The purpose of the article is to determine the link between investing in human capital and the formation of the creative economy. Given that human capital is considered both a factor in the socio‑economic development of countries and a prerequisite for the formation of the creative economy and consequently, for the modernization changes in today’s economy, there is a need to study the areas of investment in human capital. The study is based on an analysis of a number of indicators in Eastern Europe (Ukraine and Moldova) and Central Europe (Poland, the Czech Republic, Romania, Hungary, and Lithuania): total expenditure on education, the analysis of which made it possible to determine the level of education funding in each country; the average cost per pupil/student, which allowed us to identify trends in spending by funding organizations; the share of total expenditure on education in GDP, depending on the level of education, which made it possible to determine the priority and sufficiency of education system funding; the cost allocation indicator by funding organizations; and the human development index, which measures living standards, literacy, education, and longevity. The study also focuses on analyzing data that determine the global innovation index, since its calculation is based on the assessment indicators of human capital and research (education, tertiary education, research, and development) and creative outputs (intangible assets, creative goods, and services, online creativity). Based on the results of the research, it was concluded that human capital is the main factor that boosts the creative economy, and enhancing human capital depends on the level of education and scientific progress in a country. Empirical evidence shows that directing investment in human capital contributes to the formation of the creative economy, improving the competitiveness of countries, and at the same time, ensuring the appropriate rates of their socio‑economic development.

The article explores the issues of school education financing in the context of decentralization in Ukraine. School education in Ukraine is funded from different sources. About a third of the total education budget consists of the education subvention for teachers' salaries, which is an inter-budget transfer from the state budget to local budgets. For the purpose of our research, we selected a network of schools in the Zaporizhia region of Ukraine and its financing for the period of 2014-2021. This region is typical, plain, and without significant geographical features (unlike, for example, areas with mountainous or inaccessible areas). To identify the framework of financing school education in Ukraine within the decentralization process, we utilized methods of empirical analysis of statistical indicators, as well simulation to assess the relationship between a number of indicators such as the number of students in the school, class size and the average costs of education per student using educational subvention. The purpose is to determine opportunities to increase the efficiency of budget expenditures on education. Our analysis of the use of educational subvention funds by the different types of local budgets shows that the schools financed from city budgets use these funds with the most efficiency. The schools funded from regional budgets and district budgets use the funds with the least efficiency. Our research is very valuable for improving theoretical and empirical aspects of the calculation of the projected amount of the educational subvention, as well as for the optimization of the school network.

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The purpose of the article is to study modern ways of improving information and analytical support for the management of inclusive education in crisis conditions, taking into account the experience of the EU. The list of components that compose the central software and technical complex of the automated system of inclusive resource centers (AS "IRC") was described. The types of modern threats to the information security of the AS "IRC", which influence the information processed and stored in this system, as well as technological information, were analyzed. Criteria for providing information protection from unauthorized access through crypto protection, monitoring of system logs of software and technical means, and analysis of violations in the functioning of the AS "IRC" were described. Implementation of organizational and technical measures on cyber protection, used for objects of critical information infrastructure, for AS "IRC" needs was proposed. The list of actions to ensure the availability and fault tolerance of components and information resources of the AS "IRC" was shown. It was concluded that for the storage of information in emergency modes of operation during the armed aggression of the russian federation, the means of uninterruptible power supply and backup (archiving) of information from databases using special software should be provided in the AS "IRC". Data monitoring and recovery should be managed and backup data must be stored in locations that do not allow them to be damaged in the event of the destruction of the AS "IRC" main components. The proposed local education registries, databases and copies of state registries should be moved to a safe place/environment in free territories. Educational personal data/software at risk of falling into enemy hands should be deleted in advance. It is necessary to ensure the application of the mechanism of preventive disconnection by technical administrators, owners, operators of national and local, public and private educational information systems and educational information resources for users in the occupied territories to "sensitive" information.

The aim of the article is to develop and improve the existing methodological approaches to custom programming of the information system AS «IRC» in the segment of inclusive education. The extended goals for the AS «IRC» functioning are provided, including the creation of digital lists of specialists, evidentiary information database for management decisions, information and telecommunication support, common information infrastructure for obtaining, processing and generating information, comprehensive information protection in the field of inclusive education, etc. It is noted that the AS «IRC» is managed by the Ministry of Education and Science of Ukraine and a range of measures taken by the Ministry of Education and Science of Ukraine to improve the functioning of the system was presented. The functional responsibilities of SSI «IEA» in relation to the administration of the AS «IRC» are analyzed. Local administrators of the AS «IRC» are the officials of local education management bodies, their structural subdivisions and officials of the inclusive resource centers. The users of the AS «IRC» include officials of the Ministry of Education and Science of Ukraine and its structural subdivisions, institutions and organizations belonging to the sphere of management; inclusive resource centers; local education management bodies and educational institutions subordinated to them; other users who have been granted the right to access information in this system in the prescribed manner. The requirements to the users of the AS «IRC» are analyzed and the criteria of system operation reliability are grouped. The list of actions performed by the complex system of information protection in the AS «IRC» is given. Conclusions are made about the need to expand the functionality of the information system the AS «IRC» and optimize the e-data collection of reporting forms in the segment of inclusive education.