In the dissertation, a comprehensive and systematic study of the public administration of professional education in Ukraine was carried out.
It is argued that the state policy is the basis of the program for determining the vital activities of society, aimed at the progressive development of spheres and branches of public administration, aimed at the progressive development of the state and society as a whole. State educational policy is a structural part of the general state policy, which defines the purpose, tasks, objectives, directions of activity of the public administration in the field of education, aimed at the development of education with the aim of improving literacy and culture of the population.
It is noted that the normative legal regulation of professional education is a system of legal norms of different legal force that regulate social relations arising from the functioning and development of the system of professional (vocational and technical) education, creating conditions for the professional self-realization of an individual and ensuring the needs of society and state in skilled workers.
It is asserted that the public administration as a subject of public administration of vocational education in Ukraine is a system of subjects that have their own or delegated powers in the field of vocational education, with the aim of reforming it and increasing its prestige, taking into account the needs of the labor market in training, retraining and promotion qualifications of specialists.
It has been proven that the modern management model in the field of professional education should take into account the following features: 1) integration with the labor market and the requirements of employers in the qualifications and professional qualities of specialists; 2) promote the introduction of a dual form of professional education; 3) peculiarities of the economic development of each administrative-territorial region and their needs in certain categories of specialists; 4) the principle of "parity" management, i.e. redistribution of functions and powers between central and local education management bodies; 5) expansion of access opportunities and programs to encourage students to social development by acquiring professional knowledge, abilities and skills, increasing the prestige of professional education; 6) assistance in expanding the autonomy of vocational education institutions; 7) introduce a decentralized model of management of professional education, which involves a significant limitation of the functions of central executive bodies, as well as a clear definition of the basic goals of general and professional education and directions of its development.
When studying the international experience of public administration of professional education, it should be noted that the countries of the European Union are united in their vector for the implementation of professional education based on the principles of the Bologna process, in compliance with the principles of the Copenhagen Convention. The governments of the USA, the countries of the European Union, and Canada prefer a dual form of professional training and professional retraining. Vocational training teachers in these countries are divided into two categories: teachers of basic subjects and teachers of special subjects. When determining the professional qualifications of a teacher, preference is given not to the presence of a scientific degree and publications, but to professional experience and the level of professional qualifications. In France, the management of vocational and technical educational institutions is based on the principle of decentralization. There are so-called "production schools" in Denmark. The experience of the Netherlands, where the Central Register of Professional Courses operates, is interesting.
