Academic journal article Review of European Studies

Federal Public Administration Implementation in Vocational Education

Academic journal article Review of European Studies

Federal Public Administration Implementation in Vocational Education

Article excerpt

Abstract

The transition to federal public administration in the Russian education system is determined by the legislation and presupposes responsible participation and interaction in education management of all educational agents. In the presented article an analysis has been carried out on the status of one of the federal public administration factors-information transparency of vocational and higher educational institutions. The paper defines the information realm of educational institutions from the perspective of educational services customers; there have been set the priorities for action in the field of transition to federal public administration of educational institutions. This article is written for managers and employees of the education authorities, educational institutions, as well as for all professionals and individuals interested in developing the Russian education system.

Keywords: federal public administration of education, educational institutions, educational agents, information transparency, interaction

1. Introduction

1.1 Background

At each stage of the society development, the education system status is determined by trends in socioeconomic development and technological structures of the economy development, there appear to be new conditions, opportunities and needs (financial; legal/regulatory; scientific/technical; organizational; informational; motivational, and others). At each alteration of other systems the conditions and objectives for implementing education are changing (Webster, 2004). The current socio-economic processes set before the education system and each educational institution innovation problems of not only educational level, but also of economic one: on educational institutions entering into the market economy, the conquest of the educational market niche while maintaining the traditions of learning. Besides, a specific set of motivated groups (stakeholders) is formed for the educational system, which can include: authorities, business structures, students, society, and teaching staff of educational institutions, influencing the formation of internal and external environment of the educational system (Danilova, 2002). In this case, the educational system as a whole and each educational organization should ensure the transparency of education for the objective competition development, structure and protect the interests of stakeholders with regard to their interaction, the inevitably emerging conflict of interests and influence levels (Jamil, 2009; Tsyvin, 2008; Waldman, 2010; Bochkarev, 2003).

1.2 Status of the Problem

The necessary interaction of public and state forms of administration requires a change in the approach of informational interaction and insuring the information transparency of educational institutions functioning (Kosaretsky, 2010; Zhurenkov, 2007; Waldman, 2010).

As the regulatory basis of research the Law on Education of the Russian Federation comes forward, declaring the transition from federal administration to the federal public education administrative system that respects interests of all educational agents (stakeholders).

Modernization of the educational administration system involves creation of a flexible and efficient system of federal public administration at the federal, regional and municipal levels, as well as in educational institutions (Grishina,2007; Batsyn, 2009; Bolotov & Waldman., 2012). The transition to federal public education has also been legally established, but there are considerable difficulties in its implementation, lack of experience, rules and regulations of public administration.

At the same time, the educational system should structure and protect the interests of stakeholders with regard to their interrelation, inevitably emerging conflict of interests and influence levels (Shimutina, 2013).

1.3 Analysis of Foreign Experience as of Informing Different Groups of Educational Services Consumers

Foreign non-governmental organizations, as well as financial, are included in the general system of stakeholders' interaction and on the basis of the implemented provisions of AA1000SES standard, which is on interaction with the parties concerned, ensure activity transparency, as they subject to the same financial laws and effect a sale/delivery of educational services (Kellagann, 2014). …

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