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A comparative comprehensive analysis of the socio-pedagogical problem field of modernization of the educational system of Ukraine and the EU in the context of administrative reform and taking into account economic needs and the establishment of universal democratic values has been conducted. A comparative pedagogical study of the theoretical, organizational, methodological and regulatory principles of reforming the educational system of Ukraine, which is currently acquiring national features and integrated into the world educational space, has been carried out. Conceptual principles of reforming the educational system of Ukraine as a basis for improving the quality of life of citizens from the standpoint of an innovative educational project in the context and professional psychological and pedagogical aspects of training in the field of educational policy have been theoretically substantiated. The provision is that education, like other institutions of public life, requires operational and strategic management actions, aimed at its modernization and renewal. A conceptual integral dynamic model of reforming educational policy in Ukraine with substantiation of methodological approaches and theoretical positions has been developed on the basis of comparative pedagogical research. A necessity of expansion and qualitative improvement of the network of preschool educational institutions has been proved. There are trends that Ukrainian secondary education will eventually become on a par with the world standards of secondary school. A need to create and coordinate a strong system of out-of-school education in Ukraine has been justified, as the mass unemployment of children and youth in out-of-school time entails huge negative consequences. Peculiarities of reforming the system of training of working professions and vocational education in Ukraine have been specified. A strategic issue is the state policy on teacher training. Ukrainian origins of the phenomenon of pedagogical skill as a fundamental basis of the theory and practice of educational policy to improve the quality of teaching and learning in EU countries have been revealed. A necessity of development of a target program of professional and pedagogical selection and preparation of experts in the field of educational policy for Ukraine and an algorithm of estimation of its efficiency on the basis of the comparative analysis has been proved. The content of the concept of "educational policy" has been clarified, knowledge of the regulatory framework for reforming educational policy in the EU has been deepened.

Purpose: The goal of the work is to find opportunities and prospects for a successful exit of the global economy from the 2020 crisis, which avoids the collapse of the social market economy and embarks on the path to a new model of sustainable development. Design/Methodology/Approach: The work uses a set of general scientific methods within the framework of the system approach, including methods of induction, deduction, analysis and synthesis, modeling of socio-economic systems, as well as graphic representation of research materials. Findings: The change in the model of sustainable development under the influence of the crisis of 2020 is justified. A new - pyramidal model of sustainable development, emerging under the influence of the crisis of 2020, has been developed, in which the directions of sustainable development are more integrated. Originality/Value: It has been proved that the 2020 crisis is not necessarily led to the collapse of a social market economy - a fairly likely scenario is associated with setting humanity on the way to a new model of sustainable development. Its most important features will be, firstly, increasing the importance, prioritizing social and environmental goals and becoming their foundation for the realization of economic goals. Secondly, the recognition of the «failure of the market» with sustainable development and the assumption by the state of a key role in their implementation instead of creating «rules of the game».

This paper explores the rise of money and class society in ancient Greece, drawing historical and theoretical parallels to the case of ancient Egypt. In doing so, the paper examines the historical applicability of the chartalist and metallist theories of money. It will be shown that the origins and the evolution of money were closely intertwined with the rise and consolidation of class society and inequality. Money, class society, and inequality came into being simultaneously, so it seems, mutually reinforcing the development of one another. Rather than a medium of exchange in commerce, money emerged as an "egalitarian token" at the time when the substance of social relations was undergoing a fundamental transformation from egalitarian to class societies. In this context, money served to preserve the façade of social and economic harmony and equality, while inequality was growing and solidifying. Rather than "invented" by private traders, money was first issued by ancient Greek states and proto-states as they aimed to establish and consolidate their political and economic power. Rather than a medium of exchange in commerce, money first served as a "means of recompense" administered by the Greek city-states as they strived to implement the civic conception of social justice. While the origins of money are to be found in the origins of inequality, a well-functioning democratic society has the power to subvert the inequality-inducing characteristic of money via the use of money for public purpose, following the principles of Modern Money Theory (MMT). When used according to the principles of MMT, the inequality-inducing characteristic of money could be undermined, while the current trends in rising income and wealth disparities could be contained and reversed.