top of page

Prospects for financial and economic support
of educational services in Ukraine

Liudmyla Shulgina

National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine

e-mail: shulm@ukr.net

ORCID: 0000-0001-9554-6185

Keywords:
educational services, public funding, business financing of education, student credit, self-financing.

Abstract

received:   25.10.2022
corrected:  21.11.2022
accepted: 17.12.2022

The collection of primary and secondary information was carried out to research the experience of supporting higher education seekers in several countries, namely: Colombia, Iran, Azerbaijan, Poland, Canada, France, Germany, Spain, and the Czech Republic. The primary attention was paid to the study of normative documents and the generalization of practical experience of financial and economic support of higher education seekers in the mentioned countries. The study of the specified world experience was carried out to develop and present in this article appropriate financial and economic models of support for those seeking educational services in Ukraine. As a result of the research, the author proposed the following set of supporting models of funding: public, business, loan, and self-financing, which should be implemented in Ukraine together and directed to different categories of students.

References

  1. Ahn, I., Chiu, M.M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction, Contemporary Educational Psychology, 64, 101950. https://doi.org/10.1016/j.cedpsych.2021.101950

  2. Amadhila, E., & Guest, J. (2022). Teach outside your comfort zone: A qualitative study of higher education students’ conceptions in Namibia. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2026189

  3. Brzezicki, L. (2020). The Efficiency of Public and Private Higher Education Institutions in Poland. The Polish Journal of Economics, 4(304), 33–51. https://doi.org/10.33119/GN/128218

  4. Campus France. (n.d.). The Different Types of Institutes of Higher Education in France. https://www.campusfrance.org/en/institutes-higher-education-France

  5. Council of the European Union. (2014). Association Agreement between the European Union and its Member States, of the one part, and Ukraine, of the other part. EUR-Lex. https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:22014A0529(01)

  6. Educations.com. (2021, 31 May). Study in Azerbaijan: Tuition Fees & Scholarships. https://www.educations.com/study-guides/asia/study-in-azerbaijan/tuition-fees-19010

  7. Educations.com. (2022, 20 January). Study in Poland: Tuition Fees & Scholarships. https://www.educations.com/study-guides/europe/study-in-poland/tuition-fees-4318  

  8. European Commission. (2020). The European Higher Education Area in 2020: Bologna Process Implementation Report. https://eurydice.eacea.ec.europa.eu/publications/european-higher-education-area-2020-bologna-process-implementation-report

  9. Garrard, P. (2022). Is Teacher Pay Adequate: Teachers' Opinions on Their Expectations, Requirements, and Pay in Columbia. Senior Theses, 572. University of South Carolina. https://scholarcommons.sc.edu/senior_theses/572

  10. International Commission on the Futures of Education. (2021). Reimagining our futures together: a new social contract for education. UNESCO. https://doi.org/10.54675/ASRB4722

  11. Mahrouse, M.E. (2021). National System of Germany's Education financing entrances. Sohag University International Journal of Educational Research, 3(3), 21-28. https://doi.org/10.21608/suijer.2021.122457

  12. Mediavilla, M. (2017). Are scholarships and grants effective when it comes to the continuity and improvement of educational results at primary and secondary school level? Fundació Jaume Bofill. https://ivalua.cat/sites/default/files/2019-11/26_09_2017_14_28_00_Que_funciona_06_grants_260917.pdf 

  13. Munna, A.S., & Kalam, M.A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI) 4(1), 1-4. https://doi.org/10.33750/ijhi.v4i1.102

  14. Postlewaite, E.A. (2020). Financial Viability Strategies for Leaders of Small, Private, Nonprofit Universities. Walden Dissertations and Doctoral Studies, 9799. https://scholarworks.waldenu.edu/dissertations/9799

  15. Qi, S., Ma, Q., & Ji, X. (2022). The Influence of Financial Aid Systems on Student Academic Development in Higher Education in China. Sustainability, 14(21), 14068. https://doi.org/10.3390/su142114068

  16. RocApply. (n.d.). Application Requirements for Colombia Universities. https://www.rocapply.com/study-in-colombia/about-colombia/application-requirements.html

  17. Study in Spain. (n.d.). Spanish Education System. https://www.studying-in-spain.com/plan-your-studies/spanish-education-system/

  18. Study in UK. (n.d.). Private Universities in UK. https://www.studying-in-uk.org/private-universities-in-uk/

  19. Xuan, L., He, M., Xu, T., & Maalla, A. (2022). Research on Management Model of Private Colleges and Universities from the Multiple of Stakeholders. In 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022). Atlantis Press. https://doi.org/10.2991/assehr.k.220401.007

  20. Yontz, B. D., & Wilson, R. E. (2021). Teacher Salary Differentials and Student Performance: Are They Connected? Journal of Educational Issues, 7(1), 168. https://doi.org/10.5296/jei.v7i1.18400

  21. Yuzyk, O., Vysochan, L., & Grytsyk, N. (2019). Innovative teaching methods in higher education institutions of Poland and Ukraine. Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach, 11, 45-50. https://yadda.icm.edu.pl/baztech/element/bwmeta1.element.baztech-1525f123-5de7-4627-9396-322f4c92da0d

bottom of page