Relevance: globalization processes in economic relations, organization of education and public life of the world, integration of public and private sectors of the economy in professional (vocational) education and employment highlight the need to analyze European experience in creating public-private partnership programs in education. The constant discussion of the development of public-private partnerships in European countries, the actualization of not only positive experiences that are common to several states, but also the debate on changing the role of public authorities indicates the presence of certain regional contradictions and peculiarities. Aim: to analyze the regional features of the European system of public-private partnership in the field of professional (vocational) education and on this basis to highlight the recommendations at the national level. Methods: theoretical (induction, synthesis, generalization); empirical (study and analysis of legal documents in the field of public-private partnership, vocational education, social protection and labor market, public-private partnership programs for training of skilled workers, the results of professional (vocational) education in Europe). Results: it is established that the common problems of public-private partnership development in European countries are: harmonization of rights and responsibilities of the public and private sector; introduction of clear and transparent mechanisms for regulating financial costs; formation of algorithms for project execution without delay; the existence of various forms of public-private partnership agreements and their compatibility with the legal (national, regional or local) base. Much of the population participates in Active Labor Market Programs (ALMPs), which are supported by both the state and the private sector. The development of such programs raises certain disputes and issues between public and private partners related to the division of rights and responsibilities, the struggle for financial resource management and the refusal to develop infrastructure. Conclusions: in the development process of the domestic system of public-private partnership in the field of professional (vocational) education it should be: taken into account the requirements of the European Union to the legislation on public-private partnership; modernized the provisions of the Law "On Professional (Vocational) Education" accordingly; developed algorithms of practical training of specialists on the basis of public-private partnership.

Relevance: the integration processes in the relations between Europe and Ukraine on the organization of education and public life actualize the need to analyse the European experience in training future teachers, but the process of reforming the education system today has many problems in training highly qualified specialists in the field of education. Aim: determining the specifics of vocational teacher education in the leading countries of the European Community. Methods: analysis to determine the state of professional and pedagogical training of future teachers in Germany, France and Italy; generalization to formulate conclusions about the state of training of future teachers. Results: it is established that the ultimate goal of introducing inquiry-based learning in German teacher education is to increase the professionalization of future teachers, which can be described by two internationally known concepts: "teacher as a reflexive practitioner" and "teacher as a researcher"; it is determined that in France there are uniform standards of teacher education throughout the country, integration of theoretical, practical and research components of professional training; passing a competitive exam to fill a vacant position in educational institutions of various types due to the fact that teaching staff belong to the category of civil servants, a competency-based approach to the expected learning outcomes; the article reveals that the Italian teacher education system is based on a "sequential model" for secondary school teachers, which requires a strong disciplinary competence, followed by a one- or two-year training program. Conclusions: Germany has announced significant investments in the digitalization of education. The country is preparing for fundamental changes in the skills of its workforce by implementing digital initiatives and reorienting the adult education system.  The teaching staff is aging, and Germany faces the challenge of replacing a large number of teachers. In France, efforts continue to improve educational outcomes and reduce inequality, with support for teaching staff and increased funding measures. Authorities face the challenge of balancing the rapid pace of reform with the need to consult with stakeholders to ensure optimal impact. The proportion of Italian teachers satisfied with their jobs is among the highest in the EU, but only a small proportion feel that their profession is valued. The level of higher education is low, and the transition from education to work remains difficult even for highly qualified people.

З метою забезпечення працевлаштування молоді у Європейському союзі створюються «програми активного ринку праці» (ALMP), що підтримуються як з боку держави, так і приватним сектором економіки. У процесі розроблення таких програм виникають певні суперечності та проблеми між державними і приватними партнерами, пов’язані з розподілом прав та обов’язків, боротьбою за управлінням фінансовими ресурсами та відмовою від розвитку інфраструктури; наявність різних форм договорів державно-приватного партнерства та їх сумісність із правовою (національною, регіональною чи місцевою) базою.

При підготовці здобувачів наукового ступеня Ph.D. «015 – Професійна освіта» до врахування культурних відмінностей при спілкуванні в іншомовному середовищі необхідно враховувати відмінності у поведінці які є специфічними для різних культур. Зростання міжкультурної комунікаційної взаємодії та поширення англійської мови у міжнародному освітньому середовищі сприяє посиленню значення врахування культурних відмінностей співрозмовників. Усвідомити специфіку поведінки представників інших країн можна на основі використання індексів моделі Хофстеде.

Державно-приватне партнерство в країнах ЦентральноїЄвропи, не зважаючи на активну позицію Європейської комісії з просування даного питання, розвинуте досить неоднорідно. Ведучу позицію в реалізації проєктів державно-приватного партнерства посідає Німеччина, решта країн характеризується нейтральним ставленням до даного механізму. Найбільша кількість проєктів, реалізованих у рамках державно-приватного партнерства, припадає на енергетику, транспорт, водопостачання та санітарію, телекомунікації, освіту та охорону здоров’я.