immense potential to spark the interest of school students in science and societal issues, such as climate change or resource scarcity. However, implementing inquiry-based learning in secondary school contexts is frequently seen as a challenge. So far, standardized geography assessments have primarily focused on students’ spatial-thinking abilities, and there is a dearth of practicable tools to measure their inquiry skills. This study aimed to translate the self-report geographic inquiry process skills scale into Kazakh and test its reliability and validity among Kazakhstani secondary students. A total of 826 secondary school students aged between 13 and 18 were included in the analysis. Both exploratory and confirmatory factor analyses jointly supported a five-dimensional structure of the questionnaire. The scale exhibited sound measurement properties, including consistency over a two-week test-retest interval. The scores for the adapted instrument were not significantly correlated with participant gender, grade, age, or time spent preparing for the cross-national geography assessment. Proposals for future research are outlined.

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