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.

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.

In the minds of the digital economy, they are characterized by more active technologies of digital technology and the expansion of new information systems, more work is needed, and more and more efficiency. The whole range of economics and humanities and clarification of the current competencies of the most successful employees of the organization. It has been designated that competence is formed, developed and manifested in the process of specific activities, such as the specific nature of the business. The specifics of public administration and administration are zoom-in scaled. For the sake of nationality, one has to start the suspension of development for the special vicarious administrative methods in order to fill in the suspension of information transmitted by the norms of administrative law. The goal is to reach the most important for suspension: to prepare for the preparation of curriculum in the field of public administration and administration. With statistics, go ahead to formulate competencies in the minds of the digital economy. Due to the competency of the approach, there has been a tendency towards a greater emphasis on hard skills (hard professional skills) for soft skills. This zoomed out in more detail to the very warehouse of soft skills. It has been shown that today there is no single universal approach to form a warehouse for soft skills to staff, moreover, most of all you will have to take a look at the additional knowledge of the context of the sphere of communication praxis. That is why we are important for the sphere of public administration and administration of soft skills, that conducted the operation of soft skills in the sphere of public administration and administration. The result is a copy of the important warehouse of community, managerial, selforganizing, mental skills and competencies for the training of efficient managers in the field of public administration. The article has been updated on the formality of emotional competence for public management in the form of professional communication, which is associated with frequent and trivial contacts with people.

The purpose of the article is analysis of the current trends in the development of the communications and informatization sector of Ukraine; analysis of the trends in consumer behavior of clients of communications companies; analysis of human capital theories and results of customer surveys and identification of companies' personnel development areas; identification of components of client-oriented model of professional competence development of personnel. Practical output of the results consist of a program of client-oriented development of personnel, which has been tested in 5 companies and which involved more than 700 participants, its goals and stages; and recommendations on effective implementation of such programs for the personnel of communication companies. It is found out that modern trends of development in the sector of communication and informatization of Ukraine are: an increase in revenues from the provision of services, an increase in the dynamics of revenues from the provision of mobile communications services, changes in the structure of consumption and consumer preferences, intensive introduction of technological innovations, reduction of the number of fixed communication services subscribers, increase the number of consumers of machine-to-machine interaction services, increase the level of market competition. Changes in consumption patterns and consumer preferences have emerged (increased use of mobile Internet (including video content, messaging, online services, electronic administrative services), increased consumers' demand for converged telecommunications services, machine-to-machine services, and requirements for quality of service. Based on theoretical analysis (analysis of human capital theories) and customer surveys using the SERVQUAL method, it is found that the content of the development of professional competence of the personnel of the companies in the sphere of communication should cover the content related to the specifics of client behavior, means of strengthening the loyalty of existing customers and preventing their outflow, customer interaction technologies that lead to a high level of satisfaction with the quality of service; the goals of such development are the development of client-orientation of the personnel. The program of development of client-orientation of the personnel is offered, which covers mastering of materials of distance courses, participation in trainings and post-training support of participants, their self-development. The experience of conducting such programs has made it possible to formulate recommendations for their effective implementation and to ensure effective client-oriented behavior of personnel: the need to use remote interactive learning technologies; ensuring specific organizational and pedagogical conditions-increasing the level of motivation for the continuous development of professional competence; updating the content of professional competence development on the basis of the model of competences; use of blended learning, coaching and sim...