Public Policy of the Social Science and Humanities Education in the Model of Sustainable Development

This study explains the role of Public policy of the social science and humanities education as an endogenous institution of the knowledge economy aimed at creating National FTC in the Model of Sustainable Development(1). The most important drivers of economic growth are those make that growth sustainable: moderate inflation, a stable financial system and a countercyclical policy. The aim of a countercyclical policy is not to avoid cyclicality, but smoothing, i.e. a decrease in the magnitude of fluctuations through macroeconomic regulation in order to increase sustainability and overcome the economic crises via instruments of fiscal and monetary policy. All these factors are carried out by the elite or representatives of the creative part of HC. The knowledge economy is an integral element of the sustainable development model not only of the national economy, but of the global innovative society. The main elements of the knowledge economy are fundamental science, the production of knowledge and high technologies, information society and knowledge society, high-quality education, innovative business, technology transfer infrastructure, state institutions that implement a high quality of life, high-quality HC. The accumulation of knowledge is the source of human capital formation and covers the whole process of human development, including the social sciences and the humanities education. The main methodological principles of the development of state policy in the field of social and humanitarian education are analysis and synthesis, forecasting and modeling.