The existence of three key approaches to elucidating the essence of education has been proven: education as a value and public good; education as a unifying and educational process of a person; education as a result of upbringing, training, human development, realization of interests and needs. It is determined that the combination of these approaches forms an understanding of the "education system" essence: as a value – at the level of the state and the individual; as a system of educational institutions and academic institutions, as a result of the activities of the individual; as a social institution on which the quality level of society depends, as a socio-cultural phenomenon.
The conceptual approach has been improved, which is aimed at forming the economic foundations for the development of education in accordance with the national economy needs. The concept includes three components – theoretical, analytical and practical, which are formed in accordance with the principles, methods and functions of the education functioning in modern conditions, contribute to the development of the economy educational sector and the achievement of innovative, socio-economic, cultural development of the whole society.
The world experience of educational processes transformation was studied on the example of the European Union educational institutions (Slovakia, Poland, Germany) and the People's Republic of China (PRC). As a result of the conducted research of educational processes, general and distinctive features in their development have been identified. The use of the identified approaches in the development of educational processes in the foreign countries under consideration is basic for the development of education in Ukraine and its sectors from the standpoint of resource provision of the country's economy.
The assessment of economic trends in the development of education in Ukraine is carried out. The results of the assessment indicate a low level of funding for education: the actual spending on education funding in the amount of 6% of GDP only partially covers the need for funding education and provides only 60% of the need for funding.
A sectoral analysis of the national economy educational sector was carried out in four sectors of education: higher, vocational, secondary and preschool. The results of the analysis made it possible to determine the effectiveness of each education sector for the analyzed period, as well as to identify external and internal factors of influence on the national economy educational sector.
The activity of higher education state institutions at the regional level is assessed. Based on the results of the assessment, the TOP-20 ZVO was formed for individual economic indicators and the regions were identified where the largest number of ZVO is concentrated, the largest amount of their financing, the number of applicants for higher education studying under the state order, the number of scientific and technical personnel at the main place of work. The presented results served as a scientific basis for situational management and state policy in education.
The mechanism for the implementation of state policy in the field of education has been formalized, which unites all educational institutions, forms measures for the education development, and ensures their investment at the macro, microeconomic and private levels. The combination of such elements into a single mechanism contributes to the effectiveness of measures from the personal growth of the individual to the economic growth of the economy and society as a whole.
The forecasting of the impact on the volume of GDP of financing options for educational institutions has been carried out. Statistically significant and adequate economic and mathematical regression linear models of the aggregate expenditures relationship in the context of education sectors and GDP by type of activity "Education", which characterize the final result of the production activity of resident economic units in the field of educational services, have been built. The calculated predictive values made it possible to prove that the growth in the volume of aggregate expenditures on education is a necessary condition for ensuring the development of education and the national economy.
In order to predict the impact on GDP of financing options for educational institutions, a modeling based on the Bayesian approach is proposed, which made it possible to conduct a situational, comparative and structural analysis of education financing from the standpoint of the impact on GDP.
