DEVELOPMENT OF ACADEMIC AND SCIENTIFIC-TECHNICAL COOPERATION BETWEEN THE EUROPEAN UNION AND UKRAINE: RESULTS OF THE EXPERT SURVEY

The aim of the article is to study, identify and analyze the problems that arise in the context of transformation processes in higher education in Ukraine, also identifying the areas of research that remain understudied. The article provides a comprehensive overview of the challenges faced by higher education institutions (HEIs) of Ukraine during the transformation, and their comparison with similar processes in foreign HEIs. To achieve the set aim, the method of thematic analysis was used. This method is usable for systematic identification, classification and analysis of the main problems that arise in Ukrainian HEIs, taking into account the existing research of Ukrainian scholars. In addition, a secondary study was undertaken to collect additional data for further classification and categorization. The article provides information on the main challenges that arise in HEIs of Ukraine within the framework of their transformation processes, and compares them with similar phenomena in foreign HEIs. This creates a basic framework for understanding the main aspects that need attention in the context of the transformation of higher education in Ukraine. In addition, the article highlights specific challenges that have a limited amount of research in the scientific literature of Ukraine, which paves the way for further research in this direction. These results are of practical importance for further research on the challenges associated with transformation processes in Ukrainian HEIs, as well as for filling gaps in scientific research. This involves moving on to the practical aspects of addressing these challenges and developing effective solutions. Potential areas for further research may include the creation of a comprehensive, holistic approach to the management of transformation processes or a separate consideration of each challenge, taking into account the unique context of higher education institutions in Ukraine.

The actualization of research on the problem of charitable and philanthropic support for the formation of higher education institutions of Ukraine is due to the fact that constructive retro-experience has prospects for use for the post-war recovery and development of modern institutions of higher education in Ukraine. The purpose of the study is to analyze the experience of charitable and philanthropic support for the establishment of higher education institutions in Ukraine at the beginning of the 19th century. Research methods. Achieving the goal of the article made it possible to use the methods of analysis, synthesis, comparison, concretization and generalization. The article specifies the main approaches to interpreting the concepts of «charity», «charitable activity», «patronage», «patronage activity». Based on the analysis of dissertations and scientific publications, it was established that the establishment of higher education institutions in Ukraine at the beginning of the 19th century took place with significant charitable and philanthropic support from broad sections of the population: nobles, craftsmen, former Cossacks, and peasants. It manifested itself in the provision of funds for the opening of higher education institutions, the transfer of material assets and land allotments, etc., which significantly supplemented budget funding. The value of the experience of charitable and philanthropic support for the formation and development of the system of higher education in Ukraine in the first half of the 19th century is indicated, since philanthropists were the initiators and sponsors of the opening of most universities, higher women's courses, lyceums and schools (gymnasiums) of higher sciences, and philanthropic support for the opening and development of universities and institutions of higher professional education in Ukraine in the 19th century became a common phenomenon.

Processes of globalisation, sustainable development, the Covid‐19 pandemic, and other current circumstances influence the development of higher education. Higher education institutions in Ukraine also face challenges related to the military aggression by the Russian Federation since 2014, martial law since February 2022 and efforts to prepare for a post‐war recovery. The article outlines key areas that merit closer attention including an analysis of changes occurring in higher education in Ukraine before and during the war; the network of higher education institutions in Ukraine; admissions processes; trends in higher education quality assurance and enhancement; and international aid for the support and development of higher education in Ukraine. The analysis outlines changes that have taken place in higher education in Ukraine as a result of the destruction of infrastructure and a decrease in institutional capability of universities in eastern Ukraine and Crimea, as well as massive migration. We identify main innovations and specific features of the admissions process in 2022 compared to admissions processes in 2021. The government of Ukraine, following martial law, introduced restrictions that affected international academic mobility, which is carried out online, or to the extent possible as blended learning. Finally, we outline tasks for post‐war higher education recovery and development and underline the key role of universities in the post‐war recovery of Ukraine.

The purpose of the article is to verify the Pareto principle in terms of revenues to the special fund of higher education institutions of Ukraine based on the results of scientific and scientific-technical work on international cooperation projects, scientific and scientific-technical work under economic agreements and scientific services. With the help of ABC-analysis of indicators of income from scientific activity, domestic higher education institutions are divided into three groups: A – higher education institutions with a large amount of income from scientific activities; B – higher education institutions with an average level of commercialization of scientific activity; C – higher education institutions with little or no income from research. It was obtained that group A included 29 (19,595 %) higher education institutions of Ukraine, which in 2016–2018 provided paid scientific services in the amount of UAH 739,747 million (79,39 % of the total). Group B was formed by 34 (22,973 %) domestic higher education institutions, whose scientific activity in the analyzed period brought income in the amount of UAH 147,954 million (15,88 % of the total). Group C included 85 (57,432 %) Ukrainian higher education institutions, which earned UAH 44,082 million (4,73 % of the total) as a result of their scientific work. It was found that the Pareto principle 20/80 was reflected in the activities of higher education institutions in Ukraine. Strategies for commercialization of research results for domestic higher education institutions from each group are proposed: group A – leader’s strategy; group B – the applicant’s strategy; group C – strategy of the beginner.

The article examines the state of the services market in the field of higher education in Ukraine in the period 2010-2020. The authors identify the main factors that affect the dynamics of the number of higher education institutions in Ukraine. A comparative analysis of the distribution and structure of education costs by providers and functions of education in 2019 and 2020 was conducted. The dynamics of changes in the number of higher education institutions in Ukraine for the period 2010-2019, as well as the dynamics of changes in the number of students studying in higher education institutions in Ukraine during this period, were analysed. The distribution of the number of pupils, trainees, and students of educational institutions of Ukraine according to the International Standard Classification of Education was studied. Special attention was paid to the regional aspect of placement of higher education institutions. The uneven location of higher education institutions is justified by the fact that research and educational centres were formed in regions with the most powerful industrial potential. The correlational analysis of factors influencing the dynamics of changes in the number of higher education institutions conducted in the study showed that, in addition to the demographic situation (R=0.88), the average number of full-time employees (R=0.96) has a significant impact on the higher education system. This indicates a reduction in the overall need for highly qualified specialists. Undoubtedly, this is the result of the reduction of certain branches of the economy and the corresponding decrease in the demand for certain specialties from the side of applicants. This is due to the availability of vacancies on the labour market. At the same time, it has been proven that the average monthly salary level and the number of unemployed have no significant impact on the dynamics of changes in the number of higher education institutions.

Corruption is a growing problem throughout the world. According to some estimates, countries with transition economies are the most corrupt. Transparency International and World Bank surveys both show that Ukraine is an especially corrupt country.1 According to the corruption perceptions index (CPI) that Transparency International calculates annually, Ukraine ranked 83rd out of the 91 countries surveyed in 2001.2 In 2006, Ukraine was given a score of 2.8, making it 99th out of 163 countries.3A number of scholarly publications and national surveys in Ukraine confirmed that corruption is a problem. For instance, a 2002 Ukrainian Institute of Social Research poll showed that 78 percent of respondents believed that all or most government officials have accepted bribes. More than 80 percent stated that corruption was prevalent within the judicial branch of the government, and 71 percent believed that most government officials were tied to the mafia or private family business relations. Moreover, a good portion of Ukrainians are inclined to accept bribery as a normal part of everyday life.4 Peter Solomon and Todd Foglesong note that the number of reported corruption-related incidents in Ukraine rose 250 percent between 1990 and 1998. By 1998, there were 2,449 incidents, which led to 1,641 convictions.5 According to the data presented by the Civil Organization Committee against Corruption and Organized Crime, the number of reports of corruption sent to court by Ukranian law enforcement agencies for trial increased from 5,862 in 2006 to 5,994 in 2007.6Corruption may be found in many sectors of the national economy, including higher education. Corruption in education is more detrimental than typical bureaucratic corruption. Corruption in higher education is detrimental to society for three major reasons: (1) it has a negative impact on the economy and society because it hinders the system's efficiency; (2) it hurts society by negatively affecting educational programs; and (3) it diminishes social cohesion, because students learn corrupt practices. Corruption in higher education negatively affects access to higher education, quality of higher education services, and equity. The development of a substantial private sector in higher education has led to increased corruption. Private higher education institutions are as corrupt as their public counterparts, proving that people other than public officials are susceptible to corruption.Corruption in Higher EducationThere are 680,000 licensed openings (and no unlicensed openings) for freshmen in approximately 480 higher education institutions in Ukraine, 80 percent of which are in public higher education institutions and 20 percent are in private institutions. There are also numerous public community colleges and vocational schools. There are more openings in higher education institutions in Ukraine than there are candidates willing to pursue college degrees, including openings in distance-learning programs, correspondence programs, and retraining. The government funds half of the students in public colleges and universities. The admissions processes at government-funded institiutions are corrupt: Prospective students pay bribes and use personal connections to gain access to pubicly funded colleges and universities.7 Furthermore, after admission, course grades can be bought from faculty members.There are a variety of forms of corruption that can be found in higher education in Ukraine, including bribery, embezzlement, extortion, fraud, nepotism, cronyism, favoritism, kickbacks, violating rules and regulations, ignoring admissions criteria in the admissions process, cheating, plagiarism, research misconduct, discrimination, and abuse of public property. Such forms of corruption are often connected in bundles-assigning a high grade to a student in exchange for a bribe is fraud, for instance. The corruption can have different origins. A bribe can be offered voluntarily or extorted. …

The aim of the article is to study the problems of reforming the system of financing higher education in conditions of compliance with world quality standards of education. Besides, another aim of the article is also to substantiate of the perspectives of their use in Ukraine, on the basis of analysis of the main foreign models of higher education institutions financing. The subject of the study is the financing model of institutions of higher education in foreign countries. Methodology. The research is based on a comparative analysis of funding systems for higher education institutions in Ukraine and in foreign countries. The advantages and disadvantages of different systems of the financial provision of higher education are determined based on the analysis of the peculiarities of financing higher education institutions in Germany, USA, UK, Sweden, Norway, and Australia and in some other countries. On the basis of a comparative legal research of certain provisions of Ukrainian legislation, the possibilities and limits of the application of positive foreign experience in this field are defined. The results of the study showed that the financing of higher education at the expense of state funds should be directed only to the needs of the state. And the state, in its turn, should provide graduates with jobs that will help reduce unemployment among them. Currently, there is a partial improvement of diversification of funding sources in Ukraine. We mean that the provision of the status of a non-profit organization will give the first impetus to the formation of contract relations between higher education institutions and private organizations and will improve their financial position. The implementation of the foreign experience will make financing more transparent and will give an opportunity to distribute it according to the quality criteria of providing educational services. Practical impact. Experience of the developed economies and the analysis of the existing condition of financing of educational institutions of Ukraine allow defining the priority directions of improvement of a system of financing of the higher education. As the budget of Ukraine is not able to compensate all needs for financial resources of higher educational institutions, it is necessary to encourage private investments into education, training, and high technologies more actively. Besides, conducting researches, the international consultations, modelling and discussion of the schematic diagram and funding mechanism for the higher education in Ukraine is also expedient. Correlation/originality. Conducting a comparative analysis of financing models of higher education institutions in Ukraine and foreign countries is the basis for developing the most promising directions for the development of domestic legislation in this field.

The paper highlights the opportunities for implementing an cross-disciplinary approach in institutions of professional pre-higher and higher education in Ukraine under conditions of decentralization. The paper aims to identify the status and prospects of implementing the cross-disciplinary approach in institutions of professional pre-higher and higher education under conditions of guaranteed academic autonomy. The following theoretical methods are used in research: analysis of scientific literature and legislative acts; synthesis, systematization and generalization of the obtained results; surveys; statistical processing of empirical data. The results. It is found out that the academic autonomy of vocational schools and higher education institutions in Ukraine is declared at the state level through the right to introduce specialties, develop and implement educational programs, independently determine forms of education and forms of organizing educational process, determine the content and curricular, provide publishing activities. The results of the survey among both vocational schools teachers and higher education institutions teachers show that the realization of the right to academic autonomy for different participants of educational process is not equal. They are most implemented for the education institutions administration, then for teachers and only then for students. It is substantiated that implementing the principle of autonomy of pre-higher and higher education institutions under the conditions of increased influence of the global labour market on education and growing qualification gap actualizes the need to introduce the cross-disciplinary approach. A survey aimed at introducing forms of cross-disciplinary education shows their above-average use in vocational schools and higher education institutions, mostly in cross-disciplinary links, combining knowledge, methods from different specialties while studying individual subjects and between disciplines in the curriculum. The direction of development of cross-disciplinary programs is the least realized in practice. Conclusions. Positive developments in terms of efficiency, productivity, quality and affordability are possible only if all the stakeholders unite their efforts as well as the staff of vocational schools and higher education institutions start to work together. The research provides the basis to assert that the strategic directions for developing educational sector in Ukraine aimed at decentralization and autonomy identified at the state level are relevant. The autonomy of educational institutions improves the quality of vocational education through the development and implementation of new specialties and specializations, the integration of educational programs within individual specialties, strengthening cross-disciplinary links at the level of content and teaching methodology.

The article analyzes the transformational shifts in the higher education system of Ukraine and presents proposals for their extension and support. A review of legislative, regulatory and policy documents governing and directing the processes of ensuring the quality of higher education has been carried out. The idea of the depth and effectiveness of reform measures and the processes of improving the quality of higher education is formulated. It was stated that the Ukrainian higher education system has come close to academic traditions and modern practice of organizing the functioning of higher education in the European university system. The steps to enhance and further ensure the quality of higher education in Ukraine are identified. The importance and urgent need for attracting to cooperation and specific participation of the Ministry of Education and Science of Ukraine, line ministries, the Ministry of Social Policy, employment organizations and trade unions of scientific and pedagogical workers of Ukraine in creating and supporting a training system and practical training of future specialists in the workplace, respectively chosen specialty and forecasting current and future long-term needs for training specialists, interest te business to finance higher education. It is emphasized that the quality assurance system of higher education can be achieved only if a motivational system of scientific and pedagogical workers is created to constantly and systematically improve the quality of education. The reasons that lead to insufficient attention to the innovation of the learning processes of students are identified. They include: the issue of continuing education of teachers, improving the standardization of their working time, solving the problem of free publication of the results of scientific research, deepening motivational factors and remuneration of teachers in higher education institutions and others. It is proved that the solution of these problems will create a dynamically updated quality management system of higher education in Ukraine at the level of European quality standards.

Introduction. Education is an indicator of the country's intellectual potential. Higher education is a strategic resource through which the state is competitive in the global labour market.complete higher education attests to the professional and cultural level of a considerable number of the population, especially young people, and is not only an indicator of economic growth but also of social stability. The purpose of investigation was determined by the analysis of current state of higher education institutions and the main influencing factors for them. The coefficient of interest of graduates in receiving higher education in Ukraine is determined on the basis of regression analysis. Arima models were constructed using time series theory for prediction of the number of higher education institutions for future periods. Purpose. The purpose of the study is the construction the predictive models of the dynamics of the number of future students and the number of higher education institutions in Ukraine. Methodology. Regression analysis is used as one of the main methods of scientific research in the process of writing the article; time series theory, in particular Arima modeling of the Statistica application package; methods of mathematical modeling, in particular approximating polynomials in the process of modeling the dynamics of the institutions of higher education and the number of students, to determine the ‘coefficient of interest’. Results. The study found that the number of institutions of higher education depends on the one hand on the time factor, on the other – on the number of students. Given that the number of students and the amount higher education institutions can be characterized as a dynamic process, the theory of time series, in particular Arima modelling, was applied. Using Arima models, the number of students and the number of higher education institutions for the next two years is predicted. The relative errors for these models are 6% and 0. 4%, respectively. Based on statistics on the number of graduates of all secondary education institutions and the number of students admitted to higher education institutions of Ukraine, a ‘coefficient of interest’ in higher education was derived, which allows predicting the number of future entrants. The Arima model predicts the number of Ukrainian students in foreign educational institutions. The obtained forecast values regarding the number of students, the amount of higher education institutions of Ukraine, by various methods, adequately reflect the real situation today.

The most popular international rankings on the development of higher education in Ukraine are presented, which show a mixed situation, namely that in some positions Ukraine is among the 50 countries with the strongest higher education systems in the world, but in the number of universities Ukrainian educational institutions are not leading. Analyzes the dynamics of the distribution of the number of students of higher educational institutions in Ukraine in accordance with the International Standard Classification of Education ISCED 2011. Also analyzed the dynamics of higher education institutions at the beginning of the 2019/20 academic year by subordination of institutions, the number of students in higher education institutions by source of funding. The main indicators of postgraduate and doctoral studies in Ukraine are given. The indicators of the number of foreign students in Ukraine are highlighted, the top 10 countries by origin of foreign students and the most popular universities among foreign students are provided. It is concluded that up to 50% of foreign students are trained in Ukraine in medical specialties, the training of foreign students in Ukrainian educational institutions is not only the image of the country, but also an important component of investment in the economy. Summarizing the current state and trends in the development of higher education in Ukraine, were identified current trends in the development of higher education and proposed a strategy for the development of higher education, which provides the maximum efficiency of all resources: organizational, institutional, instrumental, financial, scientific and methodological.

The work is devoted to the study of the impact of the use of automated bots of consultants in making managerial decisions on improving the efficiency of management in higher education institutions in the conditions of reform.The current conditions for the reform of higher education in Ukraine are analyzed and directions of integration in the world educational process are determined. Higher education reform is to consume the constitutional rights of citizens to high-quality higher education and equal access to high-quality higher education, reorganization of the system of higher education management in order to protect the national, regional and local interests, as well as the interests of all subjects of the national system of higher education of Ukraine. It is established that the development of application of automated control systems in educational institutions abroad is becoming. One of the varieties of this is the CRM-system. It is recommended to apply the above-mentioned approach in higher education institutions in Ukraine. It is proposed to use the work of the CRM-system in higher education institutions of Ukraine, which involves the introduction of automated systems of "on-line support" for the adoption of administrative decisions by the administration on the basis of the attraction and processing of information that covers the issues of financial and economic, legal and social activities of the educational institution and promotes increase its competitiveness in conditions of integration reform. The essence of the notion of the main stakeholder of a higher educational institution is defined. The introduction of a flexible automated system of material incentives in higher education institutions is recommended. It is determined that the use of innovative technologies in the work of the CRM system should ensure transparency, increase the level of employee satisfaction and prevent absenteeism.

The subject of the research is the theoretical and practical aspects of researching the factors of competitiveness of higher education institutions of Ukraine during the war and at the stage of post-war recovery. The aim of the research is to determine the main factors of competitiveness of higher education institutions in the post-war period. Research methods. In writing the article, general scientific and special methods of research and management of the competitiveness of higher education institutions were used. Results of the investigation. Іn the course of writing the article, it is determined that the full-scale invasion of the Russian Federation into the territory of Ukraine has radically changed the conditions of functioning of higher education institutions (HEIs), which has affected their competitiveness. It is determined that one of the key issues in the context of Ukraine's recovery is the issue of ensuring the sustainable functioning of the higher education system, which requires the reconstruction of partially damaged or even destroyed higher education institutions. It is analyzed that as of today, 45 higher education institutions in Ukraine have been completely destroyed and 61 have been damaged. It is emphasized that when addressing the issues of restoring higher education institutions, it is necessary to take into account market conditions and sectoral needs for training specialists for a particular sector of the economy of a particular region. It is determined that the competitiveness of a higher education institution is the ability of a higher education institution to compete effectively in the educational market, providing quality education that meets the needs of higher education students and society, while maintaining sustainable popularity and attractiveness; this is a complex process that requires efforts on the part of the university administration, teachers and students, as well as effective cooperation with society and business. It is proved that in order to ensure competitiveness in the post-war period, higher education institutions must actively adapt to new realities, improve their approaches to teaching and research, introduce new technologies, and cooperate with various sectors of society to achieve success. Scope of the results. Economics, management, higher education in Ukraine. Conclusions. As a result of the article, it is determined that in order to ensure the competitiveness of higher education institutions in the post-war environment, five main conditions must be met, including 1) development of higher education on an innovative basis, which will create a more flexible and efficient educational environment and help higher education students to adapt to the requirements of modern business, while contributing to the high competitiveness of higher education institutions; 2) improving the quality of research by increasing investment in research and, as a result, promoting the development of new technologies, solving global problems and improving the ranking of higher education institutions; 3) cooperation in the international context, which is an important tool for the development of education, science and technology, helping to increase the level of cooperation between countries and provide a deeper understanding of global challenges and opportunities; 4) development of e-education, which involves the use of electronic tools, programs, platforms and resources for learning, regardless of place and time; 5) deepening cooperation between HEIs and business, which creates the basis for training competitive specialists, promotes the development and dissemination of innovations, and provides conditions for the growth of HEIs' competitiveness.

The environmental component of education determines the socio-economic foundations of society and is the basic component of the state environmental policy. The nature of interaction with the environment at the personal level and society makes it possible to implement the concept of sustainable development, and therefore the assessment of the current state of higher environmental education in Ukraine is an urgent problem. The purpose of article is to analyze the formation and current state of higher environmental education in Ukraine, which is the central link in the system of continuous environmental education. An important step in the development of the system of continuous environmental education, in particular higher environmental education, was the development of the Concept of Environmental Education of Ukraine (2001), the principles of which were not properly implemented. The content of higher environmental education is reflected in four generations of standards for higher environmental education in Ukraine, which took into account changes in the relevant regulatory and legislative documents and requirements for the content and results of educational activities of higher educational institutions within certain areas of training and specialties. The article describes the structure and content of standards of higher environmental education in Ukraine. Despite the fact that the environmental component currently prevails in the form of education that most consider education for sustainable development, yet this is only the beginning of the formation of a new system-integrated model of education for sustainable development. The importance of greening and ideas of sustainable development is reflected in the current standards of higher education in Ukraine for applicants for higher education "bachelor" of all specialties. But the environmental component is still absent in the educational programs and curricula of many specialties of "non-environmental" higher education institutions, is not due attention is paid to the greening of higher education in Ukraine. Some provisions of the existing Concept of Environmental Education of Ukraine are no longer relevant, which leads to the development of a modern Concept, and, perhaps, a separate Concept of higher environmental education in Ukraine. In recent years, there has been a decline in state interest in the training of environmentalists, so it is advisable to develop measures to improve the training of applicants for higher environmental education.

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.