Autonomy Of Higher Education Institutions Research Articles

Legislative and Regulatory Support of Higher Education Institutions in Ukraine

The purpose of the article is to highlight the legislative and regulatory support for the activities of higher education institutions in Ukraine and to outline the prospects for its improvement. Research methodology. The article uses general and special research methods aimed to highlight the legislative and regulatory support for the activities of higher education institutions, situational and action analysis of legal regulation, analytical monitoring of legislative and regulatory acts and publications on the topic of research. The scientific novelty of the study lies in the generalisation of theoretical knowledge regarding the regulation of legal relations in the field of educational services, updating of regulatory and legal documents and outlining of the main tasks for improving the legislative and regulatory framework for ensuring the quality of higher education. Conclusions. As a result of the analysis of the legislative and regulatory framework of Ukraine, which regulates the activities of higher education institutions, it is shown that important directions of its further development are reforming, modernisation, introduction of new standards and creation of healthy competitiveness in the international arena. The author outlines the trends in the development of higher education sector, the main challenges and the main shortcomings in the system of legal regulation, in particular, the financial problem — reduction of the state budget and the special fund; financing of the educational sector on the basis of the excess principle leads to problems of reduction of higher education institutions, falling prestige of the scientific and teaching profession, and departure of leading scientists abroad. It is determined that promising areas for improving higher education are the introduction of innovations and implementation of the Strategy for the Development of Higher Education of Ukraine for 2021-2031 in the field of higher education institutions. This is, first of all, the real academic autonomy of higher education institutions, which, among other things, gives higher education institutions the opportunity to develop educational and research programmes themselves. Key words: legislative and regulatory framework, higher education, higher education institutions, quality of education, Constitution of Ukraine, Law of Ukraine "On Higher Education", Law of Ukraine "On Education".

ВЗАЄМОДІЯ HARD SKILLS ТА SOFT SKILLS У ПРОЦЕСІ ФОРМУВАННЯ ФАХОВИХ КОМПЕТЕНТНОСТЕЙ СЛУХАЧІВ ТВВ «ХМЕЛЬНИЦЬКА ФІЛІЯ АКАДЕМІЇ ДЕРЖАВНОЇ ПЕНІТЕНЦІАРНОЇ СЛУЖБИ»

The adaptation of the penitentiary service of Ukraine to the requirements of the world penitentiary system involves compliance with the principles of legality, justice, democracy, and humanism with the widest possible use of international standards. At the same time, there are actions that are unacceptable for the staff of the State Criminal Enforcement Service: provocations, haste in making decisions, disclosing the facts of the convict’s life, inaction and passivity, indifference. In this sense, the issue of the interaction of the so-called Hard skills and Soft skills, acquired by students during their studies at an educational institution becomes especially relevant. Among the personnel of the State Criminal and Executive Service undergoing training in the territorially Separated Branch “Khmelnitskyi branch of the Academy of the State Penitentiary Service”, an example of hard skills is the skills that trainees acquire at the practical classes. It should be noted that, in addition to hard skills, most subjects of training courses contribute to the development of soft skills as well. For example, the discipline “Tactical and Special Training”. During its studying, a number of official situations that may arise during practical work or official duties are simulated. The tasks are aimed at finding hiding places of prohibited items or preventing the rebellion of convicts and prisoners. After “playing” this situation, the teacher, with the participation of the students, conducts a discussion and analysis of the activities and actions of individual categories of event participants. As a result, a model of the best solution to a certain problem is produced. During such practical training, the teacher is able to identify the characteristics of the listener’s character, his reaction to a certain situation, the ability to think outside the box and find the optimal way out, and to correct an undesirable model of his behavior. Also, the teacher can motivate further correct actions of the person by means of encouragement. After graduating from the territorially separated branch of the Khmelnitsky branch of the Academy of the State Penitentiary Service, the employees of the State Penitentiary Service constantly improve the acquired knowledge and skills in the conditions of penal institutions by conducting weekly training. The autonomy of higher education institutions allows for variations within the defined curriculum of courses, therefore, the saturation of practical classes of students with tasks aimed at group performance of the assigned task will ensure the formation and development of flexible skills, which in the future will find a positive reflection of the specialist at the workplace in the conditions of the institutions of the State Penitentiary services. Key words: Hard skills, Soft skills, Penitentiary Service.

Endangered Scholars Worldwide

Endangered Scholars Worldwide Dolunay Bulut Attacks on higher education communities are occurring at an alarming rate worldwide, threatening the safety and well-being of scholars, students, and academic staff, as well as the autonomy of higher education institutions. In response to a global increase in threats to academic freedom, Endangered Scholars Worldwide has expanded its presence as an online publication, sharing frequent updates on new and developing cases. While we continue to publish regular updates in Social Research: An International Quarterly, our primary activity now takes place under the auspices of the New University in Exile Consortium, www.newuniversityinexileconsortium.org. The Consortium was launched in the fall of 2018 at the New School to create a supportive intellectual community for threatened, exiled scholars. It works to help them identify possible path toward new futures and find placements at Consortium schools, of which there are now over 65 worldwide. For the most current information and ways in which you can be involved in our efforts to defend academic freedom and free expression, we invite you to visit our website www.endangeredscholarsworldwide.net or follow us at https://twitter.com/ESWNEWSCHOOL. If you are aware of a scholar or student whose case you believe we should investigate, please get in touch with us at esw@newschool.edu. Thank you for your unwavering support. [End Page v] SPECIAL DELIVERY The year 2022 was another bad year for academic freedom, democracy, and the rule of law. The global escalation of violent, antidemocratic political tendencies has continued to target and harm scholars, researchers, and students. Among the most dangerous places for scholars and students are Afghanistan, Ukraine, Iran, and Myanmar, which have been facing military conflict, foreign intervention, and extreme physical violence. The end of February 2023 marked the one-year anniversary of Russia's illegitimate and unprovoked invasion of Ukraine and the sixth month of the anti-government protests in Iran that followed the murder of Mahsa Amini by the country's notorious Guidance Patrol. Authoritarian governments worldwide continue to provoke new military conflicts, refugee crises, and attacks on academic freedom and scientific knowledge production. In 2022, academic freedom improved only in five small countries that encompass less than 1 percent of the world's population. According to the 2023 Academic Freedom Index (AFI) global dataset, more than half of the world's population currently lives in countries where academic freedom, freedom of speech, and exchange of scholarly knowledge have been restricted. As of March 2023, the People's Republic of China is among the lowest-ranking and most dangerous countries for academic freedom. Institutional autonomy, freedom to research and teach, academic exchange and dissemination, campus integrity, and academic and cultural expression have scored the lowest since the 1950s. Since 2021, under government pressure, administrations of public universities have been increasingly hostile toward student unions, while unilaterally terminating the contracts of many academics because of their anti-government opinions, research on implicitly or explicitly censored topics, or their ethnic or religious identity. Under the Xi Jinping government, the number of imprisoned, disappeared, and otherwise persecuted journalists, scholars, and students has also skyrocketed. Among the imprisoned are Uyghur scholars Rahile Dawut and Ilham Tohti, prominent academics at Xinjiang University in the Uyghur autonomous [End Page vi] region. There are also reports of Uyghurs dying in detention or so-called education camps, including biotech researcher Mihriay Erkin and poet and publisher Haji Mirzahid Kerimi. Besides legal and institutional pressures primarily targeting minority communities, the Xi Jinping government has also placed restrictions on academic mobility and international collaboration of Chinese scholars. Since 2016, China's Ministry of Education requires Chinese academics to seek preapproval from their institution for participating in international scholarly collaborations, both in-person and remotely. In March 2022, at least five Chinese scholars were denied permission to travel abroad to participate in academic events. The mobility of scholars and researchers is an important pillar of academic freedom and a crucial necessity for democratic and participatory production and exchange of knowledge. In addition to restricting mobility of scholars and increasing the state surveillance in the name of national security, the Xi Jinping government has introduced mandatory national security courses at public universities. As a part...

Features of the Centers of Academic Success in US Universities

The article reviews the peculiarities of Academic Success Centers (ASC) in US universities. In this regard, the concept of "student success" was analyzed, it was found that this concept is directly related to academic achievements, in particular, academic success. There is no single definition of the term "academic success center" in scientific discourse today. This is related to the academic autonomy of higher education institutions, which independently determine the range of services and support programs for students in such centers. A study of the practices of the best private and public universities in the United States showed that most of these institutions of higher education have centers of academic success in their structure. These structural subdivisions direct their activities, first of all, to ensure academic support and retention of the student contingent of the educational institution. It was found that the main technologies for supporting the academic success of students are tutoring, academic coaching and mentoring. Special attention is payed on interaction with students of the first year of study (freshmen), who most often face a number of problems in a new academic environment for them (adaptation to new conditions, change of lifestyle, choice of profession, new acquaintances). Centers for academic success provide an opportunity not only to learn, but also to teach. Senior students have the opportunity to become tutors, mentors and academic coaches. Such practice allows them to strengthen their own knowledge base, acquire new skills and take the first step in your career. Another feature of academic success centers is conducting career guidance work with applicants. Universities specially organize meetings of future freshmen with students, graduates, teachers and administration of the institution to provide complete information about admission, studies and further employment prospects. Attention is paid to the development of university campus culture and the involvement of education seekers in student communities. Providing socio-psychological support is one of the important areas of activity of centers of academic success, because it is important for students to develop self-awareness, self-confidence in order to become independent and fully reveal their academic, professional and personal potential. The conducted study actualized the need for a thorough research of the basic principles of the areas of activity of centers of academic success in US universities in order to introduce better experience into the educational practice of domestic universities.

ПРОБЛЕМАТИКА ГЕНДЕРНОГО БАЛАНСУ В КОТНЕКСТІ УПРАВЛІННЯ ЕФЕКТИВНІСТЮ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

In the context of the social performance of higher education institutions, gender balance is an important aspect, because it ensures equality. The initial goal of gender parity in the management process of higher education institutions is equal access to the management decision-making process between men and women. The article examines the issue of gender balance as one of the aspects of the social performance of higher education institutions (HEI’s). In addition, the article analyzes the state of gender balance among PhD students of higher education, and determines the index of gender balance for some higher education institutions of Odesa. At the moment of writing this article, there is a greater number of men in managerial positions among technical specialties, and vice versa, in humanitarian specialties, a greater number of managerial positions are held by women. In general, among the studied higher education institutions, the average indicator of gender parity is equal, although the gender parity index is significantly lower than one in technical departments. It is important to note that when ensuring such gender parity, other qualities of a person should also be taken into account, first of all, his competence and ability to fulfill the requirements imposed on him by these duties. That is why the author of the article proposes to ensure this gender parity precisely by popularizing traditionally "male" specialties among women, and vice versa. Overcoming such gender stereotypes will allow building gender equality in the field of higher education. Based on the analyzed data, the implementation of gender equality with the use of "soft power" is proposed, and the case with the use of "hard power" is predicted. The author of the article believes that the policy of implementing gender equality among all participants in the educational process should be implemented as an aspect of the autonomy of higher education institutions. According to the author, this will be able to create a significant competitive advantage for the institution in the market of providing educational services. In addition, author emphasizes that the process of building a gender equality policy should be gradual, since this approach allows you to assess the performance of various measures and make adjustments to improve their implementation.

УНІВЕРСИТЕТСЬКА АВТОНОМІЯ – МІЖ ІДЕЄЮ ТА ПРАКТИКОЮ

The article considers the interpretation of the essence of university autonomy and academic freedom. Approaches to the definition of the concepts of "university autonomy" and "academic freedom" by both domestic and foreign researchers, as well as the interpretation of these concepts in legal documents are analyzed. The author highlights the aspects of legislative support for university autonomy and provides examples of their application in practice. The linguistic interpretation of the term "autonomy" is given. It is determined that the relevance of the study of university autonomy is characterized by the complexity of the very concept of autonomy. It is noted that the implementation of university autonomy enhances the responsibility of higher education institutions for the quality of educational and scientific services and contributes to the training of highly qualified specialists and professionals in future employment. It is determined that the introduction of autonomy of Ukrainian universities implies the establishment of competition among universities, which will ensure their competitiveness in the market of educational services. However, this requires the simultaneous introduction of all types of university autonomy for the effective development of a new, professional and, most importantly, high-quality higher education space in Ukraine. In the course of the research, it was found that the autonomy of higher education institutions is one of the fundamental principles of the Bologna Process, and that the issues of academic freedom and university autonomy have been repeatedly raised during international conferences under the auspices of the Supervisory Board of the Magna Charta of Universities. The conditions for exercising university autonomy in accordance with the principles of legality and responsibility to society are analyzed. The main provisions of university autonomy and academic freedom in the modern system of university education are identified.

MODERNIZATION OF THE HIGHER EDUCATION SYSTEM IN UKRAINE IN THE CONTEXT OF IMPLEMENTING AUTONOMY OF HIGHER EDUCATION INSTITUTIONS

B a c k g r ou nd . The essence of autonomy of higher education institutions has been considered, and an overview and analysis of the problems that have accumulated in the domestic higher education system have been conducted. Overcoming these problems has shown positive results, and certain recommendations have been provided regarding the formation of university autonomy as a means of addressing systemic issues in domestic higher education. An overview and analysis of the problems that have accumulated in the domestic higher education system have been conducted. It is noted that these problems can be overcome through the modernization of higher education in the direction of autonomy. It is empha- sized that positive results can be achieved by ensuring greater freedom in university governance, implementing principles of transpar- ency, openness, and social responsibility. The purpose of the article is to investigate the state of implementing autonomy in domestic higher education institutions in the pro- cess of modernizing the higher education system in Ukraine. Re su lt s . Building a modern higher education system that can compete with global systems requires the introduction of innovative approaches, flexible training programs, and the promotion of students' creativity and self-realization. In addition, it is important to provide adequate support and funding for higher education to ensure quality infrastructure development, modern technologies, research, and support for talented scientists. C onc lu si on s . So, here's the deal, modernization of higher education in Ukraine towards autonomy is a complex and long-term process that requires careful analysis, planning, and involvement of all stakeholders. It is important to create effective governance mechanisms, ensure openness and transparency of processes, and engage the general public in dialogue and decision-making.

BASIC VECTORS OF MANAGEMENT OF JOINT COOPERATIVE INSTITUTIONS OF HIGHER EDUCATION

The article highlights the issues of management of joint cooperative institutions of higher education, substantiates that the formation of cooperative institutions of higher education is an effective form of organization of economic activity in many national markets of educational services. It is proved that joint cooperative institutions of higher education are economic organizations created with the participation of institutions of different countries. Therefore, such institutions have all the attributes of economic organization, but with certain features. The article defines the goal, which consists in the development and scientific substantiation of theoretical and methodological foundations, methodological approaches and practical recommendations for the management of cooperation of higher education institutions for the development of global competitiveness. In accordance with the set goal, the following tasks were formulated and completed: theoretical principles of management of cooperation of higher education institutions in a global environment were investigated; the role and main forms of development of cooperative structures in conditions of global competitiveness are outlined; the economic essence of the cooperative management of higher education institutions in market conditions is substantiated. It is substantiated that the autonomy of higher education institutions in developed countries is a management tool that in the social environment, provides a continuous process of socialization of the individual, allows management to focus on purely educational and research tasks. It is determined that in recent years the mechanisms of knowledge production and transfer have changed dramatically, the amount of knowledge and professionally relevant information is growing rapidly. Unlike the higher education institutions of the past, modern institutions operate in a competitive market environment, trying to provide themselves with more income from the provision of more educational and other services. It is estimated and substantiated that alternatives for the development of higher education institutions will be based on balancing the stated goals, environmental challenges and available resources. Different higher education institutions focus on different results: some strive to be leaders in the number of students, others aim to gain research status, others maintain a positive reputation in a particular field of science and education, others focus on high profitability and so on. Accordingly, individual development vectors will be considered in each case. These scenarios will be more accurate if they take into account as many significant factors as possible.

Organizational-pedagogical and organizational-methodical conditions for the development and implementation of distance learning in ‘Physical Education

Improving the distance form of education in ‘Physical Education’ requires the development and introduction into the educational process of computer programs that would effectively contribute to the successful involvement of both relatively healthy and physically impaired students in their own systematic and safe physical education classes. The purpose of the article was to substantiate the thesaurus of organizational-pedagogical and organizational-methodical conditions for organizing the process of distance education of higher education seekers (students) in ‘Physical Education’. As a result of the study, it was established that the transition to a distance form of education in ‘Physical Education’ requires the need for prior justification of a number of organizational-pedagogical and organizational-methodical conditions for the organization of the education process. In this study, the most important requirements and content of the specified conditions are defined. The generalization of the achievements of scientists and methodologists can be considered the thesaurus of basic concepts and information that should determine the creation of effective methodical systems on this basis in each higher education institution, aimed at the successful implementation of distance learning in ‘Physical Education’. Organizational and methodological conditions in the educational process of ‘Physical Education’ are understood as a set of objective possibilities of educational content, methods, organizational forms and types of activities of students, which contribute to the effective implementation of the model of formation and ensuring their readiness to conduct their own physical culture and health classes. At the same time, a person-oriented approach provides for the creation of conditions for such activities, under which the pedagogical process reflects the type of teacher for whom the personal development (self-development) of a person becomes a priority. In some cases, the Ministry of Education and Science of Ukraine assumes responsibility for determining the organizational and methodological foundations of the educational process. However, based on the broad autonomy of higher education institutions, such regulation by the Ministry of Education and Culture regarding higher education institutions has not been taking place in recent years. This means that there are other means of spreading pedagogical innovations in higher education. Namely, both scientific justification of ripe innovations and their subsequent practical approbation are needed. Only in this way, the positive achievements obtained will serve as a model for other educational institutions and can be disseminated.

ЗМІСТ І СТРУКТУРА ПРЕДМЕТНО-МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ХІМІЇ У ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ

The tendencies in the development of Ukrainian education in the interrelationship, interdependence and complementarity of the industry’s intra-systemic orientation to European standards, the state policy of Europeanisation and European integration, the fulfillment of the conditions of the European Union about membership, taking into account European traditions, legislation, modern experience of public relations by authorities and society are examined in the article. The purpose of the article is to study the trends in the development of Ukrainian education during the period of the European integration processes activation and to determine promising directions for improving the state policy regarding the accession of Ukraine as a candidate to the European Union and scientific and practical approaches to the ways of educational services providing, bringing the educational potential closer to European standards. Methodology of the article. To disclose the role of education in the process of Ukrainian citizens’ democratic consciousness formation, respect for laws, an active life position, and interested participation in state-building processes. It has been found out that the Europeanisation of education in Ukraine is influenced by both national policy and compliance with defined rules and requirements, equal cooperation with the countries of the European Union, self-organization and self-governance of teaching and student community, focus on education quality, competitiveness of graduates and their employment, implementation of the “academic integrity” principle, promotion of academic mobility, formation of an individual educational trajectory, formation of innovative structures of various types on the basis of a higher education institution, expansion of opportunities for obtaining higher education and lifelong education, support of persons with special educational needs, development of interstate and interuniversity cooperation, expansion of practice public control in the field of education, economization of education, etc. The theoretical and methodological basis of the research consists of such general scientific principles as: historical, terminological, functional, systemic, cognitive ones. The results. The analysis of scholars’ papers is carried out. It helped to outline the results of the implementation of the provisions of the Bologna Declaration in Ukraine by introducing the pan-European system of academic degrees, the implementation of fundamental and applied scientific researches on a market basis, the introduction of innovations according to programmatic and target approaches, the formation of a bilateral and multilateral contractual and legal framework with foreign educational institutions, etc. It is revealed that European integration takes place at the expense of interstate cooperation, the introduction of approaches that allow for self-financing of higher education institutions, optimization of budget support, attraction of extra-budgetary funds, bringing education expenses to the average indicators of European countries. The main trends affecting the development of Ukrainian education in terms of Europeanisation and European integration are analyzed. It is proven that European integration processes in Ukraine are irreversible, and therefore higher educational institutions should take these trends into account and develop autonomy, inter-university ties, involve stakeholders in the development of educational programs, etc. The practical significance of the obtained results is in the fact that they can be used in order to elaborate a concept for a higher education institution development by orienting to modern trends introduction, which are based on the Europeanisation and European integration of Ukraine. Key words: inter-state and inter-university relationships, quality of higher education, state policy in the field of higher education, autonomy of higher educational institutions, budget support, state and regional support.

THE PROGRESSIVE DEVELOPMENT OF THE AUTONOMY OF UKRAINIAN UNIVERSITIES IN 1884–1917

It was established that the statute of 1884 transformed universities from free institutions into “semi-free” ones. After the adoption of the reactionary statute, the teacher’s authority drops sharply, young people no longer perceive them as their mentors, do not trust their word, and rarely attend classes.The organizational autonomy of Kharkiv University is characterized: the competence of the council is narrowed; the main management function in the university was carried out by the board; the inspection is vested with judicial and administrativepower over students; the election of higher officials of the educational institution was abolished and restored only in 1905; the rector had no right to resolve issues related to university life without prior agreement with the trustee; the teachers were chosen by the ministry, while the scientific achievements of the candidate for the position were often taken into account, and his obedience to the authorities.The academic autonomy of Kharkiv University is analyzed: teachers had no influence on the management of the university in accordance with the new charter; there was a need to restore the former authority of professors at the expense of a wider organization of practical classes, the establishment of scientific and literary circles, and the arrangement of student dormitories.In connection with this, the professors had to work in a difficult atmosphere, which did not contribute to the rise of theirspirit and energy, but even under such conditions, the teachers tried to conscientiously fulfill their duty and be scientifically productive. It became possible to obtain a scientific degree without defending a dissertation (Honoris causa).The organizational autonomy of Kyiv University is highlighted: in the process of selecting candidates for the positions of rectors, deans, and professors, the ministry was guided by the so-called “benevolence” of applicants, which is why many progressive scientists ended up outside higher educational institutions. “Temporary Rules on the Management of Higher Educational Institutions of the Ministry of National Education” (1905), the draft of the new charter returned a certain independence to universities: the university council had the right to elect the rector, adjuncts, professors, faculty meetings – deans and secretaries; the management of the inspection passed to the powers of the rector, the duties of the inspector were performed by the vice-rector, who was appointed from among the professors.The academic autonomy of Kyiv University is represented: the educational process was controlled by the trustee and the Minister of Education; the schedule of classes had to be approved by the ministry; the educational activity of the professorial board was subject to careful inspection. The Ministry, noting the negative impact of the statute on the development of science and the educational process, was forced to turn to educators with a request to express proposals for improving the requirements that universities should be guided by in their activities. As a result, a number of notes-answers of professors, in particular of Kyiv University, were published, in the content of which the strengthening of the autonomy of higher educational institutions is justified in order to improve the quality of the educational process.

Endangered Scholars Worldwide

Endangered Scholars Worldwide Dolunay Bulut Attacks on higher education communities are occurring at an alarming rate worldwide, threatening the safety and well-being of scholars, students, and academic staff, as well as the autonomy of higher education institutions. In response to a global increase in threats to academic freedom, Endangered Scholars Worldwide has expanded its presence as an online publication, sharing frequent updates on new and developing cases. While we continue to publish regular updates in Social Research: An International Quarterly, our primary activity now takes place under the auspices of the New University in Exile Consortium, www.newuniversityinexileconsortium.org. The Consortium was launched in the fall of 2018 at the New School to create a supportive intellectual community for threatened, exiled scholars. It works to help them identify possible path toward new futures and find placements at Consortium schools, of which there are now over 55 worldwide. For the most current information and ways in which you can be involved in our efforts to defend academic freedom and free expression, we invite you to visit our website www.endangeredscholarsworldwide.net or follow us at https://twitter.com/ESWNEWSCHOOL. If you are aware of a scholar or student whose case you believe we should investigate, please get in touch with us at esw@newschool.edu. Thank you for your unwavering support. [End Page v] SPECIAL DELIVERY Endangered Scholars Worldwide is deeply concerned about global escalation of attacks on academic freedom and university autonomy. Since 2020, more than 5,000 lethal or nonlethal attacks on academics or students took place in at least 85 countries, harming more than 9,000 scholars and students. The attacks with highest mortality rates took place in Afghanistan and Nigeria. In the first half of 2022 authoritarian upheaval has not lost its momentum as new military conflicts and refugee crises occur and the number of countries that put education facilities to military use has drastically increased. The militarization of education facilities includes, but is not limited to, using schools as military bases, recruitment centers, and detention sites. As of September 2022, Afghanistan remains the most dangerous place in the world for scholars, scientists, and students. On August 13, 2022, days before the first anniversary of the Taliban's return to power, a group of female demonstrators held a rally in the capital city of Kabul to protest the Islamist government's policies regarding women in education. Earlier this year, right after the reopening of schools, the Taliban declared the reinforcement of burqa (full-body coverage for Muslim women) for all girls and women and banned girls above the sixth grade from attending school. To disperse protesters who were chanting "bread, work, and freedom" in front of the Ministry of Education building, Taliban security forces fired into the air and physically assaulted protesters. Since seizing control in August 2021, following the US withdrawal from Afghanistan, the Taliban government has violently eliminated the individual and civic rights gained by women in the past two decades. While the Taliban government has allowed some rallies against the US, they have declined permission for any rally for women's rights since returning to power. The unprovoked Russian invasion of Ukraine since February 2022 has been posing a massive threat to global academic cooperation, besides the immediate threat that it poses to the Ukrainian universities and infrastructure, let alone the lives of Ukrainian people. According to [End Page vi] the UN estimates, at least 12 million people in Ukraine have been internally displaced or have fled to other countries. As of July 2022, more than 5.2 million Ukrainian refugees have been recorded across Europe, and more than 3.5 million have applied for temporary residence elsewhere in the world. According to NGOs' reports and a statement from Ukraine's Ministry of Education and Science, more than one thousand schools and universities have been damaged in Ukraine in the first six months of the invasion. The Russian government's aggression is also targeting domestic dissidents with prison sentences of up to 15 years on charges of treason and espionage. According to Human Rights Watch (HRW), the Russian government has urged educators to spread war propaganda, and those who refuse to do so...

Features of legal regulation of financial autonomy of higher education institutions

The article considers the legal support of financial autonomy of higher education institutions (HEI). The research-orientation of forms, ways and methods of normative consolidation of financial autonomy of the Free Economic Zone in the European Union is carried out. Legal conflicts and positive legislative approaches are studied through the prism of review of relevant acts of lawmaking: the Law of Ukraine “On Education”, the Law of Ukraine “On Higher Education”, the Law of Ukraine “On Complete General Secondary Education”, the Law of Ukraine “On Public Procurement”. The key elements of the financial economy of the Free Economic Zone on transparency and food security are highlighted (Resolution of the Cabinet of Ministers of Ukraine № 305 of March 24, 2021 “On approval of norms and procedures for nutrition in educational and children’s health and recreation facilities”.
 At the theoretical level, a review of the concepts of financial and economic, founding and food autonomy of the Free Economic Zone in accordance with modern regulatory criteria.
 The author’s-conceptual view on the settlement of normative differences and the introduction of hypothetical changes in the relevant legislation is given.
 It is established that the legal regulation of the financial autonomy of the Free Economic Zone in Ukraine has signs of complexity, orderliness and systematization. The process is provided by the Law of Ukraine “On Education”, the Law of Ukraine “On Higher Education”, the Law of Ukraine “On Complete General Secondary Education”, the Law of Ukraine “On Public Procurement”, Resolution of the Cabinet of Ministers № 305 of 24.03.2021 approval of norms and the Procedure for the organization of nutrition in educational institutions and children’s health and recreation facilities “, in part –– Resolution of the Cabinet of Ministers № 215 of 15.04.2015” On approval of the Regulations on the State Treasury Service of Ukraine “.
 At the same time, normative-legal regulation sometimes has signs of illogicality and inconsistency (such as the normative determination of the status of the founder, manager and authorized person when spending funds as an element of ZVO’s own financial autonomy according to Ukrainian legislation).
 At the same time, in our opinion, the selective incorporation of the positions of the European Commission and EU member states on providing a multi-educational environment with the process of information and economic openness should become an important element of normative and legal support of free economic autonomy in Ukraine.

Assessment of the Level of Accountability in the Context of the Development of Autonomy of Public Universities in Vietnam

The purpose of the study was the development of a methodological approach to assessing the subordination of the level of honor and autonomy of universities in Vietnam. Methodology: a survey aimed at assessing the level of perception of respondents about the need to carry out accountable activities and assessing the real level of accountability of the studied universities in Vietnam. The survey included 559 managers and 448 teachers from 5 public universities in Vietnam. Correlation analysis of statistical data processing to empirically assess the density and nature of the relationship between the level of perception of need and the actual level of accountability of Vietnamese universities. Main Findings: the Vietnamese universities under study are characterized by an average level of actual accountability, which does not contribute to the effective development of their autonomy in modern conditions. Given that the level of perception of the need for accountability by university personnel and its actual level of implementation have a direct subordinate relationship, it seems necessary to introduce effective mechanisms of accountability based on the motivation of personnel of higher education institutions in Vietnam. Applications of this Study: the results of this research study will be useful to the government authorities of Vietnam, as well as the administration of educational institutions for the development and practical implementation of an effective strategy for increasing the autonomy of institutions of the higher education system in Vietnam, as a factor in the optimal ratio of state and market mechanisms in achieving socio-economic progress. Novelty/Originality of this Study: The authors empirically determined the level of perception and actual accountability of universities in Vietnam, as well as quantitatively substantiated the qualitative parameters of their interaction in the process of developing the autonomy of higher educational institutions.

Endangered Scholars Worldwide Quarterly Report

Endangered Scholars Worldwide Quarterly Report Dolunay Bulut Attacks on higher education communities are occurring at an alarming rate worldwide, threatening the safety and well-being of scholars, students, and academic staff, as well as the autonomy of higher education institutions. In response to an increase in threats to academic freedom around the world, Endangered Scholars Worldwide is evolving as an online publication to provide more frequent, up-to-date alerts. With the global increase in internet access, sharing online updates has allowed us to respond more rapidly to new and developing cases and to make the information visible and accessible to readers in the most remote parts of the world. While we will still publish a regular update in Social Research: An International Quarterly, going forward our activity will continue under the auspices of the New University in Exile Consortium, www.newuniversityinexileconsortium.org. The Consortium was launched in the fall of 2018 at The New School with the mission creating a supportive intellectual community for threatened, exiled scholars. It works to help them identify possible path toward new futures and helps others find placements at Consortium schools of which there are now over 40 worldwide. For the most current information and ways in which you can be involved in our efforts to defend academic freedom and free expression, we invite you to visit our website www.endangeredscholarsworldwide.net or follow us at www.facebook.com/endangeredscholars and https://twitter.com/ESWNEWSCHOOL. [End Page iv] If you are aware of a scholar or student whose case you believe we should investigate, please get in touch with us at esw@newschool.edu. Thank you for your unwavering support. SPECIAL DELIVERY Endangered Scholars Worldwide is deeply concerned about the ongoing unprovoked Russian invasion of Ukraine. As this issue goes to press, four weeks after the invasion started, the Russian attacks on civilians, residential areas, and public establishments such as universities and hospitals have increased. According to estimates from the United Nations, more than 8 million people who were living in Ukraine have been internally displaced or have fled to other countries. Those who remain in the country face a daily struggle for survival, as cities under siege run low on food, lack clean water, have no access to medical care, and mostly operate without heat and electricity. When a war or conflict erupts, educational institutions are often primary military targets. Attacking schools and universities spreads fear and intimidation. On March 2, 2022, V. N. Karazin Kharkiv National University was hit and set on fire by a missile attack. According to several social media posts, academics and students from various institutions including Kharkiv University were killed during missile attacks on residential areas, on the road as they were trying to free the country, or in combat defending their families and city. On March 4, 2022, while the death toll continued to rise and the conflict intensified, the European Union announced that Ukrainian citizens would be entitled to the newly enacted temporary protection directive, permitting them to live, work, and study in EU member states for up to three years. ESW stands in solidarity with Ukrainian people in their struggles for freedom and safety. We call upon all international organizations and academic and professional associations devoted to the promotion and defense of human rights to join us in urging the Russian government to end this illegitimate and immoral war. We demand immediate withdrawal of the Russian forces from Ukraine and international [End Page v] community's full attention to make all efforts to honor their obligations under international humanitarian law and human rights treaties, including to ensure free and unhindered humanitarian access to people in need of assistance and protection, open borders for the safe movement of students, faculty, artists, human rights activists, and journalists; and to honor the right to education and free expression. Please sign the New University in Exile Consortium's petition in support of Ukraine at https://www.change.org/p/ukraine-statement-of-support-will-you-sign. Visit www.endangeredscholarsworldwide.net for more information. —By Dolunay Bulut [End Page vi] Copyright © 2022 The New School

ГНОСЕОЛОГІЧНА СУТНІСТЬ СТАНОВЛЕННЯ ТА ФОРМУВАННЯ СОЦІАЛЬНОЇ ВІДПОВІДАЛЬНОСТІ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ СТРУКТУРНО-ІННОВАЦІЙНИХ ПЕРЕТВОРЕНЬ

The article provides insights into the nature and specifics of social responsibility of higher education institutions in the context of transformational economy. In particular, it is argued that in the frameworks of structural and innovative transformations, technogenic safety as a readiness to be socially responsible, contributes to implementing the idea of integration of philosophical, legal, sociological and pedagogical approaches to enhance the performance of modern higher education institutions. The most critical factors in building social responsibility are the focus on professional responsibility, autonomy of higher education institutions, as well as the compliance with the principle of freedom of choice and responsibility in providing dual education services and applied research. The hypothesis of the study is the statement that in the context of structural and innovative transformations, the gnoseological nature of social responsibility of higher education institutions is embodied in gradual building of a technogenic safety paradigm. The research objective is to explore the specifics of social responsibility of higher education institutions from the perspectives of structural and innovative transformations. To attain the study agenda, the following research methods have been employed: historical analysis – to track successive changes in social responsibility concepts in the area of higher education subject to evolutionary development of society; analysis and synthesis techniques – to reveal the content and structure of a social responsibility framework. The findings demonstrate that a technological background to facilitate successive change in the structure of social responsibility elements is the following chain relationship: goals – knowledge – methods – activities. In this chain, goals are considered as expected professional performance outcomes; knowledge, methods and activities – as the capacity (readiness) of higher education institutions to implement effective professional technologies to attain the best results along with meeting all stakeholders’ demands. The summary concludes that the gnoseological implications in building social responsibility in higher education institutions affect the content of goals and the qualitative variety of tools which rely upon worldview and cultural societal values, as well as moral principles and ethical standards of educational activities.

Research and improvement of the organizational structure of the management of the institution of higher education

The relevance of the topic lies in the fact that every company tries to stay on the market, be it domestic or global. Therefore, there is a problem of determining the characteristics of the management organization through a system of indicators that reflect the optimality of the organizational structure of the enterprise's management and will allow determining the state of the management organization and developing measures for its improvement. The article reveals the essence of the concept of «organizational management structure», considers the comparison of the opinions of various scientists regarding the interpretation of the concept, and defines the classification of the organizational structure. The nature of the interrelationships of the elements of the enterprise's organizational structure has been established. The main goal of the article is a comprehensive study of the structure, determination of advantages and disadvantages of certain types of organizational structure classification. In modern conditions, the competitiveness of the national economy is marked by the development of higher education institutions. The need to shape the development of the economy of our state emphasizes the importance of research into optimizing the organizational structure, decentralizing management processes, and increasing the autonomy of higher education institutions. The country faced the need to create an effective market for educational services and realize the potential of highly qualified specialists, which in turn will lead to the development of innovative changes. This can make it possible to solve urgent problems of a socio-economic nature and will significantly accelerate the development of the economy of Ukraine now and in the long term. The rapid nature of social changes, the market transformation of our country's economy, orientation towards European standards of development and the living conditions of the population, requires further understanding and development of new mechanisms and ways of improving the organizational structure of management, and this issue is considered both at the macro- and micro levels. The development and adjustment of the organizational structure of the institution of higher education will lead to a qualitative transformation of scientific, technological, financial, and commercial activity, which is systematically aimed at making investments in new knowledge; implementation of innovative teaching methods.

FEATURES OF EDUCATION DEVELOPMENT INDICATORS FORMATION

Introduction. The article analyzes certain structural indicators which characterize education development in different countries of the world according to Eurostat, national education systems, and international university rankings. Levels of education according to the International Standard Classification of Education (ISCED), as a comprehensive statistical description of national education systems developed by UNESCO, are also considered. Indicators of the quality of education used by a number of agencies for education quality assurance are reviewed. Purpose. The purpose of the article is to study modern features of quality of education indicators formation, taking into account the latest trends in the market of educational services. Method (methodology). The methodological basis of the research is scientific works on the current state and peculiarities of education development indicators’ formation in the world. Dialectical, systemic and synergistic approaches and methods of general scientific knowledge: comparison, analysis and synthesis, induction and deduction, were used at all stages of the research. Results. The complex of structural indicators and levels of education characterizing the development of education in different countries of the world is based on the existing methods of Eurostat, national education systems, international university ratings, which are the basis for ensuring the quality of education. Levels of education in most countries of the world do not have significant differences, despite the peculiarities inherent in each country, they reflect the development of the education system throughout life. This educational system includes all age groups of the population. The indicators characterizing the higher education development are the basis for external quality assurance according to the agreed approach in the European area of higher education according to the relevant standards. According to current global trends in the higher education development, it is possible to distinguish the directions of higher education system decentralization, autonomy of higher education institutions, and strengthening of entrepreneurial component in higher education system. The purpose of further research is structuring and improvement of education development indicators and the formation of their integral system in the context of ensuring sustainable development.

Vysoké školy v Pláne obnovy a odolnosti

The Government of the Slovak Republic prepared a Recovery and Resilience Plan, which did not go through a wide professional discussion. It thus contains a number of issues that provoke a wide-ranging discussion. The article is a contribution to the discussion of some serious problems of universities in Slovakia. One of the problems is the change in the financing of universities, the introduction of a system of periodic evaluation of scientific performance, or the reform of the system of internal management of universities. There is no doubt about the need to introduce a system of periodic evaluation of universities with the use of foreign evaluators. The criteria for evaluating the performance of higher education institutions raise doubts. The changes to the internal management system of higher education institutions indicated in the Recovery Plan limit the autonomy of higher education institutions. Rather than changing the funding of universities, it is necessary to increase the amount of funding for higher education.

PROVISION OF EDUCATIONAL SERVICES BY HIGHER EDUCATION INSTITUTIONS IN CONDITIONS OF COVID‑19 PANDEMIC (PROBLEMATIC ASPECTS)

The article is dedicated to the exploration of problematic aspects of the provision of educational services by higher education institutions in conditions of COVID‑19 pandemic. In conclusion, in conditions of COVID‑19 pandemic because of the sudden transition to distantce studying higher education institutions (in Ukraine and worldwide) faced with not only the issues of organisation and teaching distantly (including technical and communication issues), but also with the problem of keeping balance of the public interest and the principle of autonomy of higher education institutions. The attention is drawn to the fact that the solution of the problems of legal regulation of education in the context of the COVID‑19 pandemic should be carried out taking into account the fact that the activation of distance learning in Ukraine is not a learning strategy, but a necessity due to quarantine restrictions. In addition, in connection with the emergence of new pandemics in the modern world, it is necessary to establish special norms aimed at allowing education in higher education institutions in the context of the COVID‑19 pandemic. Furthermore, it is conclusion made about feasibility to apply of some measures needed for the successful realization of the distant learning programs in conditions of safe digital environment by making some changes to current laws and regulatory of Ukraine.