Понятие и признаки стадий административной процедуры государственной аккредитации в сфере высшего образования

The purpose of the study is to analyze the features of international public-private partnerships in the field of higher education and, based on their careful study, to propose appropriate areas for improving domestic legislation. Multinational companies, high population mobility, and the problem of refugees' professional realization contribute to the constant search for interstate cooperation on education. In such conditions, quality education, increasing the competitiveness of higher education at the international level, development of innovations in the field of education and science in Ukraine, constructive cooperation and effective interaction of participants in the educational process are the requirements of our time to achieve a high level of efficiency of educational activities through innovation. The complex of these aspects determines the relevance of the topic. Such methods as analysis, synthesis, deduction, induction, and the logical and legal method were used in the article. The author's definition of the concept of "international public-private partnership in the field of higher education" was proposed within the framework of the study. The key features of this scientific category were highlighted. The key problems that prevent the normal functioning of international public-private partnership in the field of higher education were outlined, on the basis of which the author's vision of ways to solve the last problems was proposed. The study presents the author's approach to a comprehensive understanding of the features of international public-private partnership in the field of higher education and the ways of its improvement at the level of domestic legislation, which can be used in the course of further comprehension of the issues under study.

The field of education today cannot develop as a closed system, without taking into account the request formulated by employers. The contradiction between the requirements of employers and the results provided by educational organizations is one of the reasons for the decline in the quality of training. It is obvious that the dialogue between the sphere of education and the sphere of work should be based on clear mutual obligations. In many countries, the National Qualifications System (hereinafter referred to as the NSC) is used as a tool that allows building such a dialogue. In our country, according to the 238-FZ “On the independent Assessment of Qualifications”, this is an independent assessment of qualifications, just its introduction into the employment relationship “employer – applicant” and leads to those serious changes in the field of education as a supplier of qualified personnel for the labor market. In this regard, the article attempts to assess the methodological impact of the process of implementing an independent assessment of qualifications on the field of higher education through the created interaction tools, which include professional standards and the procedure of professional and public accreditation, as a system for verifying the fulfillment of their requirements. After all, it is necessary to be able to correctly assess the degree of achievement of the requirements of professional standards when students master the relevant educational programs of the university, and to focus on achieving this goal the process of designing the educational trajectory of future graduates. Because it is from the competent fulfillment of this condition that in the end the demand for trained personnel in the labor market, and, therefore, the educational program itself, which is already beneficial to the educational organization, will hang.

The relevance of the research is due to the need to increase the competitiveness of joint educational programs of pedagogical orientation in the system of Russian-Chinese relations in the field of higher education. The student satisfaction indicator not only indicates the attractiveness/unattractiveness of the educational program, but also allows you to identify the most vulnerable places in the organization of the educational process. The purpose of the study is to identify ways to improve the conditions for the implementation of Russian-Chinese joint educational programs of pedagogical orientation. Materials and methods. The study applied a descriptive method to conducting a survey of students studying under the bachelor's degree majors "Preschool Education", "Music Education", "Fine Arts" at the Moscow Institute of Arts of the Weinan Pedagogical University (Province Shanxi). 198 graduates participated in the questionnaire, accounting for 77% of the total number of graduates from the Moscow Institute of Arts. The study was conducted using the author's questionnaire, compiled taking into account the practice of assessing student satisfaction at Moscow Pedagogical State University and the recommendations of the Ministry of Education of the People's Republic of China on the evaluation of joint Chinese-foreign educational programs. Results. In the study, the assessment of students' satisfaction with learning was carried out in five directions: satisfaction with the quality and content of training, satisfaction with the organization of the educational process, satisfaction with the material and technical support of the educational process, satisfaction with the organization of research activities, satisfaction with the socio-psychological climate at the institute. The study found that students' satisfaction with the organization of the educational process (68.2%) and its material and technical support (66.92%) was the highest, compared with their publishing activities in research work (60.4%). Despite the impossibility of implementing programs under the "3+1" scheme, due to the COVID-19 pandemic, the internal motivation of students during online training in the "4+0" mode did not decrease, which led to the preservation of the contingent of students throughout the entire period of program implementation. Discussion and conclusion. The research results have practical significance for managers, employees and teachers of pedagogical universities participating in the implementation of Chinese-foreign joint educational programs, as well as for representatives of the scientific community dealing with the problems of ensuring the quality of such programs. Further research of students' satisfaction with studying under Russian-Chinese joint educational programs for teacher training can be aimed at analyzing the quality of implementation of such programs at the level of academic degrees of students of pedagogical universities.

The article analyzes the stages of the formation of state-public administration in the field of education and the gradual involvement of civil society institutions in the formation of a new model of higher education management in Ukraine. The process of formation of a new management system in the field of higher education, which is based on democratic principles of functioning, is shown on the main analysis of the main regulatory legal acts that related to the field of higher education and education in general. The work emphasizes that the system of state-public administration and state-public partnership according to the legislation of Ukraine should be based on the principles of the priority of human and citizen rights and freedoms, the rule of law, mutual respect and partnership, representativeness of public self-government bodies, public associations and other institutions civil society, etc. The study indicated that the structure of higher education management was formed in accordance with the formation of a new system of public power, where civil society institutions are not only new subjects of public policy development, but a necessary element of the management system of a democratic country. The author indicated that the system of state and public administration, which was proclaimed by the State National Program «Education» («Ukraine of the 21st century) (1993), went through a long and difficult path of formation. The state authorities that formed and implemented state policy in the field of higher education, were and still are at the stage of searching for the optimal management model.

The article analyzes different approaches, both theoretical and normative, to the construction of the international franchise agreement; in particular the legal nature of an international franchising agreement in the field of higher education is defined, namely: its subject, rights and obligations of the parties, their responsibility. The work focuses on such concepts as autonomy and self-government of higher educational institutions as necessary components for the realization of their powers to conclude international franchising agreements in the field of higher education with reference to the experience of foreign countries. The analysis of provisions of national legislation in the field of higher education is made, in the regulation of an international franchising agreement, a definition of this agreement in the field of higher education and the way of implementing such an agreement on the national market of Ukraine are proposed. The methods, which are used in this research, have systemic nature, which is manifested in the application of various methods of knowledge, depending on specific aspects of the study. In the course of the research a number of general-scientific and special methods were used, namely: comparative-legal, system-structural, logical-legal, technical-legal, method of forecasting and modeling.

В статье исследованы проблемы современного состояния развития управления конгрессно-выставочной деятельностью в сфере образования с участием образовательных учреждений. Определена роль конгрессно-выставочной деятельности в системе инвестиционно-инновационного развития региона. Разработка методики оценки процессов управления конгрессно-выставочной деятельностью поможет использовать данный вид деятельности как инструмент инновационного развития в сфере высшего образования. Результаты анализа могут быть использованы в процессах разработки методов и подходов к оценке управления конгрессно-выставочной деятельностью в сфере высшего образования. The section examines the problems of the current state of development of management of сongress and exhibition activities in the field of education with the participation of educational institutions. The role of сongress and exhibition activities in the system of investment and innovative development of the region is defined. The development of a methodology for evaluating the management processes of сongress and exhibition activities will help to use this type of activity as a tool for innovative development in the field of higher education. The effects of the analysis can be apply in the development of methods and approaches to assessing the management of сongress and exhibition activities in the field of higher education.

The need for legal research on international cooperation in higher education is driven, in particular, by the regional issue of European integration and the global issues of internationalisation and globalisation of higher education. The latter are the subject of a number of scientific studies, which, in terms of methodology, are partly based on the relevant experience and practices of international cooperation between higher education institutions, in particular foreign ones. In addition, various areas of international cooperation between higher education institutions give rise to a wide range of actors, which, from a legal point of view, requires separate research due to the large number of regulatory and legal acts that determine the legal status and limits of competence of the relevant actors. The article is devoted to identifying the subjects of international cooperation in the field of higher education and characterising the limits of their competence. International subjects of such cooperation are analysed, and national subjects are identified by studying various regulatory and legal acts of domestic national law. The limits of competence of subjects of international cooperation in higher education are outlined, and a basic list of criteria for their further classification is formed. The subjects of international cooperation in the field of higher education are a system of international subjects (states and confederations, international intergovernmental and inter-state organisations, other subjects with a foreign component) and a system of subjects of domestic law, namely: the Verkhovna Rada of Ukraine; the President of Ukraine; the Cabinet of Ministers of Ukraine; ministries and other central executive bodies, their authorised departments and employees; advisory bodies to executive bodies; state-owned enterprises, institutions and organisations related to higher education and their authorised employees; local state authorities responsible for higher education and their authorised employees; state higher education institutions, scientific and scientific-production institutions and their structural subdivisions; commercial legal entities and individual entrepreneurs; public and/or self-governing organisations, associations, associations of individuals or legal entities in the field of higher education; individuals whose main activities or interests relate to the field of higher education. The criteria for classifying entities involved in international cooperation in the field of higher education may include the following: subject, subject matter, influence, and industry.

The article compares measures to support female teachers in universities in the UK, Germany and Russia with gender statistics from the OECD. An ambiguous correlation was revealed: the broader the measures to support female university teachers, the lower their share in higher education. The purpose of the work is to identify the reasons for this relationship. Within the framework of the hypothesis, the following thesis was put forward: high competition in higher education affects the decrease in the proportion of female teachers and forces the states to introduce a wide range of support tools to achieve gender balance. Comparison of the specifics of the spheres of higher education in the studied countries: R&D expenditures in the field of higher education and the working conditions of teachers (average salary, mobility, a specificity of contracts, hours worked, career opportunities) made it possible to identify the level of competition in universities. The obtained results confirmed the hypothesis about the direct influence of the level of competition on the share of female teachers in higher education. In conclusion, the relevance of the experience of European countries in building a gender balance among university teachers for Russia is considered. It is concluded that significant differences in the specifics of the sphere of higher education in Russia and the studied European countries, as well as the dominant share of female university teachers in our country, are not a sufficient reason for refusing to study foreign experience. On the contrary, the measures taken by the Government and the Ministry of Education and Science of Russia in recent years, if successfully implemented, will significantly increase the level of competition in the field of domestic higher education and the issue of gender balance will become relevant. In order to prevent a possible generational gap among female university teachers and the aggravation of the problem of gender balance in the future, it is necessary to study and adapt foreign experience, avoiding mistakes.

One of the most important directions in the development of the system of secondary vocational education at the present stage is the need to constantly update the content and technologies of vocational education in accordance with current and future requirements for the qualifications of workers. Significant assistance in improving the quality of training of specialists can be provided by the development of international cooperation in the implementation of secondary vocational education programs. Establishing such cooperation will make it possible to take into account advanced foreign experience, increase the attractiveness of educational institutions of secondary vocational education among potential applicants, and bring programs of secondary vocational education to the international market of educational services.To date, international cooperation has received the greatest development in the fi eld of higher education, master’s and postgraduate programs.The experience of international cooperation of the Chelyabinsk Institute of Railways — a branch of the Ural State University of Railways is considered. Information is provided on the main areas of international cooperation, including the search for potential partners among foreign educational organizations, with the subsequent formalization of relationships within the framework of international cooperation agreements, as well as the experience of implementing events within the framework of signed agreements, including the organization of joint international events of educational, scientifi c and sports orientation, work to improve the professional competencies of the personnel potential of Chelyabinsk Institute of Railways — a branch of the Ural State University of Railways through the internships of teachers in educational institutions of the Republic of Kazakhstan.

Conceptual and legal bases of formation and realization of educational policy of Ukraine are considered. The vector of educational policy is aimed at its modernization and promotion of broad cooperation with educational institutions, research institutions, public organizations, private foundations of the European educational space, representation of Ukraine's interests in education and science in international relations in the prescribed manner. Four key objectives of European cooperation in the field of higher education have been identified: addressing future skills mismatches and promoting skills development; building inclusive and integrated higher education systems; providing higher education institutions that promote innovation; support for efficient and effective higher education systems. The political and legal aspects of cooperation between Ukraine and the EU in the field of education and the involvement of our country in the formation of the European educational space have been clarified. The main tendencies of professional training of specialists in the field of education are determined. These are: lifelong learning, development of professional skills and qualifications, entrepreneurship formation, quality assurance in higher education, optimization of management and funding. The modernization of the national system of professional training of specialists in the field of education, namely: establishing direct relations of universities with foreign partners on cooperation in the field of professional training of specialists in the field of education, concluding and ensuring implementation of international agreements on training, retraining and advanced training of foreign citizens at educational institutions of Ukraine

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) is the lead United Nations (UN) agency in the field of education. As its website proudly proclaims, UNESCO is: “the only UN body with a mandate in higher education.”1 However, UNESCO’s work in higher education has always operated at the margins of its education program (Daniels 2003, 22). Higher education has long been overshadowed by the organization’s focus on popular access to basic education, especially over the past decade, when UNESCO has made achieving “education for all” the central pillar of its educational activities (Mundy 1999). Nonetheless, a strong argument can be made about the need for a UN presence in higher education, particularly in the context of the globalization and internationalization of higher education. Massification of higher education, the growth of private and trans-border service provision, and new information and communications technologies are each transforming the global organization of higher education. In higher education, these processes of globalization have created new types of within-country inequality, and new regional and interstate forms of competition (Robertson and Keeling 2008; Marginson 2008). UNESCO’s mandate within the UN requires it to defend and promote the idea of equality of opportunity within an increasingly globalized higher education policy arena. Its own constitution also requires UNESCO to promote the sharing of knowledge and to defend cultural diversity. This chapter explores the effort within UNESCO to translate its mandate as the UN body in the field of higher education into an effective program of action. Based primarily on document review, this chapter also draws on private communication with 10 higher education experts either involved in UNESCO initiatives or on staff. The chapter is structured as follows: a historical review of UNESCO activities, suggesting how these activities have been shaped by the changes in the organization and in the wider UN environment; UNESCO activities in higher education over the past decade, assessing inparticular UNESCO’s response to the rapid globalization of higher education and its efforts to define a unique role for itself in the international higher education policy agenda; exploring the challenges posed to UNESCO’s work in higher education by current UN and UNESCO; and concluding with some preliminary thoughts on the key opportunities for UNESCO in the governance of higher education as a policy arena.

The paper focuses on the presence of a strong relationship between the level of education and unemployment in the EU and the OECD countries. A graphic confirmation of the change in the relative wages of employees depending on the level of education is given. The authors noted that in recent years there has been an expansion of the mass character of higher education, however, the latter has undergone transformations, in particular, the emergence of universities of a new format - University 21, School 35 and others. The author identifies the key features inherent in the field of higher education under the influence of the 4th Industrial Revolution. Of particular importance are the results on the existing imbalances in the field of higher education in the context of the transition to the new stage in the development of society - the 4th Industrial Revolution and the existing strategic gaps in the economies of the countries of the world depending on the level of development. The most optimal strategy for eliminating the existing imbalances in the field of higher education in the context of the 4th Industrial Revolution for the transition countries is proposed.

The purpose of the study is to determine trends in the use of social networks in the field of education and to study the practical experience of the world's leading universities in maintaining corporate accounts in social networks Facebook, YouTube, Instagram, LinkedIn, X (formerly Twitter), Tik-Tok. The research materials are: 1) works of domestic and foreign scientists in the field of digital media, communications and public relations in the field of education; 2) quantitative data on the official institutional accounts of the world's leading HEIs in social networks as of 2024. The scientific article examines the specific environment of the world's leading HEIs in terms of maintaining corporate accounts in popular social networks according to uniRank rating data. For the period 2018-2024, the dynamics of the number of educational institutions in the field of higher education, as well as their presence in social networks Youtube, Facebook, Instagram, Twitter, were analyzed. A panel of use (level of use) of social networks of higher education institutions was built based on uniRank rating data for 2018-2024. The information was analyzed and the segments of the HEIs were selected, taking into account the world average number of followers and preferences of the HEIs in social networks according to the uniRank rating. Diagnostics of the correspondence of the number of subscribers of the HEIs of Ukraine, Poland and Germany to the world average for such social networks as: Facebook, Instagram, Twitter was carried out. Quantitative and qualitative interpretation of the obtained results according to Harrington's scale of desirability is provided. The expediency of developing institutional accounts of foreign higher education institutions in social networks in order to create and strengthen social and marketing communications with the target audience is substantiated. The study of the thematic content of the institutional accounts of the world’s leading HEIs in social networks is becoming important, which will contribute to the formation of effective content strategies in the field of education. Social media allow HSEs to cost-effectively reach a wider audience, monitor public sentiment and better understand the needs of stakeholders.

The current development of Ukrainian higher education institutions is characterized by the growth of their aspirations and opportunities to increase their own budgets by finding new sources and funding tools. In the context of the study of sources of additional funding, the peculiarities of the use of fundraising have been studied. Based on the analysis of statistical data, it is concluded that the main sources of raising funds in the world are business companies, foundations and individual donors. Factors influencing the motivation in fundraising for business entities, individuals, and authorities have been identified. It has been found that the population makes up the majority of fundraising donors in most countries. As a result of the reform of funding models for foreign universities, private capital flows are becoming relevant, which contribute to the introduction of a fundraising tool in the field of education. The article analyzes the experience of implementing fundraising in public institutions on the example of American and European universities. It is established that intensifying the actions of foreign governments to support fundraising activities in higher education plays a key role in promoting fundraising for universities through the introduction of tax benefits, tax incentives for fundraising, providing the necessary prerequisites for successful fundraising and more. The characteristics of fundraising measures and directions of financing at the expense of attracted funds are generalized. The main steps and difficulties of introduction of fundraising by higher education institutions in Ukraine are considered, its functions, the basic normative-legal maintenance of fundraising in educational and scientific spheres are analyzed. The need to implement fundraising as a tool in the strategy of financing higher education institutions, to develop a structure for raising funds and the purposes of their use. It is established priority areas for the use of funds raised as a result of fundraising in the field of education in Ukraine have been identified. The essence of fundraising in the field of higher education on the basis of the mechanism of endowment funds, which provides for the mobilization of financial resources for the development of higher education institutions, is investigeted. It is established that under the condition of symbiosis of cooperation between universities and the government, the development of fundraising will contribute to the implementation of state economic policy in the field of education.

The progress and advancement of nation is highly dependent on the merging and upgradation of modern based technology in the Higher education system. Higher education is considered as an industry, for ascertaining knowledge-based civilization. The 21st century has witnessed an extraordinary technological advancement in different areas of world, and the field of education is no exception in this context. The contemporary higher educational institution is placing utmost priority to the use of ICT in teaching learning process and access of online platforms for the learners. The entire teaching learning materials in this ICT dominated world is digitalized, and the students are exploring study materials from e resources available in different educational platforms. The effectiveness of e- learning system was witnessed during COVID-19 pandemic in all over the world. It was due to the effective uses of e-learning system the education was continuously provided to the learners even during pandemic period. The ICT-based e- learning and digital learning approaches are highly emphasize by the NEP 2020 in the field of higher education. This paper tried to explore the application of ICT- based teaching learning process and digital platforms with its importance in the field of education. The authors had gone through the various articles and studies conducted by many researchers in the field of ICT, e-learning platforms, and e-resources to draw descriptive analysis on the above-mentioned topic.