Keyword: «educational policy»

The paper deals with a topical issue at the present stage of national education development. Lifelong education is a key component of an effective human development, both in professional life and in economic and social life. Additional vocational training in the context of lifelong education allows to improve the obtained academic knowledge, to adjust to the requirements of the innovative development of science, technology and society. The authors study the basic elements of additional vocational training structure and the ways to improve it.

The article offers a look at the reforms in education as a pattern in changing socio-economic conditions. The author reveals contradictions and identifies the main trends of the reform. An attempt was also made to anticipate the result with the domination of various opposing reform ideologies.

Higher education has no equal in terms of the scale and power of influence on all aspects of society development, therefore it must meet the modern requirements of social development. The transition of society to a new condition is accompanied by qualitative shifts in all spheres of human life, including higher education, which plays a multifunctional role. The purpose of the study is to identify the resource potential of higher education in the innovative development of society. To achieve the goal, a general scientific systemic approach was applied, in accordance with which higher education is considered as a complex dynamic system. A conceptual (theoretical) analysis of the main trends in the development of the modern higher education system is used. Modern scientific publications served as the theoretical and methodological basis for the study. The analysis of scientific literature indicates that we have certain theoretical prerequisites for researching the problems of higher education. A review of scientific publications makes it possible to assert that the socio-economic conditions of higher education development have a significant impact on the innovative development of society. As a result of the study, the factors that determine the resource potential of higher education in the innovative development of society have been identified. These are : a strategy of advanced development of the higher education system; development of a new concept of academic staff training; ensuring the possibility of obtaining high quality education; system of effective financing of education; stimulating the productive activity of teachers; flexible and individualized system of staff motivation in educational institutions; objectivity, transparency, dynamism and flexibility of criteria for assessing the success of university staff. The theoretical significance of the work lies in the possibility of using the results of the research conducted by the author, her conclusions as the basis for expanding the base for further research in the stated area in order to form a comprehensive opinion about the problem.

The legal regulation of distance education in the Russian Federation is carried out by numerous, but disparate normative legal acts. In the unprecedented conditions of the compulsory introduction of distance technologies for the period of suspension of full-time studies, it is important to understand how it is enshrined in the legislation and departmental regulations. The first part of the study is devoted to the study of terminology, which is used in Russian legislation and in international practice to refer to concepts related to distance education. In the second part, we will discuss national strategies and programs in the field of education, to the extent that they relate to the formation in the Russian Federation of a modern and secure digital educational environment of high quality and accessibility, we will examine in detail the amendments to the Constitution related to information technologies in education, and we will also analyze federal legislation containing norms on “digital”, “electronic” and “distance” education. The third part is devoted to the special procedure for the use of distance education programs in 2020, adopted in pursuance of the order of the Ministry of Education and Science of the Russian Federation No. 397 of 03/14/2020 "On the organization of educational activities in organizations implementing educational programs of higher education and relevant additional professional programs, in the face of preventing the spread of new coronavirus infections in the territory of the Russian Federation. ” Despite the many difficulties that arose when introducing distance education as a compulsory element of the educational process for educational institutions of higher education, in general, the legislation of the Russian Federation was ready for this test. The legal framework has been developed for more than twenty years, and the legislator has tried to make timely changes in line with the level of development of information technology.

The relevance of the research is determined by the growing need to prepare young people to solve global problems of sustainable development and green economy in the context of accelerating environmental crises. International commitments enshrined in the United Nations Sustainable Development Goals and UNESCO recommendations require a fundamental rethinking of educational policy and practice. However, the Russian education system experiences a significant gap between stated goals and the actual practice of implementing education for sustainable development, which necessitates theoretical contemplation of this problem. The aim of the article is to systematize and critically analyze pedagogical approaches, methods, and conditions for developing competences in sustainable development based on domestic and foreign literature from the period 2020–2025, as well as to develop practical recommendations for educational policy. The leading methodological approaches are the systemic approach, competency-based approach, contextual approach, and hermeneutic approach. The main methods of theoretical research include: analysis and synthesis of scientific literature, comparative analysis of domestic and foreign approaches, content analysis of educational programs, structural-functional analysis of competences, and pedagogical modeling. The main results include: identification of a multi-level structure of sustainable development competences with cognitive, affective, and behavioral components; identification of diverse pedagogical approaches; determination of a system of interdependent pedagogical conditions; description of five implementation models; identification of a complex of normative, methodological, personnel, and cultural barriers to implementation. Theoretical significance consists in developing theoretical understanding of sustainable development competences, systematizing pedagogical approaches, and integrating international experience with consideration of the Russian context. Practical significance is determined by the possibility of using results in the development of educational programs, training of pedagogical personnel, and development of educational policy at the federal and regional levels. Scientific novelty lies in comprehensive critical analysis of approaches for the period 2020–2025, development of an operationalized competences model, identification of a system of pedagogical conditions, and analysis of barriers to implementing education for sustainable development in the Russian education system.