Abstract
The purpose of this article is to compare the results of the implementation of regulatory legal acts related to state policy in higher education, adopted for the period of 2000-2020, with the developed priority areas in education. According to the reports on the results of the activities of the Ministry of Science and Higher Education of the Russian Federation for the same period, the priority areas in higher education and the results of legislative framework functioning for the period under study were analyzed. As a result, four stages of state policy in higher education were identified (such grouping is determined by the periods of validity of the considered regulatory legal acts), including documents that regulate the education system as a whole and are narrowly focused on higher education. It should be noted that the implementation of the fourth stage has not yet been completed due to the fact that the period of validity of regulatory legal acts ends in 2020; therefore, several scenarios of the course of events were made up. Based on this study, an approach was formed to assess the conformity of priority areas and the results of state policy in the field of higher education, which helped to identify “bottlenecks” in the control over the implementation of the defined priorities.
Highlights
A s a result of the changes in world trends, including mass education, the implementation of the “third mission” by universities [1], the growth in the number of specialties, the market orientation of educational institutions, over the past decades the large-scale changes have taken place in higher education, which are characterized by a change in the paradigm of education, the restructuring of the education management system, the creation of new tools, methods, and sets of measures for the effective functioning and development of universities in Russia and at the international level
To consider the trends in state policy in the field of higher education over a 20-year period, it was divided into 4 stages: from 2000 to 2005, from 2006 to 2010, from 2011 to 2015, and from 2016 to 2020, in accordance with the terms of validity of the adopted Federal Targeted Education Development Programs (FTEDPs) (Figure 1)
It should be noted that at each of the stages, in addition to the documents related to all educational levels, the regulatory legal acts focused on the higher education system were adopted
Summary
A s a result of the changes in world trends, including mass education, the implementation of the “third mission” by universities [1], the growth in the number of specialties, the market orientation of educational institutions, over the past decades the large-scale changes have taken place in higher education, which are characterized by a change in the paradigm of education, the restructuring of the education management system, the creation of new tools, methods, and sets of measures for the effective functioning and development of universities in Russia and at the international level. To a greater or lesser extent, these principles are reviewed throughout the entire period of reforming the higher education system and are institutionalized in regulatory legal acts that regulate all processes occurring in the higher education system
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