Financial aspects of economic component of forecasting and development of education institutions in ukraine

The factors on which the sources of financing higher education institutions depend have been considered in this article. The scientific literature has been reviewed and a mechanism for financing higher education in Ukraine has been built during the research. It is established that this mechanism is an example of the functioning of two important subsystems: provision and regulation. The use of mechanisms is possible due to the availability and use of financial resources. The study of methods of managing the financial resources of higher education institutions has allowed to distinguish the following methods: budget financing, attracting credit, self-financing. It is established that the most important source is the state funding, which is based on the principle of strategic orientation, on the basis of which a clear strategy is created that will ensure the effectiveness of the higher education system. As a consequence, we have analyzed the volume of consolidated budget expenditures on education in the structure of total consolidated budget expenditures. In the course of the research, there is a tendency of sharp changes in the share of higher education expenditures in the structure of consolidated budget expenditures on education, due to the need to attract private sources of financing for the higher education system. It should be noted that the growth of volumes is caused by a large number of inflationary processes of the modern economy, and their solution requires considerable resource-intensive costs. An important indicator of the assessment of the state of higher education funding is the analysis of the ratio of budget expenditures to GDP. The structure and trend of changes in the volume of expenditures of consolidated budget for financing of education which includes financing of preschool, general secondary education, vocational and higher are determined. The analysis of expenditures on the functioning and development of higher education institutions in relation to GDP has made it clear that the largest share is focused on financing of secondary education. It has been analyzed in the study how the number of higher education recipients changes with the changes in funding. It is established that a rather large dependence of the decrease in the number of students is due to the demographic situation in our country and individual regions. In addition to the indicators reported in the study, a significant proportion accounted for the inability to successfully pass the external independent assessment testing to the appropriate level.

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 purpose of the research is to analyze Markiyan Terletskyi’s participation in the cultural and educational environment of Galicia (Halychyna) (1920 – 1930) and to highlight the main aspects of his activities in camps for the interned Ukrainian servicemen in Czechoslovakia, as well as in the Ukrainian educational institutions in Podyebrad and Prague. The methodology of the research is based on the principles of historicism, systematicity, scientificity; as well as the use of general scientific and special historical methods. Owing to the application of the biographical method, the author highlighted M. Terletskyi’s activities and defined the place and role in the educational institutions of Przemysl, Podyebrad, Prague, Yavoriv and Stanislaviv (nowadays Ivano-Frankivsk), as well as in the Czechoslovak camps for the interned Ukrainian soldiers. The scientific novelty is that for the first time in the Ukrainian historiography, based on the analysis of a set of sources, M. Terletskyi’s biography and his cultural and educational activities were reconstructed. The Conclusions. Having analyzed M. Terletskyi’s multifaceted activities, we make bold to say that he was primarily closely associated with the socio-cultural environment in Przemysl, which manifested itself in his pedagogical work in the Ukrainian schools primarily. M. Terletskyi’s several years of multifaceted work in the camps for the interned Ukrainian soldiers in Czechoslovakia was aimed at raising their cultural and educational level primarily. The research and teaching work in the Ukrainian educational emigration institutions of the Czechoslovak Republic testified to his active civic position. After his return to Galicia (Halychyna), M. Terletskyi joined the native schools’ activities. Based on the analysis of his pedagogical activity, scientific and pedagogical research, speeches at pedagogical meetings, meetings in educational societies, M. Terletskyi’s role in the Ukrainian national school and education development was clarified.

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.

In the article analyzes theoretical and practical aspects of financial support of educational institutions in Ukraine. It has been established that since 2014, the state has not been able to ensure the implementation of the amount of funding at the level of 7 percent, as stipulated in the Law of Ukraine "On Education", although in recent years, this indicator has been maintained at a stable level – 6 % of GDP. The state of financing education in Ukraine by components of the education system (preschool, full general secondary, professional (vocational-technical), higher, post-graduate) was considered. The main sources of financial support of institutions of professional (vocational and technical) education in Ukraine have been determined.
 A parametric and prospective analysis of the coefficients of the budget-estimated financing of the vocational and technical education institution of the city of Kamiansky was carried out. It was established that during the studied period, budget funding gradually increased; the general structure of financial support is actually stable; the total amount of current expenses increased; there are no capital expenditures, which is due to the deficit of the budget of Ukraine for relevant measures; cash and actual expenses demonstrated the targeted spending of budget funds in accordance with estimated allocations; the projected growth of general fund expenditures for the next year is 15.5%.
 A number of promising directions for improving the system of financial support and development of vocational (vocational-technical) education institutions in Ukraine are proposed, including: improvement of the legal framework for vocational (vocational-technical) education in accordance with modern legislation, which will make it possible to clearly distribute powers from management and financing of professional (vocational and technical) education institutions at each level and introduce responsibility for the irrational use of resources; completion of the transfer of vocational (vocational and technical) education institutions from state to communal ownership and transition to financing from regional budgets of vocational (vocational and technical) education institutions located on the territory of cities of regional importance – regional centers; involvement of the private sector of the country's economy in cooperation with the state within the framework of public-private partnership, etc.

This book emphasizes financial problems that arise when managing multinational operations. However, the financial manager of a multinational company (MNC) must be familiar with certain mechanics of financing foreign trade and foreign investment because most MNCs are frequently engaged in foreign trade and investment activities.The first three sections cover the sources of financing foreign trade, while the last three sections discuss the sources of financing foreign investment. Section 10.1 discusses three basic documents involved in foreign trade: draft, bill of lading, and letter of credit. Section 10.2 analyzes the various payment terms of foreign trade. Section 10.3 describes the major sources of financing foreign trade. The three major sources of funds for foreign investment are internal sources of funds, external sources of funds, and sources of funds from development banks as described in Sections 10.4, 10.5 and 10.6, respectively. MNCs may use internally generated funds such as profits and depreciation charges. If internal sources of funds are insufficient, they may obtain their capital from sources within their home country and/or in foreign countries. In addition to these internal and external sources of funds, development banks provide MNCs with a variety of financing sources.

The article highlights the impact of long-standing educational policies on the development and management of educational institutions. Factors of change in educational management have been identified, including: decentralization of management, which allows taking into account the specifics of educational institutions, their needs and requests, providing more freedom in decision-making, resource management and funding distribution; transition to new educational and professional standards; individualization of learning and management; implementation of the principles of inclusive education; orientation towards a competency-based approach in the management of educational institutions. The European integration orientation of the state educational policy on the functioning and development of general secondary education institutions, such as: harmonization of Ukrainian educational legislation with European legislation; implementation of the standards of the European Education Area; allocation of budget funds in accordance with the needs and goals of education modernization; Stimulating investment in education by international institutions. Attention is focused on the military aggression of the Russian Federation in Ukraine, which prompted the search for new and effective management technologies that ensure the functioning and development of educational institutions and institutions in today's difficult conditions. It has been determined that the main strategic changes in the educational management system meet modern challenges and European standards of educational management. These include: decentralization of education management, strategic planning and change management, education quality management, active implementation of information and communication technologies and digital platforms for managing an educational institution, creation of an inclusive and safe educational environment, involving parents, the community, and businesses in making management decisions; establishing the principles of transparency, openness of the educational institution, partnership, and cooperation with European educational institutions. Publications that examine the impact of state educational policy on the development and management of educational institutions cover various aspects of this issue: from state educational policy as a socio-political phenomenon, the integration of state policy with regional characteristics, the impact of state policy on the management of educational institutions to the justification of the main directions of state educational policy in the management of educational institutions (L. Gren, L. Hrynevych, N. Dichek, O. Kulinich). According to scientists, researching the impact of state educational policy on the development and management of educational institutions is important, since determining the main directions of development of educational institutions ensures the effectiveness of reform processes in the educational sector and provides qualitative changes in educational management. It is noted that the modern practice of managing general secondary education institutions convinces that only effective management of the development of educational programs can ensure high-quality school education. Attention is drawn to such trends in the development of educational management as increasing the role of the head of an educational institution in the implementation of state educational policy, which includes leadership, analytics, innovation, partnership and the establishment of effective cooperation with all participants in the educational process and the public. It is proven that European integration is an important factor that stimulates the modernization of the management of educational institutions in Ukraine. Adaptation of national educational policy to European standards allows improving the quality of education, increasing its accessibility and compliance with the requirements of the modern labor market. It is proven that European integration is an important factor that stimulates the modernization of the management of educational institutions in Ukraine. Adaptation of national educational policy to European standards allows improving the quality of education, increasing its accessibility and compliance with the requirements of the modern labor market. In addition, European integration promotes the development of international cooperation, mobility, and innovation, which creates new opportunities for educational institutions and their participants.

The article deals with the study of current issues regarding the development of the modern education system in Ukraine. The process of defining and substantiating strategic prospects for the development of the personnel management system in educational institutions of Ukraine is complex, as it requires a comprehensive analysis of modern trends and various influencing factors. In order to substantiate the strategic perspectives of the development of the personnel management system in educational institutions of Ukraine, we have developed a comprehensive research methodology. The methodology for determining the strategic prospects for the development of the personnel management system in Ukraine’s educational institutions involves the implementation of a system of important tasks within 4 main stages. These 4 stages include 1) quantitative analysis of modern trends in the formation of educational institutions of various types; 2) comparative analysis of the qualitative characteristics of the formation of educational institutions of different types; 3) strategic analysis of trends in the development of educational institutions of Ukraine according to the methodology of the Boston Consulting Group; 4) determination of strategic prospects for the development of various educational institutions of Ukraine. According to the results of the quantitative analysis of trends in the development of educational institutions, it was established that over the past 10 years, ambiguous trends have been observed, in particular, regarding the decrease in the number of educational institutions and the demand for educational services of most educational institutions. A comparative analysis of the qualitative characteristics of the formation of educational institutions of different types showed that each of the above types of educational institutions has its strengths and weaknesses, its advantages and disadvantages of functioning. The results of the strategic analysis of the market of educational institutions in Ukraine based on the matrix of the Boston Consulting Group made it possible to divide all public and private educational institutions into 4 groups: «Dogs», «Problem children», «Stars», «Cash Cows». According to the results of the study, the strategic directions and priorities of the improvement and development of the personnel management system in the educational institutions of Ukraine at the current stage are substantiated.

Background. The search for allies for security assurance is the key to Ukraine's existence as an independent state. Creating basis for Ukraine integration into the Euro-Atlantic security environment through the implementation of NATO education and training quality standards is one of the urgent tasks for our military education system. The purpose of this study is to substantiate the audit of professional military education as a mechanism for the implementation of NATO quality standards in Ukraine. Methods. Analysis and generalization of scholarly publications on regarding issues, alongside normative and legal documents of Ukraine and NATO, are conducted. Empirical data on the outcomes of implementing NATO's educational quality standards within educational and training facilities have been obtained from both the Education and Training Opportunities Catalogue (ETOC) and the official websites of these institutions. To scrutinize the data, descriptive statistical methods have been applied. Proposals for regulating the procedure of professional military education audit in Ukraine in alignment with NATO's quality standards have been formulated utilizing the dialectical, formal-logical and systemic-structural methods. Results. It has established that the real prerequisites for the implementation of NATO education and training quality standards in Ukraine were created in 2022 by allocating professional military education as a part of military education system. The procedure for NATO courses certification and the structure of ETOC data on NATO-accredited educational institutions have been disclosed, thanks to which an acceptable model of the internal quality assurance system for military higher educational institutions in Ukraine has been determined, which has two components: the quality of academic education that complies with national legislation based on ESG; the quality of professional military education that meets NATO quality standards. It is proposed to conduct retraining and advanced training of military specialists in Ukraine in the form of professional military education courses Recommendations have been developed to regulate the procedure for conducting audit of professional military education in Ukraine on the basis of NATO quality standards. Conclusions. The purpose of implementing quality assurance standards for education and training in NATO is to ensure the compatibility of various educational institutions affiliated with Alliance. Conducting an audit of professional military education in Ukraine on the basis of NATO quality standards will contribute to the introduction of NATO-certified courses by Ukrainian military educational institutions and the development of NATO-compatible professional military education in Ukraine.

Introduction. Higher education is always one of the most important priorities of social development. In the Strategy for the Development of Higher Education in Ukraine for 2022-2032, it is noted that Ukraine has an ineffective system of higher education, which, first of all, is due to insufficient funding of the industry. The long-term model of financing higher education had a number of systemic flaws and therefore proved to be ineffective, which complicated the process of training modern specialists. Institutions of higher education in the country constantly experience a lack of financial resources to ensure full-fledged current functioning; most of them have practically no funds for the development of their own material and technical base, stimulation of better results of the work of the teaching staff, participation in educational and scientific international cooperation. Solving these problems requires the introduction of new approaches to the process of financial provision of higher education institutions. The purpose of the article is track the change in priorities in financing higher education, compare the financing models of higher education institutions used in Ukraine, determine their shortcomings and advantages, justify proposals for improving the current model of budgetary financing of higher education institutions, taking into account the best foreign practices. Results. The data on the distribution of higher education financing volumes among their sources in the countries that are part of the Organization for Economic Cooperation and Development are presented; the dynamics of the share of expenditures on higher education from the state budget of Ukraine in expenditures on education and aggregate expenditures of the state budget, as well as in GDP. A conclusion was made regarding the insufficient amount of funding in the field of education. Approaches to determining the content and financing mechanisms of higher education are analyzed. The change of priorities in the financing of higher education in Ukraine is tracked, the main shortcomings and advantages of the used financing models are highlighted. Suggestions for improving the current formulaic model of budget financing of higher education institutions, taking into account the best foreign practice, have been formulated. Conclusions. Financing of higher education directly affects the efficiency of the industry and the achievement of strategic guidelines for its development. In the conditions of martial law, the issue of financial support becomes particularly acute and urgent due to the acute shortage of budgetary resources. It is noted that the model of financing higher education institutions should be clear, transparent and diversified, and state financing should be based on a formulaic approach that takes into account the final results of higher education. It is proposed to supplement the formula for the distribution of state budget expenditures on higher education among institutions of higher education with indicators grouped according to the following directions: financial environment, academic environment, technology and innovation, student dormitories. Emphasis is placed on the need for a real implementation of the principle of financial autonomy of Ukrainian universities, which includes, in particular, the diversification of financial resources and the broad involvement of alternative sources.

The financing of inclusive education in Ukraine and the procedure of using subsidies from the state budget to local budgets for providing state support to persons with special educational needs are the subject of research. The purpose of the article is to analyse the current process of financing inclusive education in Ukraine. The research methods were carried out in three years (2020, 2021, 2022). The methodology is based on modern provisions of economics, economic theory, financial law and reflects the interrelation of methodological approaches to the study of the concept of the process of financing inclusive education in general secondary educational institutions of Ukraine. The results of the study prove that the financing of inclusive education in Ukraine and the procedure of using subsidies from the state budget to local budgets for providing state support to persons with special educational needs is an urgent problem today. The procedure of using subsidies from the state budget to local budgets for providing state support to persons with special educational needs is highlighted. The formula for calculating the equalisation subsidy is constructed in such a way that a single standard of budgetary support per secondary school pupil is used for all general secondary schools. Funding programmes for inclusive education can be targeted at students and their families rather than at local authorities and schools. This can be financial assistance (e.g., scholarships), tuition fee waivers or other assistance such as school meals. The procedure and conditions for granting subsidies from the state budget to local budgets for the provision of state support for persons with special educational needs take into account the financing of resources for corrective and developmental classes. No more than 35% of the funds of the "integrative" subsidy are used for the purchase of corrective and developmental aids. The work of specialists hired on the basis of civil law contracts (for corrective and developmental classes) is also paid from this subsidy. The resolution also contains a list of corrective and developmental classes that may be conducted. Practical implications. The main source of funding from local budgets that can be used for inclusive education services is the equalisation grant. The government has a general policy of financing local authorities or schools. The method of financing regions, schools and pupils in secondary education in general and primary education in particular should be based more on equality in the redistribution of material resources. The Law of Ukraine "On General Secondary Education" (2020) states in paragraph 3 of Article 24 that for work in inclusive classes or groups there should be an additional payment of 20% to the tariff rate for all teaching staff. Special education teachers, rehabilitators and teacher's assistants receive an additional payment for hours worked in inclusive primary school classes. The research has shown that in 2020, the state will allocate 21.3 thousand UAH for each child who graduates from secondary school in various educational institutions in Ukraine.

The article investigates the main ways of financing general secondary education institutions in Ukraine and developed foreign countries. The main world models of education financing are considered. The foreign experience of management and financing of general secondary education is generalized. Some measures are proposed to eliminate problems with the allocation and use of financial resources for education. The purpose of the study is to identify the features of the system of financing of general secondary education at the present stage and to outline the directions of its reform in the conditions of decentralization and administrative reform based on foreign best practices. The article presents the main models of financing education in different countries. The main problems characteristic of the education sector are identified. There is an imperfect funding mechanism, based on directing funds for the maintenance of general secondary education, rather than on ensuring the quality of education in accordance with the principle of «money follows the child», lack of incentives and opportunities for professional development of teachers. The analysis shows that, despite the reform of general secondary education in Ukraine and the planned positive changes and new opportunities due to administrative and financial decentralization, there are a number of factors that negatively affect the financial security of the education sector. These include: shortage of professionals with experience who could implement new powers and manage the distribution of financial resources on the ground, irregular receipt of budget funds and non-transparency of their distribution at the regional and local levels, corruption in education authorities, low financial capacity of communities, imperfection legislation, conflicts over school closures. Therefore, a special role in the process of reforming education should be played by the system of management and control over the activities of budgetary institutions for the efficient use of financial resources of the state. To improve the situation at this stage, the policy of financing education should be formed in accordance with the Constitution of Ukraine, which regulates the allocation of at least seven percent of GDP for education and socio-economic feasibility of budget expenditures. It is expedient to reform general secondary education by combining domestic and world experience.

The development of education is a complex managerial process that can combine or concentrate various directions, goals, and objects. Nowadays, the impact of the state or other public organizations on the competitiveness of higher educational institutions’ activity is quite a difficult process as the institutions have extended autonomy. In the COVID-2019 pandemic, contemporary people are actually limited in their rights to free full-time education at universities or other institutions providing educational services to determine all competitive advantages of a certain educational institution. Therefore, vertical and horizontal connections that generate the competitiveness of educational institutions should be taken into account when conducting comprehensive research of the mechanisms of the system of securing education through the analysis of educational institutions’ activity. From this perspective, consideration of various educational levels is a relevant research object that allows showing the current situation in the sector. The article aims to analyze the main educational levels in Ukraine, reveal the problem aspects in the sector, and generalize public measures taken to secure access to free educational services. The article analyzes the change paces of main development parameters of a private segment of general secondary education in Ukraine in 2012-2021 and educational expenses of Ukrainian households per month in 2002-2020. The share of private general educational institutions in their total number in Ukrainian regions for 2020 and the share of Government commission at the expense of state and local budgets in the total number of those having entered higher educational institutions in Ukraine in 2006-2021 are calculated. The trends in the number of vocational and higher educational institutions in Ukraine and their students in 1990-2019 are shown. The main measures taken by the state to secure access to free educational services in Ukraine are outlined.

It has been a busy time for the Association of Education Finance and Policy (AEFP). Over the past few years the association has acquired a new name, a new journal, and many new members. The 2012 annual conference, convened in Boston last March, proved to be the largest conference in the association’s thirty-seven-year history, with 556 members in attendance. The theme, selected by incoming president Deborah Cunningham, was “Education Finance, Policy, and Practice: The Role of Evidence in a Dynamic World,” which underscores the contemporary challenge to the association: how to apply an increasing abundance of information and sophisticated analytical tools to produce the evidence needed to guide decision making by educational policy makers and practitioners. The Boston meeting was notable not only for the number in attendance. The unique qualities and strengths of the association were in clear display: papers of unusual methodological rigor; an interdisciplinary mix of academics from the social sciences, public policy schools, and colleges of education; educational finance professionals, policy analysts, and practitioners, a mix rarely found in the same place; and sessions addressing today’s hot topics as well as issues that have endured over the years. Having said this, all indications are that AEFP is what it has always been: a small, diverse group of people tackling some really big problems. Of particular note was a trend that has been growing for years but has clearly come into full flower: the large

The article examines the role of ESG reporting in ensuring sustainable development by educational institutions in Ukraine. The case study of educational establishments in Zhytomyr explores the implementation of such reporting to enhance transparency, social responsibility, and competitiveness of educational institutions. It is identified that ESG reporting serves as a critical tool for assessing the impact of educational establishments on the environment, social sphere, and governance, fostering the development of a tolerant society and the integration of European standards. The study analyzes the current state of sustainable development goals implementation by educational institutions and highlights existing barriers, including insufficient legislative framework, limited resources, and a lack of awareness regarding the principles of sustainable development. A SWOT analysis was conducted to identify the strengths of ESG reporting, such as transparency and efficiency, as well as weaknesses and threats, including the need for report standardization and the risk of confidential information leakage. It is established that ESG reporting contributes to enhancing the attractiveness of educational institutions among stakeholders, particularly investors, employers, and students. The necessity of improving the regulatory framework and developing municipal programs to support sustainable development in educational institutions is emphasized. Recommendations to improve ESG reporting efficiency in the context of adapting to European practices are proposed. The results of the study can be used to develop strategies for promoting sustainable development in education, improving reporting practices, and facilitating the exchange of experience between higher education institutions in Ukraine and European countries.