Аннотации:
The purpose of the research is the specifics of ensuring the right to vocational higher education for persons
with disabilities: the administrative and legal aspect in foreign countries, in particular the experience of three
European countries that entered the top ten according to the results of the international study PISA-2018:
Estonia, Finland and Poland.. Main content. It considers the experience of building an education management
system on a democratic basis, in cooperation between government bodies and society. It is determined
that education in the studied countries is one of the priorities of the state and society. Methodology: The
methodological basis of the research consists of comparative legal and system analyses, a formal legal
method, interpretation method, hermeneutical method and methods of analysis and synthesis. Conclusions.
Similar approaches to administration and financing were identified. A trend characteristic of all countries is
clarified: the state guarantees free education, including science, and ensures equal access to quality education
and science. Mechanisms for financing education, science, and the main sources of funding inherent to each
country were defined.
Thus, the experience of the European Union countries, which were included in the top 10 best countries
according to the PISA-2108 international survey showing the best performance (Estonia, Poland, Finland)
for the administration of education and science based on such indicators as management, financing, public
involvement in the process of managing education and science, was analyzed. This approach made it possible
to identify the main approaches to the administration of education and science at the local level that can be
implemented in Ukraine, namely: involvement of local self-government bodies in the selection of teaching
staff; financial autonomy of educational institutions; replenishment of the school budget through the provision
of additional paid services; reducing education costs by attracting outsourcing companies; motivating highly
qualified teachers to work in rural educational establishments; creation of a national register that would contain
a comprehensive about educational institutions; maintenance by communities of underfilled educational
institutions.
