КОНСТИТУЦИОННОЕ РАЗВИТИЕ ПРАВА НА ПОЛУЧЕНИЕ БЕСПЛАТНОГО ВЫСШЕГО ОБРАЗОВАНИЯ В РОССИИ

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.

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 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.

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.

Методология и теория инновационного развития высшего образования в России

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 book is meant for a wide range of readers interested in the problems of the formation and development of higher education in Russia. This publication presents the history of the faculty᾿s formation as a structural unit within Moscow University and the main directions of its activities at the present stage.

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.

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.

Multiculturalism and higher education in Malaysia

The subject of this article is the nature, meaning and content of the constitutional right to higher education in the sense given by the Constitution of the Russian Federation, legislation and law enforcement practice. The study provides a meaningful analysis of part 3 of Article 43 of the Constitution of the Russian Federation, reveals the intentions of the developers of the constitutional text. The article analyzes the constitutional right to education in the context of the Bologna system, gives a nuanced characterization of this right primarily through the possibility of exercising this right free of charge. The social nature of the policy of the Russian state is shown, which is manifested in an increase in the share of foreign students in Russian universities; expansion of opportunities for obtaining a second higher education for citizens with disabilities; expansion of forms of free higher education. The main research methods are: – general research methods: comparison and description; – general scientific: dialectical and dialectological methods; – private scientific: sociological and axiological methods; - special research methods: comparative legal and formal legal. The authors analyze in detail the issue of the implementation of the constitutional right to higher education in the current legislation on education, and draw attention to a number of important changes in relevant normative legal acts. It is concluded that point-by-point amendments to the legislation on education significantly expand the possibilities of access to free forms of higher education. Within the framework of the legal experiment in the Russian Federation, the search for the most rational form of higher education organization continues. The article focuses on the problems of the Bologna education system and analyzes it. It is stated that the discussion on the internal organization of higher education has not yet been completed and the Russian state has yet to find legal forms for rationalizing the activities of higher education institutions. Using an empirical research method, the authors provide comments on current legislation and an analysis of judicial practice, which represent a certain scientific novelty and arouse interest in the systematic positions of the authors presented in the work in relation to the issue under study.

Transport is one of the most important spheres in the sustainable development of countries and regions. Therefore, the article analyses the extension of the concept of sustainable development in Russian higher education in transport engineering and economics. We analysed the higher education standards and educational programs of universities, identified problems in the implementation of the concept of sustainable development in Russian higher education in the field of transport engineering and suggested ways to address them.

The article focuses on the strategies and mechanisms for the development of higher education practiced in modern Russia. They are analyzed in terms of their effectiveness and adequacy to the needs of the country’s development. The authors emphasize the inertial predominance of the ideological impulses of radical liberalism of the 1990s in these strategies, including managerialism. The article raises the question about the need to adjust the general course, goals and mechanisms for the development of domestic higher education, taking into account the pressing challenges to the country and education, the features of the current stage of Russia’s development. The authors propose the concrete measures in this direction. At the same time, special attention is paid to the differentiation of strategies for the development of educational institutions, increasing the role of democratic mechanisms in the life of the university and in the management of the university.

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 is considered actual problems of development of higher education in Russia in connection with transition to multi-level education (bachelor, master). The author presents comparative analysis of different approaches to higher school organization in Russia and Anglo-Saxon countries. Some new approaches to organization the curriculum at higher education institutions due to present situation are given.