Профессионально-общественная аккредитация как инструмент взаимодействия сферы высшего образования и работодателей

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.

To solve the integration tasks of forming a common labor market, interpenetration of values and ideas, ensuring mutual understanding and trust between peoples, the Eurasian Economic Union (EAEU) needs a single educational space, similar educational and professional standards, mutual recognition of diplomas, academic degrees and titles. The article considers academic mobility within the EAEU and current practices of cooperation between its member-states and observer countries in the field of higher education based on the data of the Eurasian Economic Commission (EEC) and the Russian Federal State Statistics Service (to assess the efficiency of promoting the ideas of Eurasian integration) and on the results of the authors’ empirical research (to identify potential for the development of cooperation between the EAEU member-states and observer countries in the field of education). The authors show a decrease in student exchange between universities of member-states and an increase in the number of students from non-CIS countries; Russia still accepts more students than its EAEU partners, which proves the inequality of student and teachers’ academic mobility and the need for changes in legislation and funding under the growing competition with Turkey, Europe and China in the field of education. The article considers the development of the structure and programs of educational cooperation, the expansion of branches of leading universities in other countries, the creation by leading universities of the Consortium, Eurasian Network University and Slavic Universities, and so on. The development of cooperation between the EAEU member-states and observer countries in the field of higher education requires an agreement between participants of integration at the highest level, classification of the higher education issues as a separate area of cooperation, expansion of legal regulation of cooperation issues and creation of an institutional form for the EAEU management in the sphere of higher education.

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 study aims to summarize the experience of teaching philosophy in French culture of the 19th century. The relevance of the topic is connected with the fact that many of the prerequisites of modern culture were laid precisely in the “age of miracles”, which brought many outstanding scientific discoveries, significantly changed the appearance of the communication system and industrial production, as well as witnessed a fierce social confrontation. To reveal the patterns inherent in the pedagogical practice of this important period of world history is one of the ways to realize the origins of what is happening in the field of philosophy today. As materials was used the content of textbooks and lecture courses popular at that time, which had a significant impact on visitors to university classrooms. The following methods were used in the study: hermeneutic, phenomenological, comparative historical. As dominant models of teaching philosophy, the approaches of the school of “ideologists”, eclecticism, and various versions of spiritualism are considered. These approaches were directly associated with political conflicts that accompanied the fall of the dictatorship of the Montagnards, the establishment of a consulate regime, the proclamation of the Empire, and then the Restoration, the July Monarchy, the Second Republic, and finally the Second Empire and the Third Republic. The study substantiates the conclusion that the pedagogical experience associated with the emphasis of worldview ideas in the field of higher education cannot be considered tracing paper from the historical and philosophical process. Mainly because not all areas of philosophical thought got the opportunity to promote their ideas in the academic sphere. At the same time, the philosophical model prevailing in the educational sphere had to both respond to the challenges of the era and respond to the very fact of the existence of opponents. For all the certainty of the pluralistic nature of philosophy in its past history, in the field of education, the tendency to unify worldview problems manifested itself quite eloquently. At the same time, the teaching of philosophy was by no means reduced to a set of opportunistic slogans, since the very sphere of worldview knowledge was inherent in immanent laws, which significantly influenced, among other things, the nature of its teaching. An important feature of pedagogical practice was also that the differentiation and deepening of the ways of presenting philosophical content to students of educational institutions served as one of the tools to strengthen cultural identity.

Statement of the problem and purpose of the article. The article is devoted to the problem of assessing the formation of labor functions of future psychologists – members of the National Movement “Abilympics” (on the example of the students from the Astafiev Krasnoyarsk State Pedagogical University (Astafiev KSPU)). The relevance of this problem is due to the need to find effective ways to independently assess the quality of training of students in higher education in the context of the introduction of new educational standards (Federal Educational Standard 3++). This article describes one of the approaches to the implementation of external independent evaluation of the quality of education and formation of labor functions of the Astafiev KSPU graduates (future psychologists), in the framework of participation in the Championship “Abilympics” (competition of professional skills for persons with disabilities). The purpose of the article is to analyze the main theoretical approaches to the problem of independent evaluation of the quality of education in the context of the introduction of new educational standards (FES 3++) and to present an approach to the implementation of external independent evaluation of the quality of education and formation of labor functions of future psychologists – members of the National Movement “Abilympics” (on the example of the Astafiev KSPU students). The methodology of the study is analysis and generalization of legal documents in the field of higher education and social sphere, points of view on the problem of Russian and foreign scientists and experience in the implementation of an independent assessment of the formation of labor functions for future psychologists – members of the National Movement “Abilympics” (on the example of the Astafiev KSPU students). Research results. The analysis of the main trends in the development of the modern system of higher psychological and pedagogical education is given, the relevance and practical significance of the work are determined. The description of the approach to the implementation of an independent assessment of the quality of education and formation of labor functions for future psychologists – members of the National Movement “Abilympics” (on the example of the Astafiev KSPU students). Conclusion. Currently, the issue of independent assessment of the quality of training of universities in the context of the introduction of new educational standards (FES 3++) is relevant. One of the solutions to this issue can be the assessment of the quality of training of students through their participation in professional competitions, which allow assessing the formation of labor functions from the standpoint of the requirements of educational and professional standards. The article presents an approach to the implementation of external independent assessment of the quality of education of the Astafiev KSPU graduates in the framework of participation at the National Movement “Abilympics”. This approach can be useful for other educational organizations.

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

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 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.

The objective of the article is a comprehensive study of state policy in the field of higher education in Russia, an analysis of its conceptual foundations and practical mechanisms for implementation. The relevance of the work is due to the dynamic transformation of the educational space under the influence of the technological revolution, globalization processes and the changing requirements of the modern economy for the training of specialists. In the context of digital transformation and increased international competition in the field of knowledge, higher education is acquiring strategic importance as a factor in economic development and national security. This requires the state to develop a balanced policy that combines innovative approaches with the preservation of traditional academic values. Of particular importance are the issues of ensuring equal access to quality education and supporting research activities in universities. The methodological basis of the study is based on a combination of a systems approach and interdisciplinary analysis. The study of the regulatory framework and strategic documents allows us to identify the priorities of state regulation in the educational sphere. The use of sociological methods (expert interviews, public opinion analysis) makes it possible to assess the effectiveness of the measures being implemented and identify existing problems. Particular attention is paid to the role of the state as a system-forming element in the development of higher education. The theoretical significance lies in the systematization of problematic aspects of state policy in the field of higher education in modern Russia, which contributes to the deepening of scientific understanding of its effectiveness and contradictions. The work expands the theoretical basis for the analysis of educational reforms, identifies key trends and patterns, and forms the basis for further research in the field of educational policy. The results can be used to develop new concepts and models of higher education management. The practical significance lies in identifying key problems of higher education, which allows developing recommendations for government bodies to improve educational policy. Based on current data, the authors identify key trends and prospects for the development of the Russian higher education system in the context of global challenges.

The article is devoted to defining the structure of state accreditation of educational activities in the field of higher education as an independent administrative procedure. A theoretical definition of its stage formulated as a relatively independent set of procedural actions performed within the timeframe and in the sequence determined by regulatory acts in order to assess the compliance of the implementation of a specific educational program by an educational organization of higher education with the established accreditation indicators. Based on the consideration of theoretical views and provisions of regulatory legal acts, the author outlines the structure of the administrative procedure of state accreditation of educational activities in the field of higher education. It is proposed to understand it as a set of mandatory stages — initiation of an accreditation case, consideration of an accreditation case and decision-making on it, provision of the result of a state service for state accreditation of educational activities, accreditation monitoring, as well as an optional stage, which is the correction of typos and (or) errors in the information contained in the register.

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 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 article is devoted to the system analysis of organizations implementing programs of additional professional education as an element of the continuing education system in the Russian Federation. The article purpose is to determine the role of the professional public accreditation procedure in the management system of socio-economic processes in the field of additional professional education. According to the results of the study, the authors concluded that, having additional socio-economic effects, the procedure of the mandatory system of professional and public accreditation of organizations in the field of additional professional education can serve as one of the tools for the development of the educational activity management mechanism. The methodology of the research includes methods of analysis and synthesis, comparative method of cognition, methods of processing statistical information. The results of the study are valuable in developing a development strategy in the field of professional retraining and advanced training of employees from the state and commercial spheres.

The article relates to the problem of the development of a mechanism for the application of the professional standard ‘Head of an educational organization (management of a preschool educational organization and a general educational organization)’, which was enforced on March 1, 2022. The relevance of the presented results of the research is confirmed by the demand from the Russian regional and municipal authorities in the field of education, and the heads of secondary schools and kindergartens; what is more, there is a lack of development of this issue in the theory of management of educational systems. As the key research methods, the content analysis of the normative documentation and the analysis of the research publications on the composition of professional competence and the regulation of the activities of educational organization heads were used. Methodologically and normatively, the mandatory application of the considered professional standard is substantiated. The paper considers a step-by-step procedure of introducing the professional standard into the system of personnel management at the municipal and local levels of school administration. The authors consider the qualification requirements for the position of a school head, the relevant education, practical work experience requirements, alongside with the special conditions for admission to the work of a school head. The legal capacity of the regional and the municipal authorities in the field of education – the ones that act as employers for the heads of schools and kindergartens - is outlined in the context of the development of the standard-appropriate job descriptions, ‘inventory’ and revelation of the human resources in terms of their compliance with the qualification characteristics. School heads certification is also scrupulously studied. The risks and challenges of the founder in the implementation of the professional standard of the head of the educational organization are identified. The outcomes of the study presented in the present article can be used as the basis for the development of regulations for the application of the professional standard of the head of the educational organization, as well as the scientific and methodological basis for designing other measures for the practical implementation of the professional standard.