Проблемные аспекты государственной политики в сфере высшего образования в современной России

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.

This article represents the first study of legal problems and the potential development of publicprivate partnerships (PPP) in science and higher education in Russia. The author considers PPP to be the most flexible and promising instrument for attracting private investments for such infrastructure, which support required enhancement of cooperation between scientific and educational institutions and real companies, and therefore facilitates achieving national goals and strategic tasks for the development of science in the Russian Federation. Compared to ordinary models of cooperation between the public and private sectors, this approach represents closer cooperation of scientific and educational potential of the public sector with investment, technology, and industrial resources from the private sector. At the same time, the government and universities themselves, competing for students and financing, more than ever require resources for infrastructure development. The author analyses advantages of PPP models for both the private and public sectors, general conditions for development of this mechanism in the country, and how public-private partnership in the traditional sense in higher education and science in Russia has better prospects than elsewhere, such as Great Britain, where higher education is private and in the best case partially financed from the public budget. Furthermore, the government does not play a considerable role in managing educational organizations and does not own its facilities. At the same time, considerable disbalances between needs of economic and innovative development of the country and the quality of PPP legislation is clearly noted, as well as particular legislative problems, and the author provies recommendations on how to improve laws.

THEMEANING(ROLE)OFTHEPRINCIPLESOFOPENNESSANDPUBLICITYINTHEPROCESSOFPREVENTING BRIBERYINEDUCATIONALINSTITUTIONSOFHIGHEREDUCATIONINRUSSIA The paper considers the need to comply with the principles of openness and publicity by educational institutions of higher education in Russia. The significance (role) of these principles in the process of preventing corruption and its main element of bribery in the field of higher education is revealed, relevant comments and proposals are made to improve the regulatory legal documents in the area under study.

This paper studies transformations in the role of higher education in Russia as represented in official Soviet and post-Soviet policy documents between the 1950s and 2013. The focus is on the categories defining the purposes and tasks of higher education in the larger context of society and economy. There is a basic dichotomy in relation to the purposes and role of higher education, between vocational training (which is seen as a determining factor in the economic development) and personal development/education (seen as a condition of social development). The balance of these two poles, economic instrumentalism and social instrumentalism, changes throughout the history. The Soviet documents emphasized the importance of both, with the predominance of the social instrumentalism. The transitional period of the late 1980s and early 1990s is characterized by increasing humanistic discourse in regard to higher education. Later post-Soviet documents, reflecting neoliberal policies, largely abandon social instrumentalism and more exclusively promote the economic role of higher education. Economic instrumentalism is the meeting point of two historical eras, with their respective ideologies and political agendas. Connecting Soviet and neoliberal discourses highlights the importance of historical legacies in regard to the economic, applied nature of higher education, and underlines the crucial role of the state, which facilitated acceptance of neoliberal agendas in Russian society. The analysis also contributes to further understanding of the nature of the neoliberal reforms globally and in post-socialist countries.

The paper reviews the regulatory issues in the field of higher education as related to the improvement of personnel training quality based on enhancing the classification of professional educational programs in the Russian Federation. The features of the current state of higher education in Russia, the problems and possible prospects for transformations in this area, as well as the main stages of fulfilling the task of transforming the higher education professional educational programs are discussed. The liberalization of federal state educational standards of higher education and the increased independence of higher education institutions during the development of educational programs taking into account professional standards indicate the need to create an updated classification system for the Russian education. The classification system being developed should become a common one for all types of professional educational programs, including professional training programs and additional professional programs. The paper proposes new approaches to the system structure and basic classification levels of the List of specialties and areas of training, as to the establishment of the conditions for training personnel with higher education on an interdisciplinary basis, taking into account the common subject content of professional activities and providing the conditions for the existence of enlarged groups of specialties and areas of training.

Introduction. One of the most advanced forms of international cooperation in the field of higher education is the network interaction of universities. Foreign academic staff trained with the participation of Russian universities are becoming an intellectual asset for foreign universities, ready to address the challenges of developing a unified strategy for international cooperation and promoting the Russian language as a tool of "soft power" not only in education but also in other socio-economic spheres. The objective of the study is to develop a structural and functional model for training scientific and pedagogical personnel from among foreign citizens using the example of network interaction between universities in Russia and Sri Lanka, the implementation of which will contribute to the promotion and development of the Russian language abroad. Materials and methods. To assess the level of motivation to study Russian and obtain higher education abroad, a survey was conducted among 105 Sri Lankan university students aged 18 to 30. An analysis of the needs of Sri Lankan universities for network training of scientific and pedagogical personnel, including research topics on general didactic, methodological, cultural, and linguistic issues in teaching Russian, was conducted during an on-site research expedition to Sri Lanka. KEYWORDS Research results. The developed structural and functional model of network training of scientific and pedagogical personnel from among foreign citizens is a combination of organizational-coordinating, educational and certification control components. The results of a survey of Sri Lankan citizens showed an increase in interest in learning Russian and obtaining the next level of higher education in Russia: 68.1% of respondents plan to study at a postgraduate program abroad, and 79.2% of them would prefer to study in Russia, compared to 20.8% who would prefer to study in Sri Lanka or another country. The majority of respondents (77.6%) associate their future research interests with the Russian language and Russian culture. Conclusion. The novelty of this study lies in the development of a structural and functional model of training scientific and pedagogical personnel from among foreign citizens based on network interaction between Russian and Sri Lankan universities. On its basis, private models of network training of scientific and pedagogical personnel from among foreign citizens can be developed for international cooperation between Russian universities and other foreign countries.

Nowadays, digitalization is affecting all sectors of global economy, including higher education. This process should be conscious and well-structured. This study featured the digitalization phenomenon in higher education, namely its impact on human resources and the strategizing of digital transformation.The author used the theory of strategy and strategizing methodology developed by Professor V.L. Kvint to design the strategy of the digital transformation in the sphere of higher education in Russia. Other methods and approaches included analysis, synthesis, comparison, generalization, and scientific abstraction. The study resulted in a conceptual framework for strategizing the digital transformation of higher education in Russia. The OTSW analysis proved that the digital transformation of higher education is currently experiencing various difficulties. Most of them are associated with the penetration of digital technologies into academic environment, the socio-psychological risks, and the personality digitalization. The Russian system of higher education needs effective digital strategizing and a clear methodology to overcome all these difficulties.

It is widely believed that higher education in Russia has become almost universal and more people go to universities compared to most European countries. In this paper we explore this issue empirically with the Russian and European census data and data from the Trajectories in Education and Careers (TREC), a longitudinal cohort study. According to the 2010 census, only 34% of people aged between 25 and 34 in Russia have university degrees, which is nearly the same as in most Eastern European countries and slightly fewer than in Western Europe. The TREC data show that only about 50% of 2012 ninthgrade graduates were university students in 2015. The expansion of higher education in Russia has been in line with the overall European trends. Similar to other countries, there have been changes to the gender composition of university students in Russia over the last two decades, with girls being more likely to attend university than boys. The analysis of social backgrounds of students with different educational trajectories reveals a onsiderable social inequality within the Russian education system. Eighty-four percent of school graduates with university-educated parents are admitted to university, as compared to only 32% of children from less-educated families. Graduation from ninth grade represents an educational fork that is crucial for inequality, as children from less socially advantaged families tend to opt for vocational education at this stage. Graduation from eleventh grade is a less important educational transition: at least 80% of high school students get admitted to university after graduating from 11th grade.

The subject of the study is the fundamental problems of the development of higher education in Russia, due to the need to neutralize the destructive reforms implemented in the 1990s, ensuring a return to the basic principles of fundamental, rather than competence–based education. The purpose of the work is to identify the needs for a reverse transition from competencies to fundamental education with the deployment of personnel planning at the macroeconomic level of management of the Russian state. The research methodology consists of comparative institutional analysis, conceptual approaches to assessing the impact of higher education on economic development. It is concluded that the application of the Bologna education system has caused the undermining of the competitiveness of Russian universities, reducing the effectiveness of training highly qualified specialists. There was an effect of emasculating the procedures for training highly qualified personnel, and dysfunction in the activities of higher education in Russia increased. This was facilitated by the lack of planning at the federal level for the training of personnel for the national economy. The result of the analysis boils down to the fact that in relation to Russia, the doctrine of socialization of higher education should be implemented in full accordance with the Constitution as the basic source of the Russian legal system, where Russia is called a social state. This means equal and free access to higher education, which ensures the reproduction of national personnel (and not the provision of services), regardless of the level of personal income. Thus, in the strategic dimension, it is necessary to strengthen public higher education, which provides for the elimination of private forms of organization of this activity that have shown their inefficiency, and the establishment of a common vector for the de-elitization of higher education. It is concluded that the main emphasis in personnel training should be placed on increasing the knowledge intensity and research component of higher education in various specialties. It requires the training of a significant layer of specialists in each field with the strengthening of their general fundamental training. It is useful to recreate the system of employment of specialists in the public and private sectors of the economy.

The present article is focused on a general analysis of labor relations in a modern university, as well as on the study of some specific characteristics of these relations. In recent decades, economic policy in higher education has changed significantly in different countries of the world. The goal of the study is to analyze modern approaches to regulating the labor status of a university teacher and its elements. The authors investigate the history of the transformations of higher education since the 1990s which resulted in higher education turning from the sphere of human capital production into an independent branch of the service sector. The article shows that, as a result of the higher education system reforms, changes in university management, the system of labor relations, and the socio-economic status of university teachers are taking place. Various university management models are explored. It is demonstrated that in the modern setting, internal control is replaced by external control, academic freedom is pushed aside by administration, and academic standards are modified and replaced by formal rules. These reforms are accompanied by major changes in labor relations and the role of management and teaching staff in universities. Various examples of the construction of labor relations with teachers adopted in different countries are studied. Close attention is paid to approaches to stimulating teaching activities. In the light of the current difficult situation caused by the COVID-19 pandemic, the problems of labor relations aggravated with the transition to distance and blended learning are considered. The drawbacks preventing a higher quality of higher education in Russia are identified. Proposals for improving the regulation of labor relations in the field of higher education aimed at improving its quality are presented.

The suggested article is of a theoretical character. It is aimed at providing conceptual justification of nonlinear development of the Russian higher education and its macro-regional model that would be able of gaining expert trust of researchers and practitioners in terms of its theoretical design and experimental approbation. The aim of the article is to analyze existing situation in the Russian higher education and identifying opportunities for implementing its nonlinear model in the region (macro-region) as a factor of its development. According to the suggested hypothesis existing linear model of higher education in Russia does not meet the requirements of international and European state of affairs in this field, and also fail to satisfy social needs and expectations of a larger part of academic and teaching community, students and population of the country in general and regions in particular. The article presents comparison criteria for two higher education development models: linear and nonlinear and demonstrates their differences and limitations. Characteristics of the system and institution of higher education in linear and nonlinear models are given. Authors draw attention to different interpretations of the role and functions of management linear model of higher education gives special attention to interaction of main educational communities: academic teaching community and students as well as the need for their participation in university management. The novelty of the article is in providing justification for nonlinear development concept of the Russian higher education in the context of economic and social uncertainty and the proof of the necessity of its experimental testing at the level of macro-region.

The structural-functional analysis of the socio-cultural peculiarities of implementing inclusive policy in educational process in Russia is carried out. The issues of the inclusive approach introduction in higher education are touched upon. The main indicators of the living standard in the country including the level and accessibility of education are listed, interrelation of the living standard and quality of education are emphasized. The history of development and the difficulties of implementing inclusive education in Russia are considered. In particular, the historical, organizational, content and socio-economic peculiarities of inclusive education development in Russia are conceptualized. The importance of the inclusion being one of the main principles of the modern society is underlined. The main reasons for the difficulties in implementing inclusive education in Russia are indicated. Some of them are the lack of the necessary theoretical and methodological research as well as material and technical support. One of the main objectives in the implementation of inclusive education is a special organization of educational process including social integration and psychological adaptation of students with disabilities. A special role is given to the teacher who should be able to organize the educational process effectively providing equal opportunities for all its participants. In conclusion, possible solutions of the problems connecting with implementing an inclusive approach in higher education in Russia are outlined taking into account the peculiarities of its development.

The article investigates the economical efficiency of investments in higher education in modern conditions of Russia. The beginning of the article includes a characteristic of the existing empiric research concerning the efficiency of investments in human capital assets. Further the author of the article introduces the results of pay off calculation of private investments in higher education. The result of the research was that in modern conditions of Russia investments in higher education are exceedingly advantageous. High norms of higher education feedback and short period of pay off of these investments explain the reasons of continuously growing demand for it on the part of the population, especially young people. The article proves that the level of population education in Russia is quite high, however accumulated human capital asset is used insufficiently effective. Many people with higher education are forced to take jobs not requiring higher education. Sharp shift in educational behavior of Russian people raises new demands to labor market. Graduates of higher educational institutions, appearing on a labor market, form qualitatively different demands towards it. But tempo of Russian economics development today can not provide job positions for all graduates of higher educational institutions. That is why structural change of economics is needed.

The subject of the article is an issue of the gender equality in the scientific sphere in modern Russian society. The paper notes the successful involvement of women in higher education and science, achieved during the years of socialism. Currently, Russia lags behind not only the developed countries, but also the countries of the former Soviet republics in terms of women’s participation in scientific research. At the same time, it is noted that a significant number of Russians consider a career in science and technology as one of the most attractive for their daughters. The article focuses on the negative trend of the last decade towards the stagnation of the number of women with PhD and doctorate degrees. The authors conclude that, despite the high level of feminization of the spheres of science and higher education in Russia, the country is still far from achieving gender equality in that area. Along with the negative phenomena, there is also a positive trend towards an increase in the number of young women interested in a scientific career

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.