Emotional-intellectual portrait of the entrant includes the following components: Emotional awareness (self-awareness), management of their emotions (emotional self-regulation), self-motivation, empathy, recognition of other people’s emotions.
A comparison of these portraits of freshmen at the university shows that against the background of high potential cognitive characteristics, students have insufficient development of self-motivation and management of their emotions. This shortcoming can hinder the successful mastery of specialties.
Fortunately, the components of emotional intelligence can be improved in the process of learning and practice. That is why it is possible to have a significant impact on the future success of university graduates through the formation of high indicators of EI components in the learning process.
The monograph shows that for four years of study on the integrated indicator EI the number of university students with a «critically low» level decreased from 13.4 % to 7.5 %. While the number of students with a «high» level increased from 4.6 % to 10.8 %. Such changes indicate a positive impact of university studies on the level of EI students.
However, we must state the practical absence of the influence of student life on the two components of EI: «managing their emotions» and «self-motivation». The percentage of students with the appropriate levels of these components remained virtually unchanged, which indicates a lack of equipment of the educational process with psychological methods of forming the relevant components of emotional intelligence.
The components «emotional awareness», «empathy», «recognition of other people’s emotions» show a significant reduction in the percentage of students with levels of «critically low» and «low» against the background of a significant increase in the percentage of students with a level of «high».
In general, it should be noted that one of the main tasks of the university is to help its students form such an emotional and intellectual portrait that will ensure their successful future. Only the development of emotional intelligence on the basis of significant cognitive potential can ensure a successful career!
Problems of development of the education system of Ukraine are largely due to the lack of a clear system of its financing. Separate, inconsistent, unrelated legislative and executive decisions lead to an imbalance in the system.
In Ukraine, the expenditure on education as a share of GDP is quite high compared to other developed countries, but in absolute terms their size is certainly insufficient.
As a preliminary conclusion, it can be stated that the problem of higher education development in Ukraine is not only insufficient funding, its structure and dispersion of public procurement, but also insufficient management efficiency of both the HEI and the industry as a whole.
Universities are financed from the general and special budget funds. However, the ratio of expenditures from these funds for different universities are significantly different. For example, the ratio of expenditures from the special fund to general expenditures differs in different universities by an average of 41.9 % (from 18 % to 70 %). If we take into account that the special fund is formed by the university itself, then these figures are interpreted as follows. In Ukraine, there are universities that are 70 % self-funded and universities that are only 17 % funded in this way and 83 % funded by the state.