PRACTICAL ASPECTS OF ECONOMIC EFFICIENCY EVALUATING OF EDUCATIONALPROFESSIONAL PROGRAMS IN STATE HIGHER EDUCATIONAL INSTITUTIONS IN THE MANAGERIAL ACCOUNTING SYSTEM

The article substantiates the need to evaluate economic efficiency not only for higher educational institutions as a whole, but also for individual educational-professional programs. It was proved that in modern conditions the managers of state higher educational institutions should have operative information in the analytical accounting system about the expediency of providing educational services under one or another educational program, for which it is necessary to provide effective analytical tools. It is explained with both recent changes in legislation on the education services indicative cost and the ever-increasing competition in the higher education market. It was revealed that for making operational decisions on the effectiveness of individual activity segments it is more appropriate not to use a classic indicator of profitability, but a factor of contribution margin as a component of margin analysis. Using of margin analysis methods eliminates the main disadvantage of traditional profitability indicators — the need to distribute fixed indirect costs between activity segments. This procedure is time-consuming and always introduces some degree of inaccuracy in the calculation due to the conditionality and subjectivity of the choice of indirect cost distribution bases. At the same time, margin analysis takes into account only variable costs that are mostly direct and do not require distribution. This approach will also give the opportunity to take into consideration a direct relationship between the student contingent and the financial result. The article also develops practical recommendations for adapting the break-even point calculation to the characteristics of higher educational institutions. In particular, it was recommended to calculate this indicator in terms of value and to use the weighted average contribution margin ratio due to the heterogeneity of the student contingent. It also outlines the composition of the variable and fixed costs according to the contingent of students in a separate educational-professional program, identifies the recommended categories of students for which the break-even point should be calculated.