Bìznes Inform (Apr 2019)
The Role of Civil Society Institutions in the Development of Higher Education
Abstract
The article is aimed at defining points of intersection of interests of public sectors of economy with ways of influence of civil society institutions on the development of national higher education. In this regard, evolution of the participation of civil society in the functioning of economic system, as well as the system of higher education, is researched, identifying forms of participation in this process for public organizations, the State and business, which would be efficient in view of modern development of higher education in Ukraine. The evolution of civil society institutions came from their association with the State and the system of authorities created by citizens to overcome the syncretism of society and the State in the industrial era. The formation of post-industrial society along with the integral socio-cultural space accelerated the processes of self-organization of society, resulting in increased quantity and quality of the civil society institutions, their growing role in the functioning of public sectors. In the context of globalization and increased competition in the global market, the development of national higher education systems is being increasingly influenced by the international public organizations. The new paradigm of the interrelations of civil society institutions with the State, economy and higher education should be based on the search for points of intersection of their interests through the interpenetration of sectors and the creation of a single space of functioning. The analysis of the modern status regarding the mechanisms of interaction between the State and civil society in the national sphere of higher education allows to assert that formation of institutions «from below» and their efficient functioning have not yet acquired systemic character, have not become the basis of the process of formation and implementation of educational policy, are poorly perceived by most participants in the educational process. The structures established by the ministries or upon the initiative of other authorities are formal, their functional capacity and real influence remain still low and fragmented.
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