Administrative and legal regulation in the field of providing educational services: best practices of foreign countries

Abstract

The article is devoted to the study of foreign experience of administrative and legal regulation in the field of education. Today, administrative regulation abroad is much more developed than in Ukraine. The concept of «administrative service» does not exist there at all, but is called «public services», since their services are provided by the public sector. The regulation of the provision of administrative services in European countries is governed by special legal acts that prescribe the consistent procedure for the provision of such services. Western countries pay special attention to the quality of education, it is emphasized that its observance is very important, education instills basic values in a person and shapes the future lifestyle. In Ukraine, the development of education and its development is facilitated by the activities of the Cabinet of Ministers of Ukraine, which developed the Sustainable Development Goals back in 2017. The article discusses examples of ensuring the quality of education in the Republic of Kazakhstan, Austria and Germany in the field of accreditation, certification and quality of education. The work examines the experience of Germany regarding the control of educational institutions by employers, as well as their participation in attracting students to higher education. Methods and regulatory regulation of religious education are considered. It is proposed to investigate and consider in detail the possibilities to investigate and consider in detail the possibilities of borrowing into our education system. Attention is paid to autonomy in educational institutions not only at the highest management level, but also in the middle of the educational institution, that is, for example, autonomy in universities at the level of faculties. The experience of the USA regarding financing is considered. Most educational institutions give up funding for the opportunity to have independence in decision-making. An approach to the financial support of teachers should be learned from the experience of Japan. The PRC has a good practice in financing higher education institutions, where only those who rank highest in international rankings for scientific activity are financially encouraged. They also have special programs funded by the government to attract the best teachers and graduates.
 On the basis of a systematic study of this issue, it was suggested to investigate in more detail the positive achievements in the field of education and, if possible, to start introducing it into the national education system.