The impact of higher education funding on students’ academic achievements and expanding access to educational opportunities (on the examples of Germany,Italy, and Romania)

Introduction. The article examines the relationship between higher education funding and academic achievement of students on the example of Germany, Italy and Romania. The author explains the choice of countries based on the difference in their approaches to education funding and the distinction between their educational systems. The author emphasizes the importance of funding for the development of higher education institutions. Purpose of the study is to assess whether the level of funding of higher education institutions affects the quality and accessibility of educational services on the example of selected EU member states, based on selected and reasonable criteria. Methods. The main method of the study is a comparative approach, because based on the data obtained, a comparative analysis of the selected countries is carried out, and conclusions are drawn about the relationship between funding and the quality of higher education. The author used the empirical method to find and analyze statistical data. Results. The article analyzes the doctrinal approaches to assessing the quality and accessibility of education and, on their basis, identifies three author’s criteria: the unemployment rate among graduates of higher education institutions; the number of young people with higher education; and the positions of universities in international rankings. Particular attention is paid to the relationship between the financial support level and academic achievements of students, as well as to the prospects of using best practices to improve educational policy. The novelty of the article consists in the formulation of the relevant criteria and their empirical analysis, using statistical data. Conclusion. The author of the article has identified significant differences in financial models that determine the quality of education, accessibility and competitiveness of graduates.