ВИЗНАЧЕННЯ ЕФЕКТІВ КООПЕРАЦІЙНОЇ ВЗАЄМОДІЇ У СФЕРІ ВИЩОЇ ОСВІТИ

The state guarantees equal access to higher education. Due to the Chernobyl disaster, war, or other circumstances (death of both parents or deprivation of their parental rights, damage to health, which led to limitation of life activities and establishment of disability), we have entrants who do not have the opportunity to exercise their right to higher education on equal terms with other entrants who were not affected by these circumstances.
 We have a number of legislative acts to regulate these relations to ensure equal access to higher education for socially disadvantaged population groups, among which the Constitution of Ukraine and the Law of Ukraine «On Education» are generally declarative in national legislation. The Law «On Higher Education» already specifies the subjects of administrative guardianship in the field of higher education, as well as their right to a specific type of administrative guardianship in the field of higher education. Exercising his right to equal access to higher education, the subject of administrative guardianship in the field of higher education applies to the institution of higher education with a request to provide a specific type of administrative guardianship in the field of higher education, the institution of higher education takes measures to provide administrative guardianship in the field of higher education. Relations arise, which should be called administrative-legal relations of administrative guardianship in the field of higher education. Why precisely administrative-legal relations, because firstly, these relations are regulated by the norms of administrative law, for example, the norms regulating the procedure for admission to an institution of higher education and relating to subjects of administrative guardianship in the field of higher education are created and approved by the Ministry of Education and Science of Ukraine, that is, by the central body of the executive power, secondly, in the presence of a wide range of rights, the student is in a certain subordination to the institution of higher education, so according to Article 63 of the Law of Ukraine «On Higher Education», the student of the institution of higher education undertakes to observe the statute and internal regulations of the institution of higher education, comply with the requirements for occupational health and safety, safety technology, industrial sanitation, and fire safety provided by the relevant rules and instructions, comply with the requirements of the educational (scientific) program (individual curriculum (if available), observing academic integrity, and achieve the study results determined for the corresponding level of higher education, thirdly, administrative guardianship in the field of higher education is provided at the expense of the state budget, fourthly, administrative-legal relations regarding the provision of administrative guardianship in the field of higher education arise in the presence of administrative-legal norms , which prescribe them. Institutions of higher education under the supervision of the Ministry of Education and Science of Ukraine, as well as persons who are entrants or students of higher education and wish to receive administrative guardianship in the field of higher education, are the subjects of administrative-legal relations regarding administrative guardianship in the field of higher education. This article is dedicated to the study of the topic of administrative-legal relations for the provision of administrative guardianship in the field of higher education, subjects, objects and legal grounds for the emergence, change and termination of these relations.

The specific feature and at the same time the problem of formation of a holistic system of quality assurance of higher education in Ukraine is that the impe- tus for its formation was the adoption of the Law of Ukraine “On Higher Education” in 2014, in which all existing instruments of quality assurance of higher education were grouped for the first time within one integrated system, consisting of two subsystems – external and internal, each of which has its own list of mechanisms, tools, ways to ensure the quality of higher education, etc. Thus, the system and mechanisms for ensuring the quali- ty of higher education began to be formed and applied in practice without their prior scientific understanding and justification. Therefore, today the practice of their application is quite ambiguous and often contradictory, which does not contribute to neither a calm movement towards the gradual improvement of the quality of higher educa- tion, nor the effective spending of public funds during the development of this system. Therefore, each of these subsystems, including their components, requires its own research, understanding and justification in order to optimize all procedures, their coordination and balancing with each other, to avoid duplication and unnecessary “paperwork”. Thus, in particular, the external quality assurance system of higher education includes such a tool as licens- ing of educational activities in the field of higher education, which has undergone conceptual changes three times since 2014, which hinders both the solution of many problems by means of using this tool of quality assurance of higher education and effective operation of this tool in the market of educational services. The purpose of this article is to try to scientifically understand the mechanism of licensing of educational activi- ties in the field of higher education as one of the external tools to ensure the quality of higher education, including its components, and to make sound proposals for its further improvement. Research methods. The author used such methods of scientific cognition as general philosophical (universal), historical and logical methods, analysis and synthesis, induction and deduction, abstraction, generalization, analogy and others. The main results of the study. 1. Licensing of educational activities in the field of higher education is one of the most important tools of the system of external quality assurance of higher education and a mechanism for im- plementing state policy aimed at ensuring the ability of legal entities to provide educational services in higher education. The state is directly responsible to applicants, employers and society for the development of effective regulatory policy in terms of licensing, for the development and continuous improvement of licensing conditions, for the proper organization and continuous operation of the licensing mechanism (objective and fair compliance with licensors, licensing, licenses, impartial and systematic verification of compliance with licensing conditions by each of the participants in the market of educational ser- vices, uncompromising revocation of licenses provided that the fact of non-compliance of free economic conditions with the license conditions). 2. Stability of public relations is one of the important principles of public peace and the formation of trust in the state. Therefore, the state, which is responsible to educa- tion seekers and society for the proper functioning of the market of educational services in higher education and guarantees the ability of its licensed establishments of higher education to carry out relevant activities at the appropriate level, has no moral right to conceptually change the licensing mechanism three times. It is ineffi- cient, impractical and irresponsible. Thus, in particular, only at the level of laws of Ukraine (not to mention the level of Government resolutions and orders of the Ministry of Education and Science of Ukraine), the following con- ceptual changes took place: 1) term licenses issued for a period of 10 years were recognized by the legislator as indefinite without any transitional, balanced and compensatory mechanisms, which cannot be called a balanced state policy, taking into account previous experience in issuing licenses; 2) the licensing mechanism, which was issued specifi- cally for the field of higher education, was replaced by another - common to all types of economic activities (and these different mechanisms were in conflict for some time and “worked” at the same time); 3) the term of the applicant’s compliance with the li- cense conditions before the license was issued was signif- icantly reduced (from two months to 10 days) and the on- site inspections (directly to the establishment of education) were replaced by only a “paper” inspection. In addition, the inspection by “experts” was replaced by an inspection by “civil servants”. All this, taking into account the level of dishonesty in society, did not strengthen the responsibil- ity of the state to society for admission to the market of educational services in higher education (especially new ones), which really meet all licensing conditions and are able to provide services in higher education; 4) licensing “by specialty” (for example, “choreogra- phy” or “law”) has been replaced by licensing “at the level” (for example, a bachelor’s or master’s degree). Such a “simplification” of the licensing procedure for establishments of higher education actually eliminates any responsibility of the state to society for the ability of establishments of higher education to carry out educational activities in the relevant specialties, the list of which is approved by the Government. Scientific novelty of the research results. 1. The mechanism of licensing of educational activities in the field of higher education is considered through the prism (at an angle) of state responsibility for the quality of higher education to society, students and employers and as one of the most effective tools for public policy in higher education. Erroneousness and ineffectiveness of public policy was demonstrated, if it is not based on previous research. Conclusions and the author’s specific suggestions. 1. The quality assurance system of higher education should be the subject of in-depth and serious research, and any legislative changes should be based on the sound results of such research. Science must anticipate legislative change, and managers must base their policy decisions on scientifically sound data. 2. Improvement of the licensing mechanism should be carried out in the direction of delimitation of functions of formation of the state policy and its realization. That is, those who create the “rules of the game” do not have to follow them later, because in this case there is a real conflict of interest. The state, represented by the Ministry of Education and Science, cannot be both a regulator of the market of educational services, the founder of the vast majority of participants in this market (state establish- ments of higher education and research institutions) and a “guarantor of the ability” of all, including state-approved licensing terms. This approach cannot be considered balanced with regard to the responsibility of the state and universities for the quality of higher education. Under such conditions, everyone loses – education seekers, employers, society and the state itself. 3. Licensing should be subject to the specialty for which the establishment of education plans to provide educational services, not the level of education. The license for educational activities should be indefinite, but again – for the specialty, not for the level of education. 4. The quality of higher education cannot be ensured without the fulfillment by establishments of higher educa- tion of the minimum requirements – licensing conditions established by the state and which are the start and foundation of quality assurance. The compliance of an establishment of education with the licensing conditions must be controlled by the consumers of educational ser- vices and the state, and any non-compliance must quickly and inevitably lead to the deprivation of such an estab- lishment of the relevant license in the relevant specialty. Compliance with licensing conditions is the foundation for the formation of an internal system to ensure the quality of educational activities and the quality of higher education and should guarantee education a safe environment (namely in terms of sanitation, fire and environmental safety, no psychological danger, including bullying, etc.) from qualified teaching staff with appropriate educational and professional qualifications, availability of informa- tional support (powerful library fund, including digital, free internet access, advisory support for teachers, etc.), availability and security of infrastructure facilities that can provide, stimulate and maintain a healthy lifestyle in the younger generations. That is, the licensing conditions should include those requirements of the state that make the stay in the establishment of education safe, comfortable and one that promotes and stimulates the acquisition of quality higher education of a certain level and specialty. These requirements also need to be reviewed from time to time, as both universities and society evolve, and what is now considered to be the standard may not be the norm in a few years and requires a proper response from the state and establishments of higher education. At the same time, the improvement of licensing conditions should not lead to the need for establishments of higher education to obtain new perpetual licenses, but each establishment must constantly ensure its compliance with the licensing conditions (taking into account all changes).

Methods. The results were obtained through the use of empirical research methods (description of the components of blogging and activities of higher educational institutions in the blogosphere), theoretical methods (analysis, synthesis, abstraction, generalization, explanation, classification of blogging in the field of education). The study covers socio-communication, system and functional approaches, content analysis, elements of SWOT analysis. Results. It is substantiated that the main parameters of an educational blog are the topic, structure and format of content, criteria for publication, dynamics of publications, rules of participation, confidentiality, protection of intellectual property. The principles on the basis of which an educational blog should be created and developed are highlighted, namely: purposefulness, informativeness, systematicity, coherence and safety. It was determined that the blog performs a number of functions, which include interpersonal communication, organization of learning, social adaptation, self-expression and creativity. It has been demonstrated that the organizational, personnel, technical, information and legal support of the blog in the field of higher education is gaining importance. It has been established that modern higher education institutions keep blogs both in the classical understanding of this phenomenon and in other forms, often calling a blog a corporate feed of news, which is provided at the level of structural units of the educational institution. To some extent, this indicates a change in these concepts, since the news feed does not support the function of comments, which is a mandatory requirement for a blog. Novelty. A conceptual scheme of the blogging components of higher educational institutions, containing an institutional, functional and effective component, is proposed. The topics of the educational blogs of the leading HEIs in Europe have been determined. Based on the research of practical education of the leading higher education institutions of Europe, it was determined that modern effective tools for the promotion of educational services and academic activity, which complement communication and assimilation of material, are also: storytelling, comics, interactive books, virtual corporate characters (mascots) of an educational brand. Practical value. The results of the study may be useful for Ukrainian HEIs promoting their brand in the market of educational services through blogging.

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.

Relevance. The relevance of the research topic is determined by the changing environment, the development of forms and methods of providing educational services in the higher education market. This market is characterized by an increase in the level of competition, the development of distance learning. Currently, the most significant criterion for choosing an institution providing educational services in the field of higher education is the quality of these services, their compliance with the high level of information technology development, the requirements of the digital economy, and integration into the international labor market.The purpose is concludes in the study of the parameters of the market of higher education services, as well as an analysis of the dynamics of these indicators.The objectives of the study are presented by: developing an algorithm for analyzing the development of the higher education services market, studying the dynamics of the development of the higher education services market in the context of digitalization and identifying trends.Methodology. Includes an overview of the Russian Federation expenditures on the development of education, the dynamics of the number of institutions of higher education, the quality of education and the dynamics of the higher education distance market in Russia.The results of the study show that the main trends in the market of higher education services are a decrease in the number of higher education institutions and an increase in the share of state institutions of higher education. One of the main trends in higher education in modern conditions is the development of educational services provided in a distance format.Conclusions. The development of the digital economy has determined the main trend in the market of higher professional education services in Russia, which is characterized by the growth of implemented distance learning programs, the development of digital educational platforms, and the implementation of innovative technologies for providing e-learning services.

The emphasis has been placed on the fact that due to the competent use of the necessary tools during the development and implementation of state policy in the field of higher education it is possible to create conditions for the reproduction of educational potential of our state. Particular attention has been paid to the fact that the main purpose of higher education is the state investment in human capital in order to develop skills and professional competencies for priority areas of economic activity. The ability to use them properly will ensure innovative socio-economic and cultural development of our country taking into account current needs of human beings and society. In this regard, it is important to have a clear understanding of the place and role of state policy in the field of higher education within state education policy in general, the use of the necessary legal tools in developing effective state policy within higher education, since it directly affects the competitiveness of our state on the world stage, its socio-economic development and Ukraine’s entry into the international educational and scientific space. The author has emphasized the importance of understanding the role and significance of the state policy in the field of higher education within the system of state education policy in general, outlining the priority areas of its modernization in order to bring it into line with generally accepted European standards in this area. As a result of revealing the essence of the state education policy, the author has offered to understand the state policy in the field of higher education as a set of key ideas, priorities or goals enshrined in national legislation, when the authorized subjects implement managing impact with the assistance of certain legal tools in order to ensure the proper functioning of higher education area, acquisition of skills and professional competencies by applicants for higher education, development of their employment abilities. The purpose of the state policy in the field of higher education is to create an ideal model of higher education system and its integration into the national education system, strengthening relationship between higher education institutions and the labor market, ensuring further development of socio-economic, scientific and cultural potential of our country, strengthening the intellectual potential and the state’s competitiveness on the world stage, Ukraine’s entry into the European educational and scientific space. The tasks of the state policy in the field of higher education have been systematized. That allowed to determine its characteristic features that distinguish it from other types of state policy in general and state educational policy in particular. The factors influencing the effectiveness of the state policy in the field of higher education have been highlighted. It has been emphasized that the current stage of modernization of the state policy in higher education in Ukraine is characterized by the focus on higher education as the most important innovative component of the modern economy, as the necessary prerequisite for economic growth, cultural and intellectual development.

The article examines and studies the features of the educational services market in the field of higher education in socio-economic areas of training in higher educational institutions of the Novosibirsk region. The analysis of the problems of studying the market of educational services in the Russian Federation is carried out, the approaches associated with identifying the factors that determine the choice of higher educational institutions by applicants are generalized. The specificity of regional markets is noted, associated with both geographic, demographic and social factors that characterize the capabilities of applicants. The dynamics of changes in the market of educational services in the field of higher education in the Novosibirsk region was analyzed according to data for 2016-2019, the market capacity was calculated for certain areas of training ("economics", "management"), the market shares occupied by the largest higher educational institutions were determined, leaders in each of the areas of training were identified. Correlation analysis established the relationship between the number of applications submitted and the number of applicants enrolled on a paid basis. The use of linear regression analysis made it possible to evaluate the equations of the corresponding dependencies. Due to the heterogeneity of the analyzed data, it was found that it was also necessary to conduct cluster analysis, which made it possible to differentiate the resulting dependencies based on data on the results of the admission campaign in 2019.

In the minds of the current development of the practice of the sphere of general education and the strategic resources of the functioning of the foundations of education. Efficient management of specific resources favors the development of mortgages and increases the level of their competitiveness in the field of lighting services. Looking at the main mechanism of stimulation, it is not institutional interests, but the consumption of practitioners, as a destructive force, the development of laying the foundation for higher education. In today’s conscientious minds, the main direct motivational activity is not less than the achievement of high productivity of practice, but the activation of the creative potential of practical workers in the field of higher education. Therefore, it is necessary to appoint such a form and method of stimulation, as to be aware of the effectiveness of the promotion and support new trends in the scientific and lighting process and personnel management. The purpose of the study is research, generalization and development of theoretical and methodological approaches to the development of modern forms and methods of motivating employees in the field of higher education. Modern systems and methods of employee motivation must be combined with established principles to create a system focused on higher education. These systems should include forms and methods of motivation that are compatible with the modern world to encourage workers through short-term international projects. This should increase the number of workers with creative and educated backgrounds who stay in the industry for many years. Increasing creativity and scientific activity of employees will also make higher education systems more competitive and increase their overall quality. A necessary condition for the implementation of material forms of motivation is the availability of financial resources for their provision. The methods of direct material influence include the payment of salaries, as well as additional payments and allowances, to scientific and pedagogical workers in the field of higher education. The use of material methods will contribute to the financial support of employees and the improvement of the socio-economic situation of their families. The use of non-material methods has a psychological effect on the individual, acts as a mechanism for self-realization, scientific and creative development, implementation of developed ideas in scientific, educational and practical activities, which will contribute to the self-realization of employees in a higher educational institution. The functioning of the system of motivation of employees in the field of higher education should be comprehensive, as it combines not only the employment of a highly qualified employee for a vacant position and the signing of a long-term contract with him, but also the provision of conditions for the employee’s work so that he does not have to prematurely terminate the contract. When implementing forms and methods of work motivation, it is important to ensure a systematic process of interaction between management and employees. In addition to the external results of the applied motivation methods, which are manifested in the increase in the number and quality of scientific works, receiving honors, awards, etc., it is important to analyze the attitude of employees to the current system. It is expedient to regularly and periodically survey the employees of a higher educational institution regarding the positive and negative features of the motivation system and suggestions for its improvement. To operate effectively, higher education institutions need employees with a wide range of skills. Ensuring that these employees receive the proper care and attention from their supervisors is vital to the success of the institution. The success of these schools motivates staff to develop new ideas and improve higher education services. This creates a competitive advantage for these schools over other educational institutions. Now, motivational activity occupies a central place in our society. They activate the use of creative potential of employees and increase labor productivity. They must be defined and implemented in such a way as to meet the latest trends in higher education and personnel management..

For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.

The analysis of the educational services market in the field of higher education and the prospects for its development require the substantiation of the theoretical and methodological foundations of the concept of services in the field of education. A careful examination of the educational services market is preceded by an analysis of the categorical apparatus and approaches to the interpretation of services and theoretical concepts of the development of services as an economic phenomenon. In the study, an interdisciplinary analysis of the features of the service and its specific features was carried out. An analysis of the categorical apparatus was carried out regarding the interpretation of the concept of service and educational service. The study examines the specificity of educational services – services in the field of education. Educational service is defined, on the one hand, as a socially significant category, and on the other, as an economically significant category. An interdisciplinary approach to the study of the category «educational service» contributes to a better understanding of the peculiarities of the activities of educational institutions in the market of educational services, more effective use of their limited resources to better meet the needs of consumers of educational services in the conditions of state regulation of this market. In the structure of the educational service, the authors highlight the main elements that fundamentally distinguish it from other types of services. These elements included a unique scientific and innovative component, the possibility of state regulation, and the possibility of subsidizing service providers and consumers. The special feature of the service in the field of education is defined as the prolongation of its effect – the satisfaction of the needs of the consumer of the educational service does not occur at the time of service provision or immediately after the completion of the service provision process, but after a certain period. Defining and understanding the specifics of services in the field of higher education is a basic stage in the development by universities of an effective model of marketing educational services. Key words: educational service, higher education, musical art, market, category, interdisciplinary approach

The purpose of the study is to quantify the level of divergence (similarity) of perceptions of potential consumers of educational services regarding the image of universities in order to strengthen their competitive position in the market of educational services. Within the terms of this purpose, the authors were given the following tasks: to assess the level of differences in the perception of the image of the university by consumers of educational services; to identify the sources of formation of their ideas about the quality of educational services. The article solves the problem of forming a positive image of universities in Ukraine in the context of determining its components, which, according to the results of a survey of students, had the most significant impact on the choice of a higher education institution (HEI), as well as determining the level of divergence of the criteria for its choice by consumers of educational services. An assessment of the image of higher educational institutions in the city of Kyiv is carried out according to the totality of external and internal local components, making it possible to identify the main priorities for choosing a future consumer of educational services. It is determined that the main components of the image when students make a decision to enter one or another from the studied higher education institution are: scientific cooperation with foreign higher education institutions; international partnerships; the scale of educational activities; infrastructure of the university. Based on the results of the study, matrices of perception of the image of universities have been developed and distances between them have been determined, which allow to identify the level of divergence of perceptions of consumers of educational services about the image of universities. Distinctive features of the obtained results are that they allow to determine how the perceptions of consumers of educational services change in the process of obtaining them in the studied universities, also to allocate those components of the image that should be given the greatest attention by HEIs in the process of forming a further strategy for attracting and retaining consumers of basic services. The sphere of practical use of the obtained results is the system of public administration bodies in the field of higher education, management bodies of higher education institutions.

The main purpose of this research work is to substantiate the need for international cooperation of Ukrainian higher education institutions as an important factor in reforming and modernizing the national education system, its successful integration into the global educational space and increasing competitiveness in the market of educational services. The basic method in the study is system approach. Methods of scientific abstraction, analysis and synthesis are used to form a theoretical synthesis and conclusions, graphic-analytical method is used for a clear illustration of the economic phenomena and processes under study. Internationalization of higher education is one of the main directions of the new conception of higher education reform in Ukraine. New demands and needs in the market of educational services, growing competition between higher education institutions, implementation of innovations in the educational process require changes in approaches to reform in the field of higher education in order to improve quality. International cooperation in the State University of Infrastructure and Technologies is considered as a process of formation and development of equal and mutually beneficial partnerships between educational institutions of different countries. International cooperation will give the State University of Infrastructure and Technologies the opportunity to participate in international projects in an equal and full manner, increase the number of foreign students, invite foreign lecturers to become a fully recognized university in the world, which provides high quality education.

The article examines some corruption risks that exist in the field of higher education in Kazakhstan. Currently, the identification of corruption risks in the activities of higher education institutions is one of the most effective mechanisms to prevent the occurrence of corruption in the field of education. In this regard, the anti-corruption authorities in the Republic of Kazakhstan pay special attention to this problem. The paper provides examples of ongoing activities initiated by both state bodies: the Ministry of Education and Science of the Republic of Kazakhstan, the Anti-Corruption Agency of the Republic of Kazakhstan (carried out by departments of the Anti-Corruption Service), and higher education organizations and their associations (the League of Academic Integrity), as well as public associations registered on the territory of the state, which contribute to the identification of corruption risk factors. A brief description of certain types of corruption risks in the field of higher education is given. Among them: low wages, violations in the distribution of state grants, non-compliance with the principles of academic integrity. Proposals have been developed to reduce corruption risks, as a result of which the factors of corruption risk will be minimized, which will lead to the elimination of corruption in higher education institutions. Key words: corruption risks, corruption, higher educational institutions, Sanaly urpak, academic integrity, salary, state grant, teacher, student.

This study was conducted with the aim of identifying the obstacles of efficiency and effectiveness of theses and dissertations in the field of higher education in solving the higher education issues and responding to the national needs, and also providing solutions to remove those obstacles. This applied research used the qualitative method of content analysis and the Delphi technique. The data collection tools were interviews and questionnaires obtained from the content analysis of the interviews. The participants were experts in the field of higher education, including academic staff members and higher education managers, and graduates of higher education fields. In the Delphi section, after completing 3 rounds, a consensus was reached regarding the obstacles, as well as the solutions for the efficiency and effectiveness of graduate theses and dissertations in the field of higher education in solving the higher education issues and responding to the national needs. SPSS software was used for data analysis. The results indicate that the existing obstacles for the effectiveness and efficiency of theses and dissertations in the fields of higher education and their solutions are divided into 6 categories. The first category is related to the student and the preparation of theses and dissertations (researcher). The second category is related to the supervisor, advisor, and referee (they are the guiding and monitoring team of the research). The third category is related to the (educational and research) department, faculty and university. In the fourth category, the obstacles and solutions related to the higher education system (extra-academic factors) and in the fifth category, there are factors outside the institution of higher education. Finally, in the sixth category there are obstacles and solutions related to dissertations and theses. Based on the results of the research, among the best solutions for the effectiveness and efficiency of the results of theses and dissertations, includes: strengthening the research capabilities of students and their ethical education, monitoring the completion of reforms requested by referees, and supervisors' and advisors' awareness to the issues and needs of higher education.

The continuous development of economic globalization has led to huge changes in the field of education in Russia. Unfortunately, due to the serious social problems left after the collapse of the Soviet Union, Russian society found itself in a state of serious national crisis, and the field of higher education was not spared. Russian higher education has faced a number of problems. In 2003, Russia joined the Bologna Process and began a comprehensive reform of higher education. This process has made an important contribution to ensuring the quality of European higher education, implementing the integration of European higher education and promoting research and innovation in the field of European higher education. The promotion of innovations in education, especially in the field of higher education, has become a key factor in increasing its international competitiveness.