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.

Abstract. The purpose of the article is to highlight the problems of providing regional labor markets with qualified personnel and identify ways of effective interaction between educational institutions and enterprises. The theoretical significance of the article is that it, based on an experimental study conducted in the Donetsk region, analyzed the reasons for dissatisfaction of enterprises with the quality of professional training; the existing experience of cooperation between educational institutions and enterprises of the region is analyzed; barriers have been identified that prevent the establishment of an effective partnership between educational institutions and enterprises aimed at meeting the existing and future needs of the labor market in qualified personnel; the level of readiness of enterprises of the region to cooperate with institutions in the direction of modernization of material and technical base, internship of teachers, joint preparation of educational programs, advanced training of personnel is analyzed; on the basis of the analysis of results of survey it was identified professions for which it is advisable to start professional traininin in vocational institutions in Donetsk region; the model of competencies of the future skilled worker elaborated by employers is presented (on the example of the profession «Locksmith for repair of wheeled vehicles. Driver of motor vehicles (category «C»). Machinist of a truck crane»). The practical significance of the article is that based on the opinion of employers of Donetsk region, the authors offer recommendations to improve the interaction between educational institutions and enterprises of Donetsk region to solve the problem of professional training for current and future needs of the region’s economy. The presented recommendations and research model can be extrapolated to the effective development of labor markets in other regions of the country. It was revealed that the modern labor market in particular in Donetsk region is characterized by significant disparities between demand and supply of personnel (almost all vacancies in terms of occupations have a deficit, i.e. supply (number of unemployed) exceeds demand). There is a great lack of vacancies in the professions of auxiliary worker, driver of vehicles, seller of food products, seller of non-food products, cook. Instead, the scarce professions that are in demand in the labor market are a machinist bypassing turbine equipment, a locksmith repairing steam and gas turbine equipment, a machinist bypassing boiler equipment, an electrician servicing electrical installations, a kneading machine operator, a plumber, a nanny, an electrician for repair and installation of cable lines, a pipe and billet cutter, an extruder of refractory products. It is determined that the system of training of future skilled workers in educational institutions of the region needs significant modernization, as there are currently significant discrepancies between the level of preparation of graduates for professional activities and the requirements of employers. The difficulty of adaptation of graduates in the workplace is associated with the lack of certain professional competencies and personal qualities, the development of which should be paid attention to in the process of initial professional training in educational institutions — practical training, experience, practical knowlwdge), motivation to work. Deficits are also responsibility, independence, purposefulness, level of qualification. It was found that cooperation between educational institutions and employers is still carried out in traditional forms — the internships of students of educational institutions on the basis of enterprises, the participation of employees in assessing the quality of training. The prevalence of formal interaction significantly determines the quality of training for the needs of regional labor markets. The directions of personnel professional training for actual and perspective needs of the region labour market are singled out: excavator driver, car mechanic, electric gas welder, locksmith-repairman, electrician, turner, crane driver, confectioner cooker. The structure of the competency model of future skilled workers was identified — basic and professional competencies — that will ensure rapid adaptation and effective work of graduates at enterprises of the region. It is determined that for the effective development of regional labor markets and effective training for them the key is to implement the idea of public-private partnership of educational institutions and employers, the most effective forms of which should be cooperation in curricula development, advising on their content, methods and technologies of the educational process, providing recommendations for updating equipment, providing teaching materials, assistance in updating the library fund, databases, to ensure the educational process in the institution (invitation of so-called guest speakers), professional development of teachers and masters of industrial training, joint project activities, implementation of career guidance activities, organization of excursions of students and entrants to enterprises, informing about employment opportunities at enterprises, lobbying the interests of the institution at the level of local governments, participation in determining the development strategy of the institution, assistance in the process of attraction of additional sources of financing, creation of advisory bodies of the educational institution (advisory committee in the specialty, supervisory boards, etc.). Keywords: regional labor markets, professional training, educational institutions, institutions of professional (vocational) education, efficiency, professional training. JEL Classification I21, L33 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 9

The aim of the article is to study the best foreign practices and models of public-private partnership in the field of vocational and higher education, identify opportunities for their adaptation to Ukrainian realities and develop recommendations for productive use of foreign experience in this area. The theoretical significance of the article is that it is analyzed the semantic content of the basic concepts related to public-private partnership in the foreign scientific space; it is identified the prerequisites for the development of public-private partnership in vocational education abroad (at the national, institutional (vocational education institution), production (enterprise) levels; it is analyzed the challenges to vocational education and training in foreign countries which the public-private partnership is aimed to solve; criteria for typification of partnerships (number of participants, areas of partnership, integrated criterion «project financing — provision of educational services», integrated criterion «breadth of partnership and depth of interaction between partners», integrated criterion «degree of coordination of interaction — volume of investment») are identified; the author’s typology of partnerships in the field of education in foreign countries is substantiated.The practical significance of the article is that the authors developed recommendations for deepening public-private partnership in vocational and higher education institutions of Ukraine based on the study of foreign experience, suggested directions for its further development in Ukraine. It is determined that in the foreign conceptual and terminological field, in addition to the concept of «public-private partnership» uses a number of concepts (Private Finance Initiative, PFI) (UK), Service Provision Project (SPP) (Mexico), Alternative Financing and Procurement (Canada), Private Sector Participation (PSP) (World Bank). The common essential features of these concepts are singled out: cooperation of different stakeholders, complexity of the purpose, focus on the result, parity of responsibility, long-term nature of interaction, formality of relations. Criteria for distinguishing types of partnerships in foreign practice are proposed: number of participants, areas of partnership, integrated criterion «project financing — provision of educational services», integrated criterion «breadth of partnership and depth of interaction between partners», integrated criterion «degree of coordination of interaction — volume of investment». The peculiarities of the types of partnerships in vocational education, which were singled out on the basis of the criteria proposed by the authors, are characterized: bilateral and multilateral; infrastructure, private management of public institutions, outsourcing of educational services, outsourcing of non-educational services, innovation and research partnerships, vouchers and subsidies; private initiatives, sponsorship, mixed projects, government programs; broad partnership, in-depth partnership; liberal, solidarity, paternalistic, consortium types of partnerships. Based on the analysis of the best practices of public-private partnership, the probable effective directions of public-private partnership in the field of vocational and higher education in Ukraine were singled out: strengthening the participation of companies in the processes of professional training; outlining a clear and concise division of responsibilities in the partnership; development of national standards of vocational education; gradual introduction of elements of dual education; promoting the prestige of vocational education as an attractive alternative to academic education; facilitating the learning trajectory between vocational and higher education; forecasting skills. It was developed recommendations for the development of public-private partnership in the field of vocational and higher education in Ukraine in the context of: formalization of interaction (conclusion of agreements and memorandums of partnership), management of interaction (establishment of qualitative and quantitative indicators for monitoring the activities of private providers and vocational education institutions; periodic reviews of vocational education institutions to bring them in line with the standards set in the contract), development of partnership effectiveness (clear criteria for quality and effectiveness), technologicalization of interaction (in particular, use of algorithm of of interaction between vocational education institutions and partners for public-private interaction initiatives). The need to study such models of partnerships in the field of education as the Chambers of Commerce and Industry in Germany, the Sectoral Council for Industrial Training (Canada), centers of excellence in vocational education (Netherlands), industrial centers or clusters (Tuscany in Italy and Baden-Württemberg in Germany), the National Skill Development Corporation (India) was actualized.

Abstract. The purpose of the article is to substantiate the impact of socio-economic prerequisites on the strategic development of educational institutions at different levels. The theoretical significance of the article is that based on the understanding of the works of Ukrainian and foreign scientists, the authors’ own experience in the strategic management of educational institutions of different levels it was characterized socio-economic prerequisites of strategic development of educational institutions in the context of external (environmental) and internal (institutional) lenses of analysis; the competitive advantages of the strategic orientation of educational institutions are presented; the principles of strategic development of educational institutions are theoretically substantiated; the theory of stakeholders in the context of development strategies of studied institutions is characterized; the factor of competition in the market of educational services and the related need for marketing orientation of educational institutions is substantiated; the influence of the factor of digitalization of society on the strategic development of educational institutions is substantiated; the necessity of using materiality analysis in the process of strategic development is characterized; based on the criteria of importance to external stakeholders and the importance of the business and its internal stakeholders, models of strategic development of educational institutions are substantiated, their features, strengths and weaknesses, risks and effects of their implementation are characterized. The practical significance of the article is that the authors have selected and adapted a number of methods of strategic development of educational institutions in the context of socio-economic prerequisites; strategic tasks of institution development in the context of further digitalization of society are revealed. It is substantiated that in the process of strategic development of educational institutions it is expedient to adhere to certain principles, which will enable the adequacy of such development to modern socio-economic realities. Such principles are the principle of positioning, synergy, integration, technological development, involvement, optimality. In the process of strategic development of the educational institution it is advisable to use a number of methods (SWOT-analysis, PEST-analysis, benchmarking, road map), «As is and to be», strategic and foresight sessions, which will allow comprehensive consideration of socio-economic prerequisites of institution development, which should be considered in the context of external (environmental) and internal (institutional) lenses of the analysis. Taking into account criteria «importance to external stakeholders» and «importance to the business and its internal stakeholders» and creating a materiality matrix allowed to substantiate four models of strategic development of educational institutions (bureaucratic, business-oriented, communication and partnership), to characterize their features, strengths and weaknesses, risks and effects of their implementation. Keywords: strategic development, strategic management, educational institutions, social and economic prerequisites, materiality analysis, materiality matrix. JEL Classification I22, О43 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 17.

Abstract. The purpose of the article is to substantiate the principles and present the author’s methodology for creating strategic and investment plans for the development of educational institutions. The theoretical significance of the article is that it is based on understanding the work of Ukrainian and foreign scientists, the authors’ own experience in strategic management of educational institutions of different levels, analysis of experience in creating strategic and investment development plans for 11 vocational schools in Donetsk, Luhansk and Zaporozhye regions (which became possible due to support of UNDP in Ukraine) the principles of creating a strategic and investment plan for the development of educational institutions are substantiated; the author’s vision on the technology of strategic management of an educational institution is offered; the author’s methodology of creating a strategic and investment plan for the development of an educational institution is presented. The practical significance of the article is that the proposed principles, technologies, tools and methodology tested in educational institutions of different levels can be used in the process of developing strategic management of relevant institutions, in particular to create a document «Strategic and investment development plan of the educational institution». It is substantiated that in the process of creating a strategic and investment plan for the development of the educational institution it is advisable to adhere to certain principles that will involve all stakeholders, teaching staff, lay the foundation for coordinated work on its (plan) implementation. Such principles are the principle of predictability (vision of the strategic and investment plan for the development of the institution as a document that should not only contain strategic initiatives and operational objectives aimed at changing the current situation (in terms of management, quality, competitiveness, etc.), but to implement initiatives aimed at change in the future); optimality (the need to identify a number of such strategic initiatives, the implementation of which could most optimally determine the change in the future); hierarchy (structuring of strategic and investment plan as a hierarchy of strategic initiatives, strategic goals and operational objectives, in order to ensure and optimal achievement of planned strategic goals); responsibility (involvement of teaching and non teaching staff in the process of generating strategic initiatives for the development of the educational institution as well as encouraging them to take responsibility for their implementation); environmentality (taking into account the general context (external environment) in which the institution is operated, and which, in turn, determines the patterns and internal logic of this development). The author’s methodology of creating a strategic and investment plan for the development of the educational institution is proposed, which provides the stages of analysis of the external environment of the educational institution, institutional analysis, competitive analysis, formation of a 3D view on the educational institution, generation of strategic initiatives for the future. The peculiarities of using the nominal groups technique to generate strategic initiatives for the development of an educational institution are substantiated. Key words: strategic development, strategic management, educational institutions, institutions of professional (vocational) education, strategic and investment plan. JEL Classification I22, О43 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 14.