Analyses of the effectiveness of management of national educational systems by the example of the experience of leading countries

The article presents the study results of the effectiveness of managing the higher education system using the experience of leading countries of the world. The higher education systems of the United States, the UK and Sweden were chosen as the objects of study representing the North American, European and Scandinavian models of education. The educational organizations of the above countries traditionally hold the leading positions in the world ratings, including the rating of the national education systems Universitas 21, rating of the world's academic universities and ranking of the best universities in the world according to the Times Higher Education version. The official data of the leading world ratings in the field of education were analyzed, as well as the distinctive features of the educational policy of the United States of America, the UK and Sweden were identified, on the basis of which factors ensuring the high efficiency and competitiveness of the higher education system in the global educational service market were stated. Among the main factors are the following: high government spending on the education system, increasing the accessibility of higher education for the population, ensuring high quality educational services, export orientation, etc. The system of indicators has been formed to assess the effectiveness of managing national educational systems. The dynamics of coefficient of higher education propagation in the period within 1970-2014 has been illustrated; the forecast of involving the population of the leading countries into the higher education up to 2050 has been presented. It has been stated that in the developing countries the problem of higher education can be solved due to its accessibility and in the economically developed countries it is solved due to increasing the quality of educational programs, rising the number of educational trajectories and costs.

O presente trabalho se propôs a elaborar uma revisão bibliográfica sobre como o modelo brasileiro de avaliação institucional consegue lidar com as metodologias ativas, para tal, foi comparado aos modelos norte-americano e europeu de avaliação institucional, expondo os pontos similares entre eles e suas divergências. Partindo da formação, também foi observado como se dá a avaliação do profissional contábil, através das certificações que permitem o exercício da profissão do contador(a), buscando em tal observação reconhecer se as metodologias ativas poderiam refletir habilidades desejadas pelos participantes do mercado, podendo, portanto, servir como um indicador positivo para seu uso, enquanto que ao se observar como se dá o credenciamento também nos tornamos capazes de observar se os métodos avaliativos conseguem servir como indicadores das habilidades e competências resultantes das ações e métodos empregados pelas IES. Quanto à avaliação institucional, observa-se que o modelo brasileiro acaba por compartilhar similaridades com o modelo europeu e norte-americano. Já quanto ao credenciamento do profissional contábil, o modelo brasileiro, quando comparado ao norte-americano apresenta uma menor aderência às avaliações das habilidades desenvolvidas através do uso de metodologias ativas, o que acaba por gerar questões sobre as expectativas do mercado sobre o profissional contábil.

Problem and purpose. The article considers research on comparing various opensource learning management systems in distance education and educational process management. With all the variety of diverse education management systems, the choice of the optimal model remains quite difficult. The integration of the electronic education management system into the global process of management and training in the system of higher professional education means a reorientation of the educational process to modern needs in the effective use of information and telecommunication technologies. The relevance of the article is defined by the urgency of the transition to the active and widespread use of information and telecommunication technologies in the management of the educational process; the ambiguity of the ways and degree of integration of electronic education management systems into the real process of managing a pedagogical university; the discussion of the choice of a model of the education management system and the need for scientific justification of the optimal strategy for developing a specially designed educational process management system. The problem is determined by the need to analyze and compare the Moodle distance learning system with other open source learning management systems, and identify all interested parties in the process of selecting such a management system, create a step-by-step guide for choosing a management system, and compile an individual list of functions that are consistent with priorities learning and objectives of the university. The purpose of the article is to describe approaches to the development of organizational forms for organizing the learning process, to determine the possibilities of implementing new approaches to managing the educational process. Methodology. The methodological basis was the analysis of the significance and development of distance education systems in Russian pedagogy. In the works of scientists (A.A. Andreev, V.F. Gornev, Yu.P. Gospodarik, V.I. Kinelev, V.P. Kolmogorov, V.N. Lazarev, A.V. Mogilev, V.I. Ovsyannikov, O.P. Okolelov, E.S. Polat, A.E. Petrov, V.I. Soldatkin, E.G. Skibitsky, V.P. Tikhomirov, O.B. Tyschenko, A.V. Khutorsky, V.D. Shadrikov, V.A. Shapovalov) the extensive range of ideas about the nature and content of distance education, the features of the educational process, the specifics of management and organization of such a process is analyzed in sufficient detail. Results. The expediency of using the electronic control system in the universitys management system is justified, and the technology of designing and using additional modules, taking into account the universitys target settings, and building the Electronic Deans module on this basis is proposed. The principles and conditions for the organization of the management process in an educational organization are identified, the project management method is considered as the basis for designing a model for managing the educational process using information and telecommunication technologies. Conclusion. The results led to the conclusion that the informatization of education is becoming a priority for the development of all educational organizations. The introduction of an electronic document management system will save a huge part of teachers working time, and a new approach to compiling courses will significantly improve the content of modern education. The proposed model for the implementation of information technology allows to speed up the collection, processing of a large amount of information, optimize the time and money spent on decision-making, improve the quality of managerial decisions by providing relevant, reliable information. When selecting information and software systems, it is important to correctly determine the requirements, criteria, as well as the functions, responsibilities, tasks of the employees for whom they should be intended.

The Kyrgyz Republic occupies a strategically important geographical position at the intersection of interregional integration platforms. Consequently, the humanitarian space in the Republic is filled with acts of "soft power" aimed at promoting the political and economic projects of foreign countries. In the context of restrictions on NGO activities, interstate educational organizations integrated into the national education system and capable of influencing from within become particularly significant. The study substantiates the strategic importance of the Kyrgyz-Russian Slavic University in the political, economic, and humanitarian context, reviews the national education system of Kyrgyzstan and the training of highly qualified personnel, as well as Russia's main project within this system, its functioning model, current development directions, and target benchmarks. The object of the proposed article is the national higher education system of the Kyrgyz Republic. The subject is the activity of the Kyrgyz-Russian Slavic University (KRSU) in Kyrgyzstan since 2023. The purpose of the study is to identify the institutional significance of the KRSU in the higher education system of Kyrgyzstan. The methodological basis of the research includes: systemic method, historical method, institutional approach, content analysis, and participant observation method. The novelty of the research lies in examining the interstate educational organization as an element of the national higher education system within the framework of modern processes of its transformation, including those influenced by external actors in the context of Kyrgyzstan's geopolitical significance. A description of the national education system of Kyrgyzstan is provided as a system of an ethnic community that carries the state language, characterized by diasporic features, a predominant scientific orientation of education, and a secular nature of upbringing. Based on the analysis of the institutional foundations of the national higher education system of Kyrgyzstan and strategic documents, restraining factors and features of the target development model have been identified. An analysis of the legal framework for the functioning of the Kyrgyz-Russian Slavic University in Kyrgyzstan has been conducted. Based on a historical and political review, the target benchmarks and key directions of the university's activities have been identified. According to the conclusions drawn, the significance of the university in the national higher education system lies in its representation by the Russian side as a typical model for the development of Kyrgyz universities aimed at orienting towards the formation of a unified educational space based on the Russian model.

This paper examines the evolution of education from a state-supervised model to an internationalized and technology-driven educational reality. With a focus on exploring how educational reforms impact social justice, the study analyzes the function of education as a tool for reproducing social inequalities. It investigates the influence of internationalization and technology on educational policies, as well as the management of education systems, while exploring how contemporary reforms shape school operations and the educational process in a global environment. Emphasis is placed on the transition from state supervision, where educational policies and decisions were primarily national and local, toward a system increasingly guided by international organizations such as the OECD, economic actors, and technological advancements. Through a critical analysis of international educational policies and their impact on national education systems, along with a literature review and an examination of shifts in goal-setting processes and the orientation of educational practices, the paper highlights the role of technology and globalization in reshaping the educational landscape. It also considers the changing relationships between states and educational institutions, as well as the influence of economic and political factors in shaping modern educational strategies. Despite the opportunities that technology offers for enhancing education, the research suggests that the trend toward internationalized and technology-driven education may exacerbate inequalities between countries and educational systems while limiting local and national autonomy.

I. Introduction Comparative legal commentary on the organisational structure of sports, particularly of professional sports, is substantial and growing. One of the main themes in Europe has been the relationship between a rather pristine European Sports Model, as it has been called, and the growing commercialization of sport. This theme has been expressed variously in analyzing the regulatory power of the European Union over activity and in contrasting the European Sports Model with a so-called North American Sports Both models are largely policy constructs, and the North American Sports Model may simply be that which the European Model is not. Even so, the models help each of us see our own sports culture as others see it. Although the European Sports Model has been the subject of many writings, in-depth comparisons between it and the North American model are infrequent. (1) Comparing the models highlights core values, sharpens analysis, and yields new insights. A few preliminary observations may be useful in defining the models. First, they are just that: models, that is general representations of reality rather than precise descriptions of organisational structures. We should not overlook significant variations. For example, the European Sports Model is based largely on just one sport that dominates attention in Europe, namely, football/soccer. Other sports have their own distinctive structures. For example, contrary to the monopolistic national structures of football/soccer in Europe, several competing organisations stage championship boxing matches there as well as elsewhere. Also, several European rugby leagues, contrary to the European mold, maintain caps on salaries expendable by member teams. There are also important variations among the structures of national football/soccer organisations within Europe. Moreover, although the European Sports Model has been replicated around the world, it is by no means universal. Some Asian and Caribbean organisational structures, for example, are distinctive. North American model is likewise diversified. For example, there are important variations among the several major professional leagues within North America, between Canadian and U.S. structures, and between those structures and others elsewhere in North America, such as in Mexico, Central America, and the Caribbean. (2) Second, a functional analysis and evaluation of the European Sports Model inevitably must take account of the legal constraints, particularly European Union law. Of particular prominence are the tensions between European Union law and the so-called specificity of sport, according to which the special nature of sport, the sporting exception, (3) with its own complex structure of regulation and dispute resolution, constitutes a reserved domain of authority largely insulated from EU intervention. Finally, the actual structure of professional sports in Europe continues to evolve. Consequently, the European model may no longer reflect the realities of football/soccer in an era of global marketing. II. European Sports Model What, then, do we mean exactly by the European Sports Model? In 1997 the Treaty of Amsterdam, which amended the Treaty Establishing the European Economic Community, attached several single-paragraph declarations, including Declaration 29 on Sport. (4) It was the first to acknowledge the economic and social roles of sport in the process of European integration. Later, in preparation for a 1999 Conference on Sport in Olympia, Greece, the European Commission expanded on this declaration by publishing a detailed consultation document entitled The European Sports Model. (5) same year, the Commission published the Helsinki Report on Sport (6) in response to which the European Council published a definitive statement, the 2000 Nice Declaration on Sport. …

Given the growth of national higher education systems, questions of access, expansion and diversification have regularly been addressed by higher education policy-makers and researchers. Often a straightforward relationship is presumed between the growth of the student body and the expansion of higher education systems and between the growth of the student numbers and diversification of such systems. This chapter presents an alternative approach to these phenomena. A theoretical model is built around the concept of ‘carrying capacity’. The preliminary empirical findings — using data from the Netherlands and Australia — support the assumed role of, for example, national GDP, labour force productivity and the number of higher education graduates in explaining total enrolments in higher education. The findings regarding the relationship between enrolments and diversity were not in line with the expectations. The alternative approach, nevertheless, seems worth pursuing.

Problem setting . Significant changes in various spheres of life and development of our country influence the updating, reforming and modernization of the national higher education system, which aims at improving the quality of the provision of educational services. In turn, the existing system of military education in Ukraine is integrated with the general state system of education and operates on the basis of the current legislative and regulatory framework. etc. Recent research and publications analysis. Conceptual principles of formation of the national education system in the context of European integration of Ukraine are represented by the works of A. Boyko, M. Kultayeva, M. Trinyak, V. Shinkaruk and others. Scientists insist that there should be a single mechanism for the modern modernization of the national higher education system and military education in particular. Theoretical and methodological aspects of the formation of national military education, the problems of its modernization and reformation, the quality of training of military specialists, the introduction into the educational process of innovative technologies and modern teaching and training practices are considered in the studies of such scholars as Kvitkin P , V. Osodlo , V. Telelim, and others. Paper objective . The purpose of the article is to philosophically analyze and highlight the main aspects of modernizing and reforming the national military education system. Paper main body . First of all, reforming is bringing the political, financial, economic and public institutions of the state into conformity with some generally recognized norms, such as those of the European Union, for example. At the same time, modernization is the bringing of various spheres of life, and in particular the education of the country into a competitive state in accordance with the requirements of the present. Reformation can be considered a necessary prerequisite for modernization. And modernization, therefore, is a natural consequence of reform. Under the circumstances of the current challenges that present-day Ukraine faces and the armed conflict in the East, the issues of reforming and modernizing the content of the national higher education system become especially urgent. This is a complex, important task. It includes various aspects: modernization of the educational management system, the combination of education and science, etc. The main components of the military education system are: education management bodies; a network of military education institutions (universities, academies, military institutes, including civilian universities, etc.). We suppose that the urgent need for modernization shifts in military education institutions is the conceptual change in all activities. Conclusions of the research . At the present stage of development of power and special structures of the state there is a significant change in the requirements of society for the competencies that a military specialist should possess, and thus the requirements for filling the content of the national education system and the military education system in particular are changing. All this leads to the updating and the process of reforming and modernizing the national education and military education system as interconnected phenomena. All the above mentioned is due to the needs of practice, the complication of our country's military-political situation, the Euro-Atlantic vector of our country's integration, and other challenges of today.

The article represents an attempt to investigate the development of the national higher education system of Slovak Republic (as part of former Czechoslovakia) starting from the first known data of the medieval times up to the beginning of the XXI century when the period of intense Europeanization and internationalization started. Considerable attention has also been paid to the development of higher education in Slovak Republic after 1989 with the emphasis on relevant legislation, students’ enrollment numbers, overall institutional setting. The aim of the paper is to present theoretical review of the Slovak national higher education system development as determined by the processes of socio-political transformations in the country, including the final stage integration to the European Union and European Higher Education Area (EHEA). Theoretical provisions of the paper are supported with relevant statistical data on the number of higher education institutions and the number of students, including the number of those who participate in mobility schemes within EHEA (statistical indicators are gender-sensitive). Attention has also been paid to development of the country’s higher education legislation system after the so-called disintegration of Czechoslovakia to Czech and Slovak Republics, which allowed for the establishment and development of private sector within national higher education system. The research is based on the comprehensive analysis of original sources – open-accessed national legal framework for higher education, as well as theoretical and practical research works by Slovak scholars. The topicality of research is determined by the similarity of the Slovak and Ukrainian national systems of higher education at the end of the XX century, which allows to state that consideration of the Slovak context is relevant to the current reforming Ukrainian national higher education system.

The quality of education and quality control are the most import-ant elements of the functioning and management of educa-tional systems. The European system of education and a number of European national educational systems that are part of it are no exception. The European Commission and the Criteria and Indicators Council are responsible for the ideology, education policy of the EU, the structure of the system for assessing the quality of education. Represen-tatives of the European Trade Union Confederation of Educators (ETUCE) take an active part in the development of ideology, standards, programs, requirements for the quality of education, criteria and indicators. The article stud-ies the main trends in the development of the higher voca-tional education system in leading European countries, forms and methods of organizing educational activities. The formation of an innovative educational environment is asso-ciated not only with the application of new techniques, methods and forms of organization of the educational pro-cess, the use of modern equipment and information tech-nologies. Exploring innovative processes in the system of higher vocational education, we should rely on the use of historical experience, as well as on specific methods of the educational process, techniques and methods used in for-eign practice of higher vocational education. The article considers approaches to assessing the quality of modern European education and some trends in its modernization. It is shown t hat the quality of education and quality control are the most important elements of the functioning and management of educational systems and that the modern-ization of a country’s education system should be carried out taking into account its own national strategic goals and objectives of economic and social development. The Lifelong Learning Program (LLP) is revealed by the article to be the most large-scale and resource-intensive project currently being implemented in the European Union, which is taking advantage of initiatives provided in strategic docu-ments. The study presents a system of sectoral programs that are distinguished by taking into account different aspects.

A competitive national educational system is the key to the development of the national economy, innovative growth and ensuring a decent quality of life for the population in the country. The aim of the study is to assess the resilience of the higher education system and to develop directions for post-war reform of the national higher education system on the basis of resilience. The article presents the authors’ own vision of the conception of resilience of the national system of higher education. The authors have identified and substantiated the main factors that ensure the resilience of higher education. A comprehensive characterization of the factors of resilience formation is proposed and their quantitative and qualitative parameters are analyzed. Based on the analysis of statistical data, it is defined that the national education system is sustainable and maintains its structural integrity despite the influence of destructive external factors. An important sign of resilience during martial law is academic continuity. It is found that the educational system is determined by different types of educational institutions, a wide range of educational programs, a variety of approaches to building an individual educational trajectory. It is substantiated that the national educational system is characterized by sufficient stability and diversity, but this is not a sufficient condition to ensure its resilience. The resource provision of the national system of higher education is examined. The financial resources of the educational system are emphasized and their insufficiency to ensure the resilience of the system is proved. According to the results of the correlation analysis, it is determined that there is a close relationship between the level of financing and the choice of a country of study by potential students. Based on the results of the study, directions for strengthening the resilient national system of higher education are identified. The proposed measures are systematized according to three main factors of ensuring the resilience of the educational system

Introduction Historically black colleges and universities (HBCUs) were established during the segregation period of U.S. history in response to the demand for education by Blacks who did not have access to White educational institutions. As a group, Blacks share a common historical experience of segregation that was characterized by relatively limited educational resources to meet the demand of the black population for higher education. Currently there are 103 HBCUs (53 private and 50 public institutions), representing approximately 3% of the total U.S. institutions of higher education and about 2% of the total U.S. college enrollment (National Center for Education Statistics, 1996). Collectively, these institutions have also been undergoing, over the past three decades, a declining share of black high graduates' enrollment in higher educational institutions. Despite federal desegregation policies, such a relative decline has not been compensated by a corresponding increase in HBCUs' relative share of the total population of non-Black high school graduates' enrollment in higher education. Although most HBCUs experienced enrollment growth during the periods of educational expansion in the U.S., overall their share of national enrollment has declined because of two factors: the increase in community colleges and the Adams court decisions desegregating higher education in the south (Hauptman & Smith, 1994). Table 1 shows that the total enrollment in HBCUs expanded by about 18.69% from 222,613 students in 1976 to 273,472 in 1998. Despite the modest increase in the number of non-Black students attending HBCUs, the level of diversity in terms of race and ethnicity has remained almost unchanged. Hence, Black students have consistently represented about 81% of the total annual enrollment at HBCUs during that period. Table 2 indicates that the total U.S. enrollment of Blacks 14 to 34 years of age in postsecondary educational institutional institutions increased significantly by 66% from 996,000 in 1980 to 1,640,000 in 1998. Consequently, the total Black enrollment in all colleges and universities rose from 9.78% in 1980 to 12.75% in 1998. However, as a group, HBCUs' relative share of the total Black enrollment in higher educational institutions declined from 18.18% in 1980 to 13.70% in 1998. In contrast, Black students' enrollment in other institutions of higher education, as a percentage of the total Black enrollment in the U.S., rose from 80.82% in 1980 to 86.3% in 1998. While Black students' enrollment in other colleges and universities rose by 76% from 805,011 in 1980 to 1,415,255 students in 1998, the enrollment of non-Black students in HBCUs rose only by 16.82% (from 42,568 to 49,727) during the same period. Several factors may have contributed to the decline of HBCUs' relative share of total Black student enrollment in postsecondary educational institutions, and there is no empirical evidence about their effects in the literature. The survival and growth of many HBCUs depend on their ability to maintain or improve their relative share of Black students, who traditionally represented their major source of enrollment. The purpose of this paper is to provide an empirical analysis of the determinants of Black student enrollment in HBCUs. Such information may be useful for policy decisions. An overview of the factors influencing Black enrollment in higher education and a description of the methodological framework as well as the data used in this study are provided in the next section. Methodology and Data Collection The Determinants of Enrollment Demand The literature provides a large body of information on the various factors that have been influencing the demand for higher education by Black high school graduates in the U. S. Demographic trends affect the demand for higher education as well as the supply of high school graduates who attend the various postsecondary institutions. …

The growth of “transnational universities, ” including offshore branch campuses and degree programs provided in partnership with local institutions, is a major factor that made higher education a target of WTO/GATS negotiations. Quality assurance for transnational universities, including approval and evaluation, is a newly emerging issue for national higher education systems in the face of globalization.This paper analyzes Australia's policy on quality assurance for transnational universities, since Australian universities are extremely active as transnational universities, and because the Commonwealth and State governments of Australia have developed an explicit quality assurance framework for transnational higher education.The analytical viewpoint adopted in the paper is that for nation states, assuring the quality of transnational universities is a control measure for embracing those universities into their national education system, as a part of their strategic adaptation to globalization. The paper examines whether or not this viewpoint is valid by analyzing quality assurance policies in Australia, a leading country in this regard.The results of the analysis confirm the validity of the viewpoint, and demonstrate that Australia, as both a supplier and recipient country, is utilizing quality assurance as a control measure for incorporating transnational universities into its national education system. The quality assurance policy of Australia, as a supplier country, is to implement external quality assurance of Australian universities' offshore programs through overseas audit visits by the Australian Universities Quality Agency (AUQA), while calling upon the universities to develop their own internal quality assurance mechanisms, in order to sustain the brand image of Australian higher education. Its policy as a recipient country is to manage the approval process for foreign universities to operate in Australia, requiring them to have equivalent quality and standards to Australian universities. While there is a difference between the former policy, which is supportive in nature, and the latter, which involves legal regulation in the form of licensing, both policies are instruments that aim to incorporate transnational universities into the national education system, and place them under the nation state's control.Australia's policies will have significant implications for Japan as it begins to recognize foreign university branch programs, and authorize moves by Japanese universities to open offshore branches, opening up its national borders to transnational universities both into Japan and outwards from Japan.

Higher education, elite institutions and inequality

Higher education is crucial for successful development any country, and depending on changes in political and economic foundations in the country, the system might be reformed. However, despite this, many European countries from one point of view are similar in their teaching principles, while having some extent differences from another point. An example of such countries are Italy and Germany with their own characteristics, which are presented by us in this article. Having examined the higher education systems of Italy and Germany, we clearly stressed similarities and differences of management, financing and structures of higher education systems of these two countries. As a result, the study revealed that the management of educational systems in Italy and Germany carried out by the central government bodies (in Italy - Ministry of Education, Universities and Science, in Germany - Ministry of Education and Culture), as well as regional and local government (university). In Italy and Germany, the general standard rules are established for admission to the university for students who successfully complete high school graduation classes. Unlike Italy, where Lyceum with a Diploma di maturita is a middle school, in Germany, universities accept graduates of gymnasiums or general schools based on the program of the gymnasium that provides a document on secondary education – diploma ABITUR. An integral part of higher education both in Germany and Italy is the developed credit system and free academy. Unlike Italy, where the main part of the financing system of higher education is carried out by the central governing body, namely Ministry of Education, Universities and Science, in Germany, Higher education financing is mainly provided by local governing bodies. Universities in both countries- Italy and Germany, admitted a number of citizens from other countries who study here free or with a small fee. If Italy's higher education system uses a 30-point grading system, Germany relies on 6 point one. Higher education in both Italy and Germany is based on 3-step system universities corresponding to the Bologna process, distinguished by the names of its degrees. Thus, the progressive development of higher education systems in Italy and Germany with their constant modernization leads to a successful resolution of problems associated with the management of higher education. The tables above provide a comparative analysis of external and internal governing bodies, financing in Italy and Germany, structures of their higher education, as well as grading systems and requirements for admission to universities in these countries.