ИЗУЧЕНИЕ СТРАТЕГИЙ СОЗДАНИЯ РАБОЧИХ МЕСТ СТУДЕНТОВ В СФЕРЕ ВЫСШЕГО ОБРАЗОВАНИЯ

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

The article examines the main problems of current Russian-Chinese relations in the field of cultural exchanges and higher education in Russia and China. The goal of the research is to identify the historical origins of the formation of cooperation between the two countries in the field of higher education, the possibilities of developing the system of intercultural communications in the education sector of Russia and China in modern conditions. The research methodology includes an analysis of cultural, historical, regional and social components. The main directions of merging the cultural areas of these countries have been compared. The cooperation between the Russian Federation and the People's Republic of China at the present stage and the prospects for its development in the field of education have been studied in detail. Close attention is aimed at improving the educational process and the development of intercultural relations. This cooperation has been considered on the example of several universities in Russia and China. The experience of organizing partnerships between universities has been studied through the prism of modern Russian educational practice. Further development prospects have been highlighted, taking into account their needs. As a result of the research, the author has concluded that, despite the constant changes in the modern geopolitical situation in the world, the relations between the countries remain stably diplomatic. It has been noted that the main priority of the Russian foreign policy towards China is the development of diplomacy and mutual communication between the two bordering states; options for solving the tasks set, linking them with Russia's change in its foreign policy course and directing it towards cooperation with China, the leader of East Asian countries have been proposed. These conclusions determine the desire of modern society to achieve mutual understanding in the field of intercultural communications between Russia and China.

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.

Innovative transformations in the field of higher education and science, as a rule, take place within the framework of an innovation policy determined by the leaders of this field. It should be noted that innovation policy in the field of higher education is the link between the policy of research and scientific (scientific and technical) activities, the search and dissemination of knowledge, education and training of qualified specialists in the field of technological development, industrial policy, and environmental policy.
 Innovation policy in the field of higher education and science is one of the main components of the state socio-economic policy of social development and is aimed at creating favorable conditions for bringing new ideas created in this area to the market.
 The article is devoted to the further development of the theoretical foundations of innovation in higher education. The main issues of the organizational theory of innovation in higher education are considered; national and international components of innovation in the field of higher education and science, as an open educational, scientific and cultural system; orientation and influence of innovation processes in the field of higher education and science on objects and subjects of innovative transformations; the most important tasks of the state in the management of innovative activities in the field of higher education and science; activities promoted by innovators in higher education; innovative environment.
 The main directions of the innovative policy of the entrepreneurial university and innovative relations in the field of higher education and science are studied.
 The problems of compulsory or emergency distance learning are also analyzed.

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 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.

The subject of the study was the peculiarities of the legal regulation of the implementation of control (supervisory) activities in the field of higher education, due to the introduction of a risk-based approach. Some problems of law enforcement are analyzed and proposals are formulated to improve the legal framework of the system for assessing and managing the risks of harm (damage) in the implementation of federal state control (supervision) in the field of higher education. Special attention is paid to resolving the issue of the prospects of embedding monitoring in the system of control (supervisory) activities in the context of a risk-based approach in the field of education. The work uses a set of methods and methods of cognition inherent in modern science, system analysis is used as a general scientific method, and special legal analysis is used as a private scientific method. As a result, the following conclusions are made: 1) the introduction of a risk-based approach has become the core of reforming the system of state control (supervision), including in the field of education; 2) there are problems of law enforcement of the established system of criteria for assigning objects of control (supervision) to risk categories and a list of risk indicators; 3) implementation of public and professional control tools in the higher education system in activities of control (supervisory) bodies; 4) there is a potential for the use of monitoring in control (supervisory) activities. As a result, there is a need to improve the system of criteria for assigning objects of federal state control (supervision) in the field of education to risk categories, within which it is important to take into account foreign and regional experience in applying a risk-based approach. A special contribution of the author to the research of the topic is the development of his own proposals to supplement the list of criteria and update the established risk indicators. The novelty of the research lies in substantiating the importance of resolving the issue of the limits and prospects of embedding monitoring, as well as the results of public and professional control, in the system of control (supervisory) activities in the field of higher education in a risk-based approach.

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.

ЛІЦЕНЗУВАННЯ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ЯК ІНСТРУМЕНТ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

The article analyzes the normative-legal analysis of public policy in the field of higher education. It is justified that higher education is an integral part of the entire education system in Ukraine. It is stated that the existence, effective functioning and gradual development of the higher education system is directly dependent on the state policy in the field of higher education, in connection with which its research is updated. It is proved that the general principles of the formation and implementation of public policy in the field of higher education are enshrined in legislation, but the legislation does not contain a definition of the concept of “state policy in the field of higher education”. The content of similar concepts (“state policy in the field of higher education”, “state educational policy”, “national educational policy”, etc.) is analyzed and it is noted that they are synonymous in content, however, it should be used “state policy in the field of higher education” with taking into account the application of such concept in the legislation. An author’s version of the corresponding definition is proposed. The composition of the subjects that ensure the effective implementation of public policy in the field of higher education is analyzed. It is noted that the legislation defines a list of principles, that is, basic fundamental principles, taking into account various aspects of educational policy. In addition, attention was paid to the main directions of the formation and implementation of state policy in the field of higher education, which are stipulated in the legislation. Taking into account the conducted research, it is proposed to distinguish the peculiarities of the state policy in the field of higher education (among which the following is one of the directions of the general policy of the state; principles that are defined in the legislation; it is determined by the legislative power, and is implemented by the executive power, etc.).

The purpose of the work is the study of the complex essence of higher education as anintegral part of the anthroposphere (technosphere); definition of the main fundamental tasks of innovativeacademic (university) entrepreneurship; studying the main types of innovations initiated by academiccapitalism in the higher education system, which can lead to innovative changes and their classification;determination of the main objects of innovation activity in the field of higher education and science andexpedient directions of further innovative development of higher education in Ukraine; studying the typesof innovations in the higher education system.The authors consider innovative transformations in the field of higher education and science asobjectively conditioned transformational changes caused by the environment of academic capitalism. Thecore of the study is academic or university entrepreneurship, based on market relations spread byacademic capitalism in the field of scientific and educational activities of higher education institutions, research institutions, and other institutions and organizations in this field. An important basis of scientificwork is the application for national conditions of the theory of triple helix Etskowitz’s innovativedevelopment of society.The scientific novelty is that the authors: studied the world experience of innovative changes in highereducation and science taking place in the environment of academic capitalism; formulated and proposedtheoretical data for new approaches in understanding the innovative transformations in the field of highereducation and science, which are economic categories and occur according to the laws of the market;proposed new approaches for further innovative reform of higher education and science in the context ofacademic capitalism. A new scientific term of “innovatics of higher education” has been put intocirculation.Provisions on the uniqueness of the essence of higher education, the main fundamental tasks ofinnovative academic (university) entrepreneurship, types of innovations initiated by academic capitalismin higher education, which can lead to innovative changes, and their classification as theoretical, andpractical significance for the development of domestic science and higher education are proposed. Alsothe main objects of innovative activity in the field of higher education and science, appropriate areas forfurther innovative development of higher education in Ukraine, as well as types of innovations in highereducation that can lead to innovative changes are identified.

The paper is devoted to the problems of reforming the system of Russian higher education in the context of its legislative regulation and standardization. The author proceeds from the fact that the absence of its own independent concept of education in the context of the aggravation of the geopolitical situation and withdrawal from the Bologna process is one of the main threats to Russia’s national security. The author attempts to objectively assess the current state of legal regulation in the field of higher education. To this end, the paper characterizes the changes in the parameters of standardization in the field of education in the context of domestic reforms carried out in recent years and due to the entry into the Bologna process. The author argues that legislative innovations at this historical stage determined a number of systemic problems of public administration in the field of education. One of the most difficult and negatively affecting the quality of education problems is associated with the non-alternative introduction of a competence-based approach to the development of educational programs. The author concludes that the state policy in the field of higher education should be reoriented to return to the fundamental approach in higher education according to the general rule for all specialties and areas of training. At the same time, the competence approach should be implemented reasonably and only for those specialties for which such an approach is objectively more effective. The author considers it necessary to consolidate such a fundamental decision for domestic higher education as a principle of state policy in the field of education and suggests one of the possible options for the legal and technical formalization of this principle.

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 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 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