On the issue of the public administration model for education in modern Russia

The article examines models of public administration for education. In Russia, a continental model is used, which is based on the premise that education is one of the functions of the state. It is this attitude that determines the active participation of state structures in the activities of educational organizations. The theory and practice of public administration today is noted to be undergoing a paradigm shift from bureaucratic to managerial and from managerial to coordination, which entails the need to find new tools for regulation in the field of education. The change of paradigms marks the change of instruments of state regulation. In Western countries, these paradigms replaced each other throughout the twentieth century, in Russia this process took several decades, which led to the simultaneous existence of methods of state regulation of different paradigms. Modern Russia uses the tools of a bureaucratic and managerial paradigm that does not allow for swift adaptation to the global challenges of the today's world. More adaptive methods of state regulation are the tools of the coordination paradigm, which rely on self-organization mechanisms. As a result, the Russian education system is in a state of crisis, which manifests itself in the need to change the paradigms of education management and the inability to implement it within the continental model of public administration.