IMPACT OF HIGHER EDUCATION ON HUMAN CAPITAL FORMATION IN UKRAINE: ASSESSMENT OF EDUCATIONAL REFORMS

Introduction. The article discusses the problem of human capital development, which significantly affects the well-being of countries and social and economic progress. The impact is assessed by the Human Development Index, paying more attention to its educational component. The indicators of education assessment in Ukraine are highlighted, in particular, the percentage of the population with higher education and state expenditure on education provision. A comparative analysis of the educational component of the Human Development Index of Ukraine and developed countries, such as Norway, Ireland, Australia, and Turkey, is carried out. Purpose. The article analyzes the scientific sources on approaches to assessing the effectiveness of higher education institutions, appropriate criteria and indicators for accreditation as a procedure for ensuring the quality of an educational institution's activities. Also, the importance of educational reforms to ensure the quality of Educational Services, which is the basis for the formation of the educational component of human development, is highlighted. Methods. The analysis was carried out on the principles of the basic concept of Quality Management developed by E. Deming Diseases and obstacles to the implementation of educational reforms in the field of higher education in Ukraine are identified. Attention is focused on such obstacles as copying outdated Western samples and models, intention to be presented in the best global universities rankings, loss of consistency to achieve a goal of continuous educational services quality improvement, etc. Results. Summing up the results of the analysis of educational reforms according to the Deming criteria, it should be noted that more successful examples can be seen at the local level, provided with the autonomy of universities, than at the national level, through the implementation of erroneous directions of educational policy. It is necessary to preserve the traditions of academic education, which form the right thinking and worldview guidelines for A Higher School graduate. Originality. Examples of the implementation of the project «Uni-Biz Bridge», organized by the HR agency UGEN with the participation of well-known international companies representatives, are given, the main purpose of which was making a connection between official education and the employer's needs. The result of research and discussions was the formation of General graduate competencies through the introduction of practice-oriented training. Conclusion. Suggested that at this stage an effective example of practice-oriented learning is the model of practice organization developed by the team of Borys Hrinchenko Kyiv University (the authors were involved in the development). Each stage in the proposed model of educational and professional internship allowed students to develop the necessary Integral and professional competencies defined in the higher education standard for speciality 073 «Management». The results of the experiment showed the expediency of introducing practice- oriented training, in particular, the majority of students developed such competencies as communicative, educational, socio-economic, and managerial (readiness to make decisions, the ability to adequately assess the situation, recognize and take into account most subjective factors; cope with new and unpredictable situations).