REGIONAL FEATURES OF THE EUROPEAN PUBLIC-PRIVATE PARTNERSHIP SYSTEM IN THE FIELD OF PROFESSIONAL (VOCATIONAL) EDUCATION

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.