Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.

The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

The article describes the identification and clarification of risk prevention measures by physical culture teachers at educational institutions that are based on the methodology of personality development approach to education. The experiment included 314 students, future physical culture teachers, among them 110 girls and 204 boys aged 18 to 23. This study investigated the dynamics of the attitude towards the risk of students (by age and sex) during their stay at higher educational institutions according to a specially developed methodology that included the personal profile of G. Eisenck, the methodology "Hierarchy of Needs" modified by I. Akindinova and the questionnaire "Investigation of Preparedness for Risk » by A. Shmelev. Summarizing the study analysis results the following conclusions can be drawn: preference of risk decreases with the age; the tendency to risk is lower in more experienced future teachers than in non-experienced ones; in girls the risk aptitude is realized under more certain conditions than in boys; the risk predisposition is more pronounced in a group than acting alone and depends on group expectations. During the period of studies at higher education institutions each future physical culture teacher developed his own potential for addressing the problems associated with risk prevention, their localization, minimization and elimination.

The purpose of this article is to analyze the economic, psychological and pedagogical aspects of the implementation of results-based management in the activities of vocational and professional pre-higher education institutions.The practical significance of the article is that the effects of implementing a results-based management in the activities of vocational and professional pre-higher education institutions have been established; it has been supplemented the classic model of managerial competency of the head of such institutions with the specific competencies necessary for the implementation of this management paradigm; it has been developed and tested results-based management technology that incorporates components of strategic and operational management of institutions using specific tools; the principles of development of managerial competence of heads of institutions of vocational and professional pre-higher education which are necessary for the implementation of results-based management are defined; economic preconditions  of implementation of results-based management has been defined; psychological factors of implementation of this management paradigm have been determined, in particular, the level of respondents’ readiness to implement the results-based management paradigm in daily professional activity and possible obstacles to this; recommendations on the effective implementation of the innovative management paradigm, taking into account the specificities of institutions of vocational and professional pre-higher education, are developed.It was determined economic preconditions which affect institutions of vocational and professional pre-higher education: reduction of internal markets for raw materials, products, services, reducing the investment attractiveness of regions, rupture of cooperation ties with other regions of the country, reorientation of the specialization of the economy due to the loss of part of the country’s territories, increase in the share of the country’s GDP in agriculture, forestry, fisheries, public administration and defense, mining and quarrying, reduction of production with high added value, reduction of mining industries in the country’s total GDP, disparities in labor supply and demand - curtailment of labor applications in the field of production with deep processing of raw materials, growth of the informal segment of the economy.It is determined that the most complementary to modern challenges of the external environment and transformed management functions of the heads of institutions of vocational and professional pre-higher education is the results-based management paradigm. The effects of its implementation in the activity of the institution of vocational and professional pre-higher education were established: ensuring the organizational capacity of the institution, its ability to accomplish the mission and maintain sustainable functioning in the long term prospective; increase of personal efficiency of employees of the institution; effective performance of tasks in conditions of optimal use of resources; development of a specific corporate culture of the institution (which will also affect its students, which in the future will allow them to adapt in the business environment); opportunity to carry out project-based activities (from project idea and concept to ensuring financial and organizational project management).It has been supplemented the classic model of managerial competency of the head of such institutions with the specific competencies necessary for the implementation of results-based management paradigm: knowledge of the content, principles, methods and means of results-based management; experience in applying managerial skills in organizing people’s activities to achieve the operational and strategic goals of the institution; experience in the use of project-based management instruments; ability to use specific software tools to implement results-based management paradigm.It has been developed and tested results-based management technology that incorporates components of strategic and operational management of institutions using specific tools (SWOT analysis, PEST analysis, benchmarking, Road Map, As is-and to be, strategic and foresight sessions, SMART, Mind Map, RBM, KPIs, ABC analysis, Pareto principle, Eisenhower matrix, delegation algorithm, work day photography, etc.).The principles of development of managerial competence of the heads of institutions of vocational and professional pre-higher education for realization of results-based management paradigm have been defined: systematic, scientific, value orientation, contextuality, self-development, polyfunctionality, continuity, diversification, integration, efficiency.The use of the expert evaluation method (conducted through a structured interview method) allowed to identify psychological factors for the implementation of results-based management, in particular, the level of respondents’ readiness to use this management paradigm in their daily professional activities and the possible obstacles to this. It has been found that there is a likelihood of psychological resistance and the personal limitations of executives in implementing results-based management paradigm.Recommendations for effective implementation of results-based management have been developed, taking into account the peculiarities of institutions of vocational and professional pre-higher education in the context of: design the content of the development of managerial competence of the heads of these institutions, increasing the level of motivation of participants in the program of development of managerial competence, the application of the of specific principles of management competence development, avoidance of possible psychological barriers to implementation of results-based management paradigm in daily professional activities.

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