The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of continuing education strategies in national systems is recognized as one of the priority areas and fundamental principles of educational system development in EU countries, which direct the national policy of their countries to implement the concept of lifelong learning and encourage higher education institutions increase access to education for different age groups. The system of continuing education is divided into three components. The first – additional professional education – contributes to the formation of the professional basis of human resources of the modern high-tech economy. The second component of the system of continuing education provides various groups with the opportunity to adapt to changing living conditions. The third component of the system of continuing education provides for the satisfaction of various individual educational needs of citizens. The implementation of the concept of continuing education is aimed at covering the educational programs of all people – from the youngest to the elderly. Attention is focused on finding ways to democratize access to education, increase the value of knowledge, increase investment in education and bring it closer to the consumer. The study and analysis of international documents on continuing education is necessary for the further development of the education system of Ukraine, which corresponds to the general trend of development of education systems in European and global space

The article represents the diagnostic and analytical results of the research on learning outcomes for PhD level within the subject area «Higher education quality and its expert support: Ukraine’s movement towards the European Union» at Borys Grinchenko Kyiv University (Ukraine). A generalised description of competences and learning outcomes for PhD students was developed. This paper made use of a small-scale research – a questioning of the PhD students. 40 PhD students have been questioned from different specialities. The results of the survey are described in knowledge and skills, which development level is determined by the descriptive scale. It was important to focus on the mastery of such knowledge by graduate students as: basic terms and definitions; theoretical issues of the subject under study; legal dimension quality assurance of higher education; laws and peculiarities on quality evaluation assessment; official regulations and mechanisms that ensure the quality of programs and certificates in the higher education institution; principles, the revised ESG are based on; the European standards and guidelines for internal quality assurance in higher educational institutions; internal (External) monitoring of the quality of higher education in EU countries; the model and criteria for the evaluation of educational programmes. The content of the lessons from the module was aimed at the development of such skills: to identify and analyze the main trends in quality assurance in Europe; to evaluate European context for external quality assurance; to interpret the main principles for QA in Europe; to comment on principles of quality as integrated patterns of quality culture; differences between quality assurance and rankings; to apply different research methods and information technologies in practical situations; to participate in the work of multidisciplinary educational projects. A separate aspect of the survey is the assessment of the satisfaction level of classes content and organization by the PhD students. The training is considered as a tool for professional development, increasing the effectiveness of learning outcomes. The article gives an overview of the steps necessary to improve the quality of project implementation and module learning outcomes.

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Purpose. To examine the mechanism of managing changes resulting from the promotion of a new value system by higher education institutions. Methodology. The research is based on the methods and tools of cultural economics, which allow the authors to comprehensively reveal the relationship between the value system and behavior, on the one hand, and the changes caused by values and behavior, on the other hand. The authors used the methods of modeling, comparative analysis, strategic and systematic approaches to the analysis of economic and managerial organization of the cultural sector and the behavior of producers and consumers. Findings. The study proved that: 1) the value system and its manifestations in practice signal the readiness of city residents to accept or reject changes; 2) the success of promoting a new value system depends on the alignment of the initiative to change the existing value system with the values of the change recipients; 3) the inconsistency between the value system that is being promoted and the recipients values shall be eliminated by means of communication with the change recipients. Communication aims to remove anxiety from expected changes and make the changes attractive to the recipients; 4) anxiety shall be remedied by the messages convincing the change recipients of the positive effects of changes on their value system and of the negative consequences if the recipients reject changes. Originality. The application of Schwartzs Theory of Basic Values and the model of Lngstedt and Manninen allowed the authors to explore the mechanism of managing changes resulting from the promotion of a new value system by a higher education institution. Practical value. The obtained results allow for the effective use of the methods and tools of cultural economics in the formation and promotion of a new system of values by a higher education institution.

У статті проаналізовано зміст підготовки докторів філософії (Ph.D) у Грецькій Республіці в контексті оновлення законодавчої бази країни у галузі освіти. Визначено основні типи докторських програм, що реалізуються грецькими університетами (традиційні програми, програми з подовженим терміном навчання, дистанційні докторські програми). Схарактеризовано вимоги, що висуваються до претендентів на навчання за докторськими програми; проведено аналіз етапів підготовки докторів філософії та визначено організаційні умови забезпечення якості проведення досліджень в університетах Грецької Республіки. Ключові слова: Грецька Республіка; докторська програма; підготовка докторів філософії; якість виконання наукового дослідження.