У статті проаналізовано основні парадигми вищої економічної освіти в Україні. Визначено перспективні напрями імплементації досвіду республіки Польщі у професійній підготовці фахівців економічної
галузі України. Охарактеризовано провідні положення нормативних документів, які регулюють засади
професійної підготовки фахівців економічної галузі. Окреслено головні компоненти вищої економічної
освіти. Проаналізовано три основні моделі трансформаційних зрушень у сфері вищої економічної освіти України. Подано інформацію щодо основних перспективних напрямів використання досвіду навчання
фахівців економічної галузі у вищих навчальних закладах Республіки Польщі в Україні.
The study discloses the leading models of the education system of Ukraine. The information about perspective
directions of using the experience of training of specialists of the economic branch in higher educational
institutions of the Polish Republic in Ukraine from the point of view of the provisions of the “Concept
of development of economic education in Ukraine”, “Project of development of education of Ukraine for the
period of 2015-2025” is presented. The main provisions of the “Concept for the Development of Economic
Education in Ukraine” and “Project Concept for the Development of Education of Ukraine for the period of
2015-2025” are analyzed. The paper addresses fundamental works of modern scientists who dealt with the
issues of psychological and pedagogical foundations, models of professional training of specialists in the
economic branch in Ukraine, the peculiarities of professional training of economists in the context of multiculturalism, economic bases for modernization of education, continuity of higher economic education.
Based on the analysis of normative and legal documents regulating the activity of higher education in Ukraine,
the ways of implementing high educational standards, as well as the ways of implementing the experience of the
Republic of Poland in the professional training of specialists in the economic branch in Ukraine, are defined. The
main paradigm of higher economic education is determined. The main components of the higher economic education
of Ukraine are revealed in the form of the content and organizational and educational technologies to
ensure the quality of education. The directions of application of the experience of the Republic of Poland in the
Ukrainian system of higher economic education, as well as the means and ways of shaping economic behavior
are analyzed. The problem field of tasks addressing the modern economic consciousness in specialists of the
economic branch and their competitiveness in today’s job market is outlined. Three main models of transformational
shifts in the sphere of higher education in Ukraine are covered for ever greater life challenges.
