ПРІОРИТЕТНІ МОДЕЛІ РОЗВИТКУ ВИЩОЇ ОСВІТИ В СУЧАСНОМУ КИТАЇ

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The article emphasizes the importance of applying innovative models of higher education development, which should include: planning, when the strategy is developed by experts or research scientists based on the analysis of the state of education functioning; experience, when the strategy is developed by trial and error with the involvement of the maximum number of pedagogical workers; the relationship between education and economic development. This model should include internal, external, scientific, creative, economic and ideological needs. The model is considered as formed by the means of sign systems, mental analogues (logical) constructs that schematically reflect the educational practice as a whole or its individual fragments. The article analyses the transformation of the development of the modern model of higher education in China in historical retrospect. The First Stage: 1978-1984. During this period, the reform of the country's economic and political system began. The Second Stage: 1985-1992. In 1984-1985, the Central Committee of the Communist Party of China successively adopted decisions on the reform of the economic system and the reform of the scientific and technological system. The Third Stage: 1993-1998. In early 1992, Comrade Deng Xiaoping inspected Southern China, after which his keynote speeches, which became the report at the "14th National Congress of the Communist Party of China", were published. The fourth stage: from 1999 to the present. In June 1999, the Party Central Committee and the State Council held the third national conference on higher education "Reforms and Openings". The article states that a multi-component model of the quality of university education should include a large number of factors: the presence of outstanding scientists and scientists who have a significant number of studies and monographs related to the current problems of modern education; the possibility of students achieving certain (creative, non-standard, logical) goals as a result of studying at the university; quality of the diploma and successful employment. The parameters of the quality of higher education in today's conditions are emphasized: the transition from unjustified teaching methods to innovative ones that provide for the individualization of the educational process; managing the development of higher education on the basis of public-private partnership; teamwork; high level of learning motivation; active cooperation of the one who teaches and the one who learns; high professionalism of the subject; intellectual development of the subject; his capacity for self-learning.